INTRODUCTION
Rationale
English has emerged as a global language, widely spoken as a second language and an official language in numerous countries, with millions learning it as a foreign language It serves as the primary medium of communication across various fields, including science, technology, aviation, the internet, and commerce, making English proficiency increasingly vital for non-native speakers In Vietnam, English is a mandatory subject in schools and universities, essential for securing good employment opportunities According to Decision No 1400/QĐ-TTg by the Prime Minister, by 2020, most Vietnamese graduates from vocational schools, colleges, and universities are expected to possess independent foreign language skills, with university students required to obtain a B1 certificate as a graduation prerequisite.
Learning a language involves understanding how to communicate effectively within the cultural, social, and academic contexts of its speakers Effective communication is achieved through meaningful interactions among individuals Increased interactions between students and between teachers and students significantly enhance language acquisition Therefore, teachers are essential in facilitating these interactions and actively involving students in the learning process.
Teaching foreign languages is an interactive process that requires active participation from both teachers and learners Traditional methods like Grammar-Translation, the Direct Method, and Audio-lingual approaches have dominated English language instruction, focusing primarily on grammatical accuracy rather than communicative skills These methods often lead to passive learning, as students frequently engage in individual exercises and depend heavily on the teacher, limiting their opportunities to express their thoughts Consequently, these outdated approaches fail to meet modern educational standards, resulting in subpar outcomes in English language courses.
Teachers at Huong Son High School in Vietnam, like their counterparts elsewhere, encounter a significant challenge: low student engagement in classroom activities This issue stems from various factors, making it essential to conduct thorough research to identify effective teaching techniques and methods that can enhance English language learning for students at the school.
My research, titled “Using Pairwork and Groupwork in High School English Classes: An Investigation of Students’ Attitudes and Experiences,” aims to contribute to the innovation of teaching methods in Ha Tinh province.
Aims of study
The aims of this study are to investigate :
+ the use of pair and groupwork at Huong Son high school.
+ the students’ attitude and experiences towards the roles of pairwork and groupwork in English class.
Scope of study
To enhance student participation in communicative English classes at Huong Son High School, this study focuses on two key techniques: group work and pair work Through interviews and surveys conducted with students, the advantages of these collaborative methods were identified, highlighting their effectiveness in fostering engagement and interaction in the classroom.
Research questions
* How often are pairwork and groupwork used in the English classroom?
* What are the students’attitudes toward pairwork and groupwork ?
* What are students’ common problems in doing pairwork and groupwork ?
Methods of study
This study will utilize a combination of data collection methods to address the research questions, primarily employing survey questionnaires In addition, classroom observations and interviews will be conducted to gather insights from students about pair work and group work Data will be collected from two key sources: students and English teachers at Huong Son High School, through surveys, interviews, and observations.
Thesis outline
Chapter 1: Introduction provides an introduction and an overview of the research It presents the rationale, aims, scope, research questions, methods and thesis outline of the study.
Chapter 2: Literature review reviews the theory about Communicative Language Teaching, pairwork and groupwork.
Chapter 3: Methodology provides background of the study, participants, research instruments and procedures of the study
Chapter 4: Findings and discussions deals with the findings drawn out from the analysis of data The findings and discussion are based on the fact of the innovation in teaching methods in Vietnam and the problems explored when implementing them into my current school.
Chapter 5: Conclusion summarizes the main findings, presents the implications and limitations of the study and finally offers suggestions for further research.
LITERATURE REVIEW
Communicative language teaching (CLT)
CLT appearing between the 1960s and 1970s marks the beginning of major innovation within language teaching and it has been widely accepted nowadays because of it superior principles.
Communicative Language Teaching (CLT) emphasizes language as a means of expressing meaning, focusing on oral communication and meaningful tasks that resonate with learners Objectives are tailored to meet learners' needs, encompassing both functional and linguistic skills In this approach, learners act as negotiators and integrators, while teachers facilitate the communication process Additionally, materials used in CLT are authentic and task-based, promoting effective communicative language use.
According to CLT, the purpose of language teaching is to develop
Communicative competence, as defined by Hymes (1972), refers to the knowledge a speaker requires to effectively communicate within a speech community According to Richards and Rogers (1986), the Communicative Language Teaching (CLT) approach has two primary objectives that emphasize the importance of this competence in language learning.
