Rationale
English is extensively taught across Vietnam, from primary schools to universities and language centers, primarily for professional and academic purposes Despite this widespread instruction, the effectiveness of English courses often falls short due to various challenges faced by Vietnamese teachers, including limited knowledge, inadequate teaching aids, and insufficient resources to develop essential language skills: listening, speaking, reading, and writing A significant issue is students' low engagement in classroom activities, stemming from multiple factors Addressing these challenges necessitates thorough research into effective teaching techniques Therefore, this study focuses on the perceptions of pair work and group work in secondary school classrooms in Thu Thua, aiming to enhance the organization of collaborative activities to improve English language learning outcomes for both students and teachers.
Aims of study
This study aims to assist secondary school teachers and students in discovering effective techniques for organizing pair work and group work to enhance English language teaching Additionally, it explores students' attitudes towards these collaborative methods and their perceptions of their effectiveness in the learning process.
Scope of the study
To enhance four essential skills for secondary school students, teachers can implement diverse techniques This article focuses on providing a brief overview of pairwork and groupwork in secondary school classrooms, aiming to identify effective strategies for improving the perception and implementation of these collaborative methods in English language teaching and learning.
Research questions of the study
This study was aimed to answer the following research questions:
1 How often are group work and pair work employed in the secondary English classroom?
2 What beliefs do the teachers hold about using groupwork and pairwork?
3 What views do students have about the effectiveness of pairwork and groupwork for English learning?
Methods of study
This study employed a case study approach to achieve its objectives, drawing on a theoretical framework established by various published works on language teaching and acquisition Data was collected from two primary sources: 120 secondary school students and 8 English teachers, utilizing survey questionnaires and observational methods.
This research employs a quantitative method, analyzing statistics from survey questionnaires administered to students and teachers at LT secondary school All comments, remarks, recommendations, assumptions, and conclusions in the study are derived from this statistical analysis.
Design of study
This study consists of 5 parts:
Chapter One: Introduction which presents the rationale, the aims, scope, the method and design of the study The research questions are also mentioned in this part.
Chapter Two: Literature Review - reviews the theory about CLT, and pairwork and groupwork.
Chapter Three: Methodology examines the implementation of pairwork and groupwork in English language teaching at secondary schools, highlighting the current practices in classrooms This chapter also details the methods of data collection and analysis used to assess these collaborative learning strategies.
Chapter Four: Findings and Discussion examines the organization of pair work and group work by secondary school teachers, highlighting the challenges encountered by both educators and students during these collaborative activities It also offers practical suggestions for teachers to enhance the effectiveness of pair work and group work in their classrooms.
Chapter Five: Conclusion- focuses concentrate on some suggested techniques using groupwork and pairwork to help the secondary students have more pleasure and effectiveness in learning English.
Conclusion summarizes all the key issues as well as the limitations of the study and some suggestions for further study.
This chapter explores key theories in language teaching, focusing on the communicative approach and examining the perceptions of both students and teachers regarding pairwork and groupwork in the language learning process.
Group work offers significant advantages for students, as highlighted by various studies According to Mello (1993), key benefits include gaining insight into group dynamics, tackling more comprehensive assignments, developing interpersonal skills, being exposed to diverse viewpoints, and better preparing for the commercial world These benefits underscore the importance of collaborative learning in enhancing students' educational experiences and future career readiness.
Research indicates that small group learning significantly enhances student performance, attitudes, and retention (Gibbs, 2009) A review by Springer et al (1999) of 383 studies highlights the widespread adoption of small-group learning at the undergraduate level across various disciplines Problem-Based Learning (PBL), which emphasizes group collaboration, has been shown to improve student learning outcomes compared to traditional pedagogies (Dochy et al., 2003) Additionally, JISC (2008) notes that group assignments can alleviate academic workload, although concerns about equitable grading in collaborative projects have been raised (Kennedy, 2006) Literature analysis identifies key factors influencing group assignments, underscoring the importance of effective assessment methods (Meyer, 2010; Kennedy, 2006; Barfield).
In 2003, key aspects of effective group dynamics were highlighted, emphasizing the importance of recognizing diverse talents within the group structure to assign specific roles effectively It underscored the necessity of respecting various viewpoints to prevent individual domination, ensuring that all members contribute equally and actively Additionally, evaluating individual contributions can be challenging; however, methods such as anonymous peer reviews, individual reflective reports, and tutor involvement can facilitate this process.
A review of the literature reveals that while there are numerous studies on group work and group assessment, empirical research specifically addressing the design of group assignments is limited (Gibbs, 2009) This study aims to fill that gap and provide valuable insights for improving group assessment practices.
Communicative approach to language teaching
Communicative Language Teaching
2.1.1.1 Nature of Communicative Language Teaching
Communicative Language Teaching (CLT) emphasizes the integration of grammatical and functional teaching, focusing on both structural and functional aspects of language (Littlewood, 1981) It involves learners engaging in pair or group work, utilizing their language skills to solve problems CLT prioritizes creating opportunities for learners to use English in communicative contexts, aiming to incorporate these activities into a comprehensive language teaching program.
2.1.1.2 The Techniques of Communicative Language Teaching
The techniques of Communicative Language Teaching are described by features.
Nunan (1991a:279) gives five features to characterize CLT:
+ An emphasis on learning to communicate through interaction in the target language.
+ The introduction of authentic texts in to the learning situation
+ The provision of opportunities for learners to focus, not only on language but also on the learning process itself.
+ An enhancement of the learner’s own personal experiences as important contributing elements to classroom learning.
+ An attempt to link classroom language learning with language activation outside the classroom.