1 To make communicative competence the goal of language teaching.
2 To develop procedures for the teaching of the four language skills that acknowledge the interdependence of language and communication
Richards and Rogers (1986: 69) highlight that Communicative Language Teaching (CLT) emphasizes a learner-centered and experience-based approach to second language instruction In this methodology, students take on a more active and participatory role compared to traditional teaching methods, while teachers act as facilitators, consultants, or supervisors in the learning process.
In Communicative Language Teaching (CLT), students frequently engage in small group activities that promote interaction, whether through pair work or collaborative writing Teachers prioritize selecting tasks that encourage meaningful and authentic language use, moving away from mere mechanical practice of language patterns.
Communicative activities, as defined by Littlewood (1981), enhance student motivation and facilitate natural learning by providing whole task practice within a supportive context In these activities, the teacher establishes a situation and initiates the task, while learners take responsibility for guiding the interaction to its conclusion.
According to Harmer (1991), communicative activities can be categorized into oral and written forms Oral activities encompass communication games, problem-solving tasks, consensus-building discussions, instruction replay, and role-playing In contrast, written communicative activities involve writing reports and advertisements, engaging in cooperative writing, exchanging letters, and maintaining journals.
According to Littlewood (1981), communicative activities can be categorized into two main types: functional communication activities and social interaction activities Functional communication activities focus on helping learners effectively convey meanings using their existing language skills Examples of these activities include identifying pictures, finding identical pairs, uncovering missing information, and following directions In contrast, social interaction activities emphasize both the social and functional aspects of communication, encouraging learners to consider the social context of their interactions Techniques such as simulation and role-playing are essential for fostering diverse social relationships and situations.
2.1.3 The Techniques of Communicative Language Teaching
The techniques of CLT 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.
According to Richards and Rodgers (1986), the application of communicative principles in language teaching is versatile, suitable for any skill and level Due to the diverse range of activities outlined in Communicative Language Teaching (CLT) literature, it is challenging to define typical classroom procedures for CLT lessons Savignon (1983) highlights various techniques and management strategies linked to CLT, such as group activities, language games, and role plays; however, these methods are not unique to CLT classrooms.
Johnson and Johnson (1998) offer five core characteristics that underlie current applications of communicative methodology:
Language appropriateness is crucial as it varies based on context, including the setting, participants' roles, and communication purpose Therefore, learners should develop the ability to switch between formal and casual speaking styles to effectively navigate different situations.
+ 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 can make educated guesses and learn from their mistakes This approach not only helps them to move beyond traditional teachings but also motivates them to utilize diverse communication strategies for enhanced learning.
+ 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 conclusion, Communicative Language Teaching should be viewed as an approach rather than a strict method, encompassing a range of principles that embody a communicative perspective on language and language acquisition This flexibility allows it to effectively support various classroom practices.
Participation
In the context of this project, 'student participation' is defined as the active consideration of students' perspectives regarding their learning experiences, as outlined by prominent scholars Rudduck and Flutter Their twofold definition emphasizes the importance of acknowledging what students perceive as effective and ineffective practices in education.
Incorporating student perspectives into the design of learning environments is crucial for enhancing educational experiences (Rudduck and Flutter, 2004) Lodge defines this approach as dialogic participation, where students are seen as active participants in their own learning (2005) Democratic education, championed by figures like Hannam and Apple, advocates for varying degrees of student involvement, from school councils to fully democratic schools that empower marginalized youth (2001; 2002; 2006) However, positive effects of participation can also arise from less radical approaches; for example, Doppelt (2004) found that hands-on activities, such as team projects and lab experiments, were highly influential for students, even in non-participatory settings Educational neuroscience highlights the distinction between extrinsic motivation, driven by rewards and punishments, and intrinsic motivation, which arises from natural learning desires (OECD, 2007) Increasing learner participation should focus on dismantling oppressive structures to foster intrinsic motivation, potentially leading to more effective and less costly educational practices (Vallerand, 1992; Ryan and Deci, 2000) The OECD emphasizes the need to instill purpose in learning and encourage intrinsic motivation as a key challenge for modern education (2007) While Rudduck and Flutter suggest that enhancing pupil participation can improve learning outcomes, there may be instances where it could be counterproductive, warranting further exploration.