Communicative Language Teaching (CLT) principles can be applied to various skills and levels, making it challenging to provide a standardized description of typical classroom procedures As noted by Richards and Rodgers (1986), the diversity of activities and exercises in CLT complicates this task Savignon (1983) highlights several techniques and management procedures, such as group activities, language games, and role plays, which, while associated with CLT, are not unique to CLT classrooms.
Johnson and Johnson (1998) offer five core characteristics that underlie current applications of communicative methodology:
Appropriateness: Language use reflects the situations of its use and must be appropriate to that situation depending on the setting, the roles of the
The Techniques of Communicative Language Teaching
Message focus: Learners need to be able to create and understand messages, that is, real meanings Hence the focus on information sharing and information transfer in CLT activities.
Psycholinguistic processing: CLT activities seek to engage learners in the use of cognitive and other processes that are important factors in second language acquisition.
Encouraging risk-taking in learners fosters an environment where they feel empowered to make educated guesses and learn from their mistakes By pushing the boundaries of their knowledge, students are motivated to utilize diverse communication strategies, enhancing their overall learning experience.
Free practice: CLT encourages the use of “holistic practice” involving the simultaneous use of a variety of sub-skills, rather than practising individual skills one piece at a time
In summary, Communicative Language Teaching (CLT) should be viewed as an approach rather than a strict method It encompasses a range of principles that embody a communicative perspective on language and language acquisition, making it adaptable to various classroom practices.
Definition of pair and group work
There are many definitions of pairwork and group work:
Collaborative learning in pairs or small groups enhances student engagement and participation in the classroom This approach ensures that every student is actively involved in both critical thinking and practical tasks Additionally, small group work fosters essential cooperative skills, including effective listening, communication, problem-solving, and task sharing.
Research has shown that group work enhances the learning of all group members, regardless of how skilled or unskilled individual members are.
The small group approach is most commonly used with children through the ages of 12, although it has shown to be beneficial for older children as well.
According to Adrian Doff (1988: 137), the teacher divides the entire class into pairs, enabling students to collaborate simultaneously with their partners This method, known as simultaneous pair work, differs from 'public' or 'open' pair work, where students take turns speaking in front of the class In essence, pair work involves two students engaging together at the same time, fostering collaboration and interaction.
Groupwork involves students collaborating in small teams, typically consisting of four to five members each This method allows the entire class to engage simultaneously, fostering teamwork and enhancing learning through collective effort.
Advantages and disadvantages of pair and group work
The advantages of pairwork and groupwork
2.3.1.1 To increase the amount of student practice: When students work in pairs or groups they have more chance to practise Working in pair and group, students often feel more willing to talk among themselves in a small group than with a teacher in a large group, so that it dramatically increases the amount of talking for individual students.
2.3.1.2 To increase the learner’s confidence: The students feel much more comfortable to speak foreign language with one or two other students rather than with the whole class and the teacher Especially shy students, or ones who are not good at speaking language yet feel more relaxed and self- confident trying to put their language abilities to a test during the activity and seeing how they use them.This encourages students to cooperate with one another
2.3.1.3 To develop students’ fluency: while working in pair or group abilities, the students can use the language freely and express their opinions and thoughts without any restrictions It is difficult not to get the impression that fluency can be improved only during constant speaking practice in the atmosphere of independence and in the state of relaxation.
2.3.1.4 To increase students’ motivation : While working in pairs and groups the activities are available As you know a huge variety of activities influences the course of a lesson and its success The more different the activities the teacher uses in the lessons, the bigger their motivation is In fact, students’ motivation increases because they are active and feel important during these activities In keeping with this, the teacher is going to experience success in his/ her work because motivated students are usually good languages learners and they always make progress.
The disadvantages of pairwork and groupwork
2.3.2.1 To speak native language : One of the disadvantages is that students often speak in their native language If the class is really big with too many students, it is very difficult for the teacher to listen to all pairs or groups at the same time However, the teacher can still do something to change situation. The teacher should establish certain rules at the beginning of the school year and be very strict about them After sometime the good habit of speaking only English may be established.
2.3.2.2 To make mistakes: Another problem is incorrectness While students work in pairs and groups, the teacher usually do not disturb them, even if he/she notices some mistakes they have made, but we should not forget that errors or mistakes are an indissoluble element of the process of learning.Besides,students try to correct each other rather than learn the mistakes One of the main points of having learners speak to each other is to help them increase their confidence and reduce the anxiety that is often found in a purely teacher- centered classroom Pair work and group work activities are usually geared to fluency enhancement rather than accuracy practice.
2.3.2.3 To eliminate shy and weak students from the practice: Some shy or weak students can be eliminated from the practice, because of individuals who always tend to dominate It is not a problem when they work in pairs, but as far as the groups are concerned, the teacher should assign roles to avoid one or two learners taking over the activity and others becoming passive observers
2.3.2.4 To make noise and indiscipline : Working in pairs and groups in a large class makes noise and indiscipline, the teachers have more troublesome than the learners have Participants in a pair work or group work activity are normally unaware of the noise and of what other pairs or groups are doing The only possible problem here could be if the classroom had particularly thin walls
Classroom arrangements have both advantages and disadvantages, making it difficult to determine a universally better option Each teacher has unique preferences that influence their choice of arrangement during language instruction Ultimately, the decision on which setup to use is a matter of individual teaching style.
How to organize pair and group work
Preparation for group work
In order to prepare for group work, according to Felisa Tibbits, the teacher will need to do the following:
- Prepare any physical materials for group work ahead of time
- Anticipate the size and the selection of groups
-Anticipate how students will be organized within the groups (tasks and roles)
- Consider the timing of the group work
- Consider how the small group work will be shared with the entire class and linked with the overall curriculum.
Steps in the classroom
An activity that is best suited for group work may meet the following criteria:
The activity has multiple tasks that can be shared among group members or a single task, such as generating ideas, that benefit from the articipation of all individuals within a group.
The activity involves problem solving and discussion
Examples of activities that may be suited for group work are investigations of materials (newspapers, scientific specimens) and development of ideas or arguments
Teachers should personally gather or coordinate students to collect physical specimens for investigative lessons For instance, when planning a lesson on the role of media, teachers can request students to bring in examples of newspapers and magazines It is essential to ensure that there are enough materials available for each group to facilitate effective learning.
2.4.2.3 Size and selection of group
Group size normally ranges between 3-5 students Group size can some times go larger although groups larger than 8 do not ensure that everyone will participate.
Since groups often report their work back to the whole class, teachers also take in to account the total number of groups within the class.
Group membership can be established through various methods, such as randomly assigning students by having them count off in a systematic manner or by organizing groups based on their birth dates.
In a non-random selection process, groups are formed based on teachers' prior knowledge, aiming to maximize diversity, which is crucial for enhancing learning outcomes These groups typically include a balanced mix of boys and girls, as well as students with varying ability levels Additionally, teachers utilize their judgment to create personality mixes that will positively impact group collaboration and productivity.
Groups may be formed for a single activity, or teachers might utilize the same small groups for multiple tasks, fostering familiarity and collaboration among students.
If the tables and chairs can not be moved for group work, then students can form groups by turning around in seats to face the children behind.
2.4.2.4 Organize students with in the group
A laissez- faire approach to group work would be that the teacher gives a general assignment to the group- like organize a research project on
‘qualities of good leaders’- and the students are left to organize themselves.
A structured approach in group activities involves assigning specific roles to each member, such as 'materials handler', 'scribe', and 'reporter', depending on the task at hand Alternatively, a semi-structured approach allows the teacher to suggest roles while empowering the group to determine assignments themselves.
A structured method involving task rotation is commonly applied with younger children, while a more flexible approach is suitable for experienced students or straightforward tasks that do not necessitate role changes.
Teachers should proactively address potential student inquiries regarding timing, task outcomes, and group sharing After providing clear instructions, it is essential for teachers to remain accessible for questions while allowing students to engage in their group activities without interference.
It is common in many classrooms that a small group activity constitutes 20 minutes of a 40 minute- period, with 10 minutes allowed for sharing small group work with the whole class.
2.4.2.6 Share small group work with the whole class.
Usually the results of the small group work are shared with the class. This sharing can be oral (reporting out), visual (written or graphic representation), or both.
It is highly interesting to contrast the results of group work.
2.4.2.7 Steps of organizing pair and group work:
Harmer, J devides it in to 3 steps: before activities, during activities and after activities.
A teacher inspires enthusiasm in students by clearly outlining the task at hand and providing a timeline for completion, ensuring they understand what is expected of them.
In certain situations, our instructions may require a demonstration, particularly when introducing students to new information-gap activities or the use of cards Conversely, for familiar activities, we can simply instruct students to practice the language they are studying in pairs or to utilize their dictionaries to locate specific information.
Clear understanding and agreement on tasks are crucial for students when following instructions To ensure comprehension, teachers can ask students to repeat the instructions or, in monolingual classes, to translate them into their native language.
While students collaborate in pairs or groups, teachers have various options for monitoring their progress They can position themselves at the front, side, back, or any area of the classroom to observe student engagement and identify those who may be struggling or nearing completion This strategic placement allows teachers to 'tune in' to specific pairs or groups from a distance, enabling them to determine the best moment to intervene and offer assistance.
An effective alternative approach involves circulating around the classroom to observe and listen to specific pairs and groups With their consent, teachers can remain with these groups for a set duration before intervening when deemed appropriate, while keeping in mind the distinction between accuracy and fluency in language work.
When students collaborate in pairs or groups, teachers can effectively focus on individual students who may need additional support This collaborative environment also allows teachers to observe and gather valuable insights into each student's progress.
After pairs and groups finish their collaborative work, it is essential for teachers to facilitate feedback sessions This allows students to discuss their experiences during the group activities and make any necessary adjustments based on the teacher's assessments When pair or group work is integrated into practice sessions, feedback can involve a few pairs or groups demonstrating the language they utilized This approach enables teachers to provide corrections and valuable insights, benefiting both the presenting students and the entire class for future learning and improvement.
Constructive feedback on student work plays a crucial role in boosting future motivation While addressing language mistakes is important, it represents just one aspect of the overall feedback process that can significantly impact students' learning and growth.
Difficulties in organizing pair and group work and suggested solutions
Difficulties
According to Andy Hoodith- Saitama University, there are three main difficulties while working in pair and group.
Classroom furniture is often fixed, limiting teachers and students' ability to rearrange it, especially in overcrowded settings with over 50 students in a small room This lack of space can hinder movement during pair work and complicate group activities, particularly when teachers aim to create diverse groups based on student abilities Proper arrangement of classroom furniture is essential to facilitate effective pair and group work.
It is essential for students to clearly understand their teachers' instructions, as this can sometimes be more challenging than the tasks themselves While some educators attempt to communicate in the students' target language, it can ironically make comprehension more difficult Ensuring clarity in instructions is crucial for effective learning.
When implementing pair and group work in the classroom, selecting the right activities is crucial to ensure engagement and participation For instance, in groups of four or five, some members may become passive if tasked with creating a small dialogue Additionally, problem-solving activities can pose challenges for pairs, especially when one or both participants lack a clear understanding of the issue at hand.