Students’ participation can be identified in terms of three kinds of interaction: students to their teacher, students to students, and students to material.
The interaction between students and teachers is characterized by care, cooperation, and active engagement in the classroom Students who foster a positive relationship with their teacher are more likely to participate in discussions, follow instructions, and seek further clarification on topics This involvement is demonstrated through asking questions, volunteering for activities, and sharing relevant personal experiences Therefore, active participation goes beyond mere attendance; it encompasses a genuine desire to engage in lessons and contribute meaningfully to the learning environment However, there is a tendency for students to become self-centered during class activities.
Effective student interaction occurs through collaborative discussions in small groups, where they support and learn from one another Positive interactions are characterized by cooperation and active contributions to assigned tasks When students feel comfortable and enjoy working together, they are motivated to put forth their best efforts to achieve their goals.
Student participation is significantly influenced by their interaction with the learning material When students find the material engaging and relevant, they are more likely to be active and attentive during lessons Conversely, if the tasks are unclear or uninteresting, students may struggle to engage in class activities Therefore, providing captivating and comprehensible materials is essential for fostering student involvement.
In short, students’ participation is concerned with their activeness in the lesson, their success in completing the class activities and their attention to what is happening in the class.
Participating in an active learning environment significantly enhances students' critical thinking skills, as noted by Crone (1997) This engagement encourages students to take a more active role in their education, reducing passivity and fostering deeper understanding.
Critical thinking, as defined in 1996, encompasses clear, precise, and logical thinking that is free from bias and prejudice It involves a skeptical approach to claims and conclusions, requiring sufficient evidence and reasoning for acceptance This form of thinking also assesses existing information to identify gaps and weaknesses, clarifying what is known and unknown Developing critical thinking skills is essential for students, as it supports their educational journey across disciplines and enhances their career prospects.
2.2.3 Affective factors affecting students’ participation in classroom
Learners, in particular classroom learners, react to the learning situation, they find themselves in a variety of affective ways For example, Schumann
Research highlights the intricate relationship between learners' emotional states and their ability to focus on language acquisition For instance, a 1977 study noted that an individual struggled to study Farsi and Arabic until their environment was orderly and comfortable Similarly, Bailey (1980) described a classroom crisis triggered by an unfair test administered by a French teacher, which impacted student morale Additionally, Ellis and Rathbone (1987) found that a beginner German learner's personal issues, specifically a relationship problem, hindered their language progress These findings underscore how affective factors significantly influence language learning outcomes.
Student participation in classroom activities, particularly speaking activities, is characterized by interactions among peers and between students and teachers This engagement can be assessed through students' sense of responsibility and cooperation, which contribute to both their individual learning progress and that of the entire class Examples of active participation include sharing relevant experiences, volunteering to answer questions, and taking initiative in performing tasks.
Studying the various affective factors that influence students' participation in oral activities is complex, as these factors can stem from students, teachers, and the classroom environment Key elements include anxiety, personality traits, interest in language learning, classroom interaction, motivation, and attitudes This article will explore these factors in detail.
Anxiety significantly impacts attention and can negatively affect language performance It can be categorized into three types: trait anxiety, state anxiety, and situational-specific anxiety Trait anxiety, as defined by Scovel (1978), refers to a stable predisposition to feel anxious, representing a personality trait In contrast, state anxiety, according to Spielberger (1983), is the immediate apprehension experienced in response to a specific situation Situational-specific anxiety arises from particular events, such as public speaking, exams, or participating in class discussions, highlighting the diverse ways anxiety can manifest in different contexts.
Anxiety is defined as a temporary emotional state marked by tension, apprehension, and increased activity of the autonomic nervous system (Spielberger, 1972) This condition can produce both beneficial and detrimental effects, influencing cognitive processes like learning by motivating and facilitating some actions while disrupting and inhibiting others.
Anxious learners may struggle with second language acquisition due to distractions that hinder their ability to focus and retain new information Research, including Bailey's analysis of learner diaries, indicates that anxiety often arises from self-comparison with peers and concerns about proficiency Additional sources of anxiety identified include test-related stress and the perceived dynamics with teachers, as noted by Ellis and Rathbone Various studies have developed questionnaires to assess learner anxiety, highlighting issues like communication apprehension and fear of negative evaluation in the foreign language classroom, as seen in the works of Gardner