Solution
Along with showing difficulties, Andy Hoodith also suggests some solutions for each situation.
When classroom furniture is fixed and cannot be altered, teachers must strategically plan their lessons to foster interaction by creating distinct gaps between groups and circles of engagement.
Drawing a plan of the room and visualizing the arrangements will help to achieve this
Andy Hoodith suggests that when students struggle with giving instructions, it's more effective to initially use their mother tongue rather than allowing too much flexibility He recommends starting with brief explanations in English, followed by written instructions in their native language if needed If students remain unclear, it indicates that the written instructions may not have been adequate To enhance understanding, teachers can allocate a few minutes for students to clarify the instructions among themselves in their mother tongue, ensuring that at least one example is provided for complete comprehension.
Andy Hoodith recommends selecting simpler activities for pair work, emphasizing that they should be less controversial compared to those used in group settings He suggests that dialogues and speaking exercises are particularly well-suited for pair work, enhancing engagement and communication skills.
Background of the study
Description of the English syllabus in secondary school
English has been a compulsory subject in secondary schools for nearly 40 years, with a structured curriculum that includes four levels of instruction Currently, students use the English 8 and 9 textbooks, each containing 16 lessons designed to enhance their speaking, listening, reading, and writing skills The lessons are divided into five periods and are complemented by mid-term and term tests throughout the school year These new textbooks incorporate Communicative Language Teaching methods, featuring engaging visuals that promote real-life communication Students actively participate in pair and group work to practice English in everyday contexts and have the opportunity to listen to both native and non-native speakers through accompanying audio materials At the end of each term, students are assessed on their proficiency in all four language skills.
The objectives of the English course are clear At the end of the course (after 110 periods), students are required to obtain:
- General knowledge of English grammar and an active vocabulary
-The ability to communicate with foreigners in English in common situations like: showing ways, making requests, ect
-The ability to read English pre- intermediate book, English newspapers or magazines
Description of the students at the secondary school
To become 9th form students in secondary school, all students must pass a national examination, with newcomers typically sharing a similar level of English proficiency after four years of study Although they possess basic knowledge of English grammar, their overall language skills require improvement Compared to previous generations, today’s students are more aware of the importance of learning English and exhibit greater intelligence, motivation, and activity in their studies Over the final two years of secondary school, students aim to obtain a general certificate of education, attending three English classes weekly, along with regular tests to assess their progress In class, they focus on developing their speaking, listening, reading, and writing skills.
Description of the teachers at the secondary school
Teachers play a crucial role in the teaching process, especially in secondary schools where English language instruction is vital In a particular school, there are eight English teachers aged between 25 and 59, none of whom have visited English-speaking countries Among these educators, five received their training from VNU - CFL, while two were trained at Hue University of Foreign Studies and one at Hue Teachers’ Training University.
In the past, most of these teachers mainly used the Grammar- Translation
The method of teaching foreign languages involves a thorough analysis of grammar rules and their application in translating sentences and texts into the mother tongue and English The current textbook focuses on Communicative Language Teaching (CLT), emphasizing procedures that enhance the four language skills through collaborative problem-solving tasks However, only half of the teachers from VNU-CFL are acquainted with CLT, and their practical teaching experience with students remains limited.
Description of physical setting
The term "physical setting" encompasses the environment where English lessons occur, including the classroom size, student population, and the various resources and materials accessible to both teachers and students for effective teaching and learning.
In schools, English teaching primarily occurs in traditional classrooms equipped only with blackboards, tables, and desks, while limited teaching aids such as cassette recorders and projectors are available The class sizes are notably large, ranging from 40 to 60 students, which presents significant challenges for effective teaching and learning.
The lack of accessible reference and self-study materials for teachers and students at school poses a significant challenge While the school library offers a limited selection of English books, they do not adequately meet the needs of educators and learners Teachers can seek external resources to enhance their teaching, but students face difficulties in independently finding the necessary materials for their studies.
Design and methodology
The participants
Long Thanh boasts a highly experienced and passionate teaching staff, all of whom hold university degrees They are deeply committed to the teaching profession and recognize the vital role of education in human development By understanding students' expectations, these educators demonstrate enthusiasm and responsibility in their roles, striving to deliver the most effective lectures possible.
A survey was conducted among two older teachers aged 45 to 59 and six younger teachers aged 25 to 35 at a secondary school to assess the current status of pairwork and groupwork in classroom activities The survey included questionnaires for both teachers and students, focusing on their experiences with these collaborative methods (refer to Appendices 1 and 2) The findings were presented in a table and chart format Prior to observing the classes, the researcher distributed the questionnaires, followed by classroom observations of two classes The collected data from the questionnaires and observation sheets was then analyzed to address the research questions Ultimately, conclusions were drawn, and recommendations for future research were suggested.
A total of 50 secondary school students and eight English teachers participated in this study, with students randomly selected from the 8th and 9th forms, comprising 35 females and 15 males aged 14 to 15 The researcher aimed to include 20 students from each teacher's class, regardless of whether they were part of the observed classes All participants hail from various districts in the countryside and have been learning English since the 6th form, resulting in a minimum of four years of English language education.
English teaching and learning at secondary school
At Long Thanh, second-year English major students benefit from classrooms equipped with English radios and projectors, enhancing lesson engagement and effectiveness Teachers frequently organize English contests to encourage student participation and expression of abilities Additionally, various activities, including small festivals for occasions like Christmas and Valentine's Day, foster knowledge exchange and relaxation Opportunities to interact with foreigners further enhance students' English skills Overall, the conducive study environment significantly impacts student outcomes, especially for those transitioning from high school to a new learning context While students initially possess basic English knowledge, targeted teaching methods and engaging activities help them practice and improve their skills, ultimately broadening their language proficiency.
Research instruments
This section aims to detail the research methodology employed in this study, ensuring adherence to established procedures It will clarify the rationale behind the chosen method and offer a comprehensive overview of the research process.
3.2.3.1 Rationale behind the use of survey questionnaire.
The survey questionnaire is selected for this study due to four key reasons Firstly, it offers a cost-effective method for collecting data from a large number of respondents Secondly, it facilitates rapid outreach to many individuals As noted by Richards (1994, p.10), it effectively gathers information on the emotional aspects of teaching and learning, including beliefs, attitudes, and motivations, allowing teachers to compile substantial data quickly Additionally, the uniformity of responses makes the data easy to summarize and report Finally, a significant advantage is that survey questionnaires enable students to share their opinions and needs without fear of embarrassment or repercussions, as they can respond anonymously, addressing the concerns of traditionally cautious Vietnamese students.
3.2.3.2 Purpose of the survey questionnaire.
To gather essential information, researchers employed two primary methods: questionnaires and observation The questionnaires, designed for both teachers and students, consist of ten questions each and aim to assess their knowledge, experience, and attitudes towards pair and group work Additionally, classroom observations were conducted across various teaching focuses, including speaking, reading, listening, grammar, and writing Prior to these observations, a Classroom Observation Sheet was created The observed classes were selected from grades 8 to 9 and involved all eight English teachers at the secondary school, ensuring that the classes were not specifically prepared for observation.
This research utilized a questionnaire survey for data collection, encompassing a wide range of topics such as students' preferred assignment types, levels of peer support, working styles, strategies for equitable contribution, communication tools, essential skills for group assignments, and the perceived advantages and disadvantages of group work Additionally, the survey gathered respondents' comments on specific challenges faced and suggestions for enhancing assignment effectiveness.
Data analysis is not simply a single description of the collected data In fact, it is the process by which the researcher interprets the data collected from
Analysis of data
Technique of data analysis
The researcher collects data from English major students to analyze the effectiveness of group work in teaching speaking skills This data provides insights into the outcomes of the applied teaching methods.
In this section, the researcher outlines a teaching procedure that incorporates group work and pair work, divided into four key stages The first stage involves socializing the group work, where students are either paired or grouped together Each student receives an unfinished group task along with a punchline sheet Reading serves as a preliminary activity prior to engaging in oral tasks After implementing the teaching strategy, questionnaires are distributed to gather feedback, followed by a calculation of the survey results.
CHAPTER FOUR FINDINGS AND DISCUSSION
This chapter explores how teachers organize pairwork and groupwork in schools, highlighting the key challenges faced by both teachers and students during this process These issues are derived from findings obtained through two survey questionnaires and observational studies Additionally, the author provides valuable suggestions aimed at enhancing the effectiveness of pairwork and groupwork organization.
Employment of pairwork and groupwork in English classrooms
According to the questionnaire data, teachers generally exhibit a positive attitude towards the use of pairwork and groupwork in language classrooms, indicating that these collaborative activities are frequently implemented in their teaching practices.
Table 4.1 Length of pairwork and groupwork activities
Length of time used for pairwork and/or groupwork in one lesson
(%) a 5 minutes per period 0 0 b 10 minutes per period 2 25 c 15 minutes per period 2 25 d More than 15 minutes per period
3 37,5 e Other Options : from 5 to 15 minutes per period
According to Table 4.1, teachers typically dedicate over 10 minutes to each lesson in English language classes, highlighting the extensive use of various activities by the educators involved in the study.
In a survey of teaching practices, it was found that pairwork and groupwork are widely utilized across various skills lessons Notably, all teachers incorporated these collaborative methods in their speaking lessons, achieving a 100% usage rate Additionally, half of the educators applied pairwork and groupwork in writing lessons, while nearly half employed these strategies in other skill areas as well.
Table 4.2 Skills lessons that used pairwork and groupwork
Skills lessons in which pairwork and groupwork are used
Skills No Percent (%) a Speaking 8 100 b Writing 4 50 c Reading 3 37,5 d Listening 3 37,5
Teachers reported that they primarily utilized textbook materials to facilitate pairwork and groupwork in the classroom Specifically, 87% of educators indicated they relied on activities and resources directly from the textbook, while others adapted the same topics but employed different activities However, there was a noticeable lack of consultation with external sources for enhancing pairwork and groupwork strategies.
Table 4.3 Preparation for pairwork and groupwork
(%) a Use the information given in the textbook 7 87,5 b Use the same topics as in the textbook but not the same copies
4 50% c Take an extract or information from another reference books
1 11,3 d Self- Design 2 25 e Collaborate with your coleagues or get their opinions 2 25
Table 4.4 outlines the organization of pair and group work in classrooms, revealing that 75% of teachers prefer to group students who are seated next to each other, often at the same table or adjacent tables This approach indicates a tendency among educators to prioritize seating arrangements over considering students' abilities or hobbies when forming groups.
Table 4.4 Teacher group students for pairwork and groupwork
In classroom activities, effective pairwork and groupwork can be achieved through strategic seating arrangements For optimal collaboration, 25% of students should work with peers at the same table, while 11.3% can engage with classmates from different tables Pairing students who sit next to each other proves beneficial, accounting for 50% of effective interactions Conversely, seating students far apart yields no collaborative benefits Additionally, 11.3% of students can benefit from working across different rows It's essential to group students based on their abilities, pairing high-achieving students with their peers and providing support for weaker students by grouping them together.
0 0 g Good students with the weak ones 0 0
A recent survey revealed that 75% of teachers believe that effective preparation is crucial for successful pair and group work Additionally, 62.5% emphasize the importance of tailoring tasks to students' abilities, while other factors such as the teacher's awareness, providing clear instructions with examples, and monitoring progress are considered less significant Notably, fostering a competitive spirit among students received minimal attention, highlighting the need for teachers to align tasks with their students' skill levels.
Table4.5 The important factor makes pairwork and groupwork successful
(%) a Have awareness of the work 3 37,5 b Good preparation 6 75 c.Make the work suitable to the students 5 62,5 d Give clear instruction with examples 4 50 e Control the work 3 37,5 f Create the competitive sense 1 11,3
Teachers beliefs about pariwork and groupwork
The questionnaire results reveal the secondary school teachers' perceptions of pair work and group work in language classes According to Table 4.2.1, 50% of the teachers recognize that these collaborative activities make classes more engaging, while another 50% believe they enhance student motivation and the overall learning process However, the teachers do not seem to acknowledge the benefits of pair work and group work in the teaching process itself.
Table 4.2.1 The options of pairwork and groupwork
Options No Percent (%) a To make students more motivative 2 25 b To make the class more interesting 4 50 c To help the learning process 2 25 d To help the teaching process 0 0 e To kill the time 0 0
According to Table 4.2.2, a majority of teachers view pair work and group work as essential and beneficial activities in language classes, with many considering them vital for effective language teaching.
Table 4.2.2 The benefits of pairwork and groupwork
In language teaching, engaging activities are essential, with 62.5% of respondents highlighting their importance and usefulness Specifically, 25% of participants consider these activities to be beneficial and effective in the learning process However, there is a small percentage of opinions suggesting that the effectiveness of such activities is ambiguous, with no respondents deeming them entirely useless Overall, the consensus emphasizes the value of incorporating meaningful activities into language education.
A significant 62.5% of teachers find it challenging to effectively implement pair and group work in the classroom, emphasizing that thorough preparation is crucial for success While teachers have begun to experiment with these collaborative methods, they often face difficulties typical of novices in the field Additionally, students frequently revert to their native language, which can lead to the reinforcement of each other's mistakes during English practice The classroom environment can also become quite noisy, as multiple conversations occur simultaneously.
To use pairwork and groupwork No Percent (%) a.Very easy 0 0 b Not very easy 5 62,5 c Easy 3 37,5 d Difficult 1 11,3 e Very difficult 0 0
The research employs descriptive analysis, which offers several advantages and disadvantages Notably, one of the key benefits of utilizing group work in teaching is its ability to enhance collaboration and engagement among students.
The student can be used various activity and interaction between students like small discussions and sharing ideas
Group work enhances learning outcomes by promoting learner responsibility, independence, and motivation while fostering a sense of cooperation and warmth within the classroom However, it can also present certain disadvantages.
Teacher has to make preparation, he or she must spend much time to select some suitable groupwork activities and design them.
Not every student would take.
Pair work and group work in language classes present a balanced challenge for teachers, as their effectiveness largely depends on student cooperation, effort, and language proficiency While these elements play a significant role in determining the success of collaborative activities, other factors have minimal impact.
Table 4.2.4 The factors effect most on the success of a pair work and group work.
Factors effect most No Percent (%) a.Teaching experience 3 37,5 b The age of the teacher 1 11,3 c The language proficiency of the teacher 1 11,3 d The teacher’s ability of organizing 1 11,3 e The hardship of the students 4 21,1
In a recent survey, teachers emphasized that pairwork and groupwork are the most effective methods for teaching grammar and speaking, with 100% agreement on their usefulness Speaking, a crucial skill, can be daunting for nonnative speakers; however, incorporating groupwork from the beginning of classes can help alleviate this intimidation and foster a supportive learning environment.
Table 4.2.5 Pairwork and groupwork are most useful for teaching
Skills No Percent (%) a Grammar 8 100 b Pronunciation 3 37,5 c Vocabulary 1 11,3 d Translation 1 11,3 e Reading 4 50 f Writing 3 37,5 g Speaking 8 100 h Listening 2 25
Students’ views about effectiveness of pairwork and groupwork
A questionnaire was administered to 50 secondary school students, ensuring objectivity and confidentiality by not requiring personal information Clear instructions were provided to guide the students, who were allotted three to five minutes to answer each question All distributed survey papers were collected, resulting in a 100% response rate that met the researcher's primary criteria.
Following the implementation of the survey, the collected statistics were compiled and presented in various charts Each chart illustrates the percentage of students selecting their preferred answers for each question The data is visually represented through bar charts, pie charts, and tables, making it easy to interpret Accompanying each chart, detailed explanations are provided on the right side for clarity.
The results of the student questionnaire reveal diverse opinions on group work effectiveness Most students expressed positive feelings, highlighting that group work is both effective and beneficial, as it allows for collaborative discussions and a comfortable learning environment Many reported that working in pairs or groups enhances their understanding of the material However, some students found group work challenging, while others enjoyed the experience A few respondents provided mixed feedback, noting that group work can be effective when students are cooperative, but can also be unproductive in less collaborative settings The following table illustrates the percentage of students reflecting these varying sentiments about group work.
The following table 4.3.1 will show the percentages of different number of students mentioned about their feelings
In a recent survey, students expressed varied preferences regarding group work and pair work The majority indicated a preference for group work under pressure, particularly when faced with challenging tasks or assignments Conversely, some students favored collaborating in quieter settings like libraries during their free time, especially before quizzes and exams A few participants preferred group and pair work in preparation for presentations, while others highlighted the importance of familiarity with their group members or the urgency of deadlines Interestingly, two students expressed a preference for working independently.
The following table 4.3.2 will show the percentage of students who prefer group work for different purpose
Before exam, Outside of class and free time
The majority of students believe that group work is highly effective for language learning, as it allows them to communicate with native speakers and use the language more frequently They noted that diverse vocabulary and sentence structures among group members enhance their learning experience However, a small number of students expressed that group work does not contribute to their language acquisition, stating that while it may facilitate task completion, it does not aid in learning the language itself.
The following table 4.3.3 will show the percentages of students who think group work helps to learn language and who thinks it is not helpful at all
In response to the fourth question regarding their understanding of the task when studying alone, most students provided feedback, although some struggled to quantify their comprehension on a scale of one to one hundred.
The following table 4.3.4 shows the rate
In a recent survey, the majority of students expressed a preference for studying in groups with their friends, citing comfort and familiarity as key factors that enhance communication and understanding of tasks They feel more at ease asking questions and discussing challenges with peers they know well However, a small number of students favor working with a mix of friends and new acquaintances, as they see it as a valuable opportunity to meet new people, learn different perspectives, and collaboratively address academic challenges.
Some students argue that learning is an independent process and is less effective when done with friends Two students express a preference for collaborating with peers rather than friends, as they believe that studying with friends often leads to more distractions and socializing than actual learning.
The following table 4.3.5 shows the information about the students who like to work with friends and others
The sixth question focused on the skills students can enhance through group study The majority indicated that group study primarily improves their speaking skills, while others noted improvements in listening skills Some students believe that writing skills can also benefit from group study, and a few assert that only writing and listening skills are enhanced Overall, many students feel that group study fosters development across all language skills.
The table 4.3.6 outcome of group study
I gathered data from students regarding their preferences for group study While some students favor collaborating in groups for assignments, others prefer to work with friends consistently Additionally, a small number of students expressed a desire to engage in group work occasionally.
The following table 4.3.7 will show the information that I have gather from the students.
Group & Pair all the time
The eighth question addressed the challenges of group work and pair work, with students highlighting communication issues as a primary concern They noted that in these collaborative settings, some individuals contribute actively while others remain silent, leading to a lack of information sharing Additionally, students pointed out that certain members tend to dominate discussions, resulting in conflicts Furthermore, instances where individuals refuse to listen to or accept differing opinions can exacerbate problems within the group.
Students suggested that effective group study relies on equal participation and respect for diverse opinions Many believe that allowing them to choose their own group members would enhance effectiveness, while others emphasized the importance of proper teacher administration in facilitating group and pair work Additionally, some students noted that collaborating with more advanced peers could improve outcomes Sincerity among group members is also seen as a key factor, although timing remains a significant challenge for successful group and pair activities.
Students generally view group work and pair work as effective and beneficial for their learning They emphasize that successful collaboration hinges on the willingness to share information and actively listen to one another Many students appreciate these activities as opportunities to connect with diverse peers, exchange ideas, and strive collectively to complete tasks Additionally, group and pair work are valuable for enhancing essential skills such as writing, reading, listening, and speaking Engaging in these collaborative efforts allows students to tackle challenges together, fostering personal growth and the acquisition of new knowledge.
Classroom observation
A recent classroom observation study involving two teachers across two classes revealed that pairwork and groupwork activities are frequently utilized in secondary school language classes, with 100% of the observed sessions incorporating these methods However, the effectiveness of their implementation varied among teachers On average, pair and group work constituted about 50% of the total class time, with each activity lasting approximately 20 minutes per period; the maximum duration recorded was 30 minutes, while the minimum was 10 minutes This trend aligns with findings from language teaching survey questionnaires, where participants indicated that 10 minutes or more is the appropriate duration for such collaborative activities.
Chart 1 illustrates the preferences of secondary school teachers for pairwork over groupwork, with a significant focus on teaching speaking, which accounts for 56% of the activities Each session of pair or group work typically lasts between 5 to 15 minutes, with teachers often grouping students at the same table Additionally, the primary source of information for organizing these activities is derived from the textbook For further details, please refer to the table in the Appendix.
In summary, the author presents an overview of the organization of pair work and group work in secondary schools, based on data from survey questionnaires and observations By providing specific examples, the author aims to clarify the implementation of these collaborative learning strategies within the school setting.
Results of the study
In comparing the perspectives of teachers and students on group work in the classroom, it is evident that both parties recognize its benefits for language development Teachers aim to enhance students' language skills and alleviate their fears by encouraging group collaboration, while students appreciate the opportunity to connect with peers, share ideas, and learn in a supportive environment Survey results indicate a strong consensus, with nearly 90% of teachers and 92% of students acknowledging the effectiveness of group work and pair work Teachers believe that these collaborative methods help shy students gain confidence and improve their cognitive and speaking skills, while students find group work enjoyable and conducive to learning Despite the advantages, some teachers express concerns about challenges associated with group work, which a smaller percentage of students acknowledge This discrepancy highlights the teachers' broader awareness of educational needs versus students' desire for engaging and enjoyable learning experiences Ultimately, both teachers and students benefit from group work, although they may perceive its challenges differently.
Increased opportunities for communication with partners enhance the learning experience for students Survey results indicate that teachers have noted varying levels of student participation in group and pair work activities However, many secondary schools in Long face challenges due to limited space and time, which significantly affects the implementation of effective group and pair work in classrooms, as classroom size and student numbers play a crucial role in this dynamic.
In a diverse classroom, teachers observe varying participation levels among students, with some being more active than others, leading to the implementation of group work While larger classes facilitate this collaborative approach, it often results in unequal participation, where less engaged students may receive higher marks than their more diligent peers Additionally, disparities in students' backgrounds can create challenges within groups, as stronger students may feel compelled to encourage weaker ones, sometimes leading to conflicts Conversely, when students collaborate with familiar peers, it can generate excessive noise, disrupting the learning environment.
The opinions of teachers and students on the effectiveness of group work and pair work reveal both connection and divergence While a minority of students feel that collaborative methods are unnecessary, many prefer working alone, finding comfort in independent study Teachers also have varied perspectives; some believe group work should be utilized only when essential, while others question its overall effectiveness My survey results indicate that both teachers and students recognize the value of these collaborative approaches, though teachers may not frequently encourage group work For second language learners, the need for practice and communication is critical, as classroom time is often limited While concerns exist regarding the use of students' first languages during group activities, effective teacher administration can enhance the success of these methods By strategically dividing groups and providing guidance, teachers can foster cooperation among students, ultimately improving language acquisition through collaborative learning.
The goal of this research is to help teachers’ and students’ perception ability about pairwork and groupwork.
This chapter explores how teachers organize pair work and group work in schools, highlighting the significant challenges faced by both educators and students during this process The insights are derived from survey questionnaires and observations, revealing common difficulties encountered Additionally, the author offers suggestions aimed at enhancing the effectiveness of organizing pair work and group work.
The teacher clearly outlines the tasks, structures to practice, and collaboration partners for the students, providing necessary vocabulary beforehand Instructions are delivered in both English and Vietnamese to ensure comprehension While some teachers offer sample products or demonstrate tasks with a student, all effectively communicate expectations without causing confusion Preference is given to having students work in pairs at the same table due to fixed classroom furniture and overcrowding, which minimizes noise disruption to other classes Occasionally, larger groups of over ten students are formed, generating excitement but also increased noise and time consumption.
Teachers acted as guides and observers, allowing students to practice freely with partners while stepping in only when necessary It was essential for teachers to ensure that students consistently used the target language and engaged in pair and group activities Despite time constraints, students often struggled to complete their tasks on time, largely due to an inaccurate assessment of the work's difficulty.
If the work is easy, they finish it easier and make noise If the task is difficult or long, they can not do it on time.
The findings from the questionnaires and observations highlight effective strategies for organizing pair work and group work in schools, identifying key factors that enhance their effectiveness.
The current state of English learning in secondary schools reveals that teachers frequently employ student-friendly techniques, including discussions, visual aids, games, and particularly pairwork and groupwork Additionally, engaging with foreigners and listening to news broadcasts are effective and accessible methods for enhancing language skills This research paper focuses on the applicability of specific techniques, emphasizing groupwork and pairwork to increase both enjoyment and effectiveness in English learning for secondary students.
5.2 Techniques using group work to teach skills for English major students in secondary school.
The primary objective of teaching is to maximize student speaking practice Teachers must be mindful not to dominate discussions, as this restricts students' opportunities to engage verbally Implementing small group work is essential, as it allows students to interact more and enhances their speaking skills In group work, the teacher organizes the class into small groups of four to five students, enabling simultaneous collaboration on various activities This approach fosters a more dynamic learning environment and promotes effective communication among students.
5.2.1 Ways to arrange group work.
To enhance collaborative learning, it's essential to periodically rearrange student groups, enabling them to interact with diverse peers Small groups or learning teams can be established through three distinct methods.
Random group assignments promote interaction among students by preventing cliques and encouraging diverse connections throughout the semester By numbering students off, such as 1, 2, 3, and 4, those with the same number can easily form groups Additionally, grouping students based on their seating proximity can further enhance collaboration and communication within the classroom.
●Grouping according to the months of birth
●Grouping according to colors of clothes or their favorite colors
●Grouping according to the alphabetical list
Teacher- selected: once teachers know their students fairly well, teacher selected groups can be useful for pairing weak and strong students, students with common interested or shared learning styles…
Students have the opportunity to select their own partners for group work, which can consist of 4 to 6 members and last anywhere from 10 to 45 minutes Groups can be categorized as either formal or informal; for example, informal "10-minute buzz groups" allow 3-4 students to discuss their reactions to readings, while formal assignments may involve semester-long projects To enhance collaboration, it is beneficial to assign specific roles within each group, such as leader, recorder, reporter, timekeeper, or facilitator Additionally, teachers should implement varied methods for selecting group leaders to ensure that every student has the chance to take on a leadership role at least once.
● Teacher ask each group to choose their own leaders
A teacher sets the standard for leadership in the classroom, highlighting qualities such as height, age, or proficiency in English To promote respectful interactions, it is essential to establish ground rules for group work, especially if students are unfamiliar with collaborative activities This approach encourages positive and constructive communication among students.
5.2.2 Techniques to succeed with group work activities.
Successful group work activities require a highly structured task Make this task clear to students by writing specific instructions on the board or on a worksheet.
Include in the instructions: The specific task: “decide”, “list”, “prioritize”,
To enhance collaborative learning, structure tasks that require students to "solve" problems and "choose" solutions together, rather than simply discussing ideas Design activities that emphasize interdependence, ensuring that students must work collectively to create a cohesive group product This approach not only fosters teamwork but also highlights the benefits of collaboration, making it essential for students to engage and contribute effectively.
The expected product, for example: reporting to the class, handing in a sheet of paper, a list of questions to distribute to the class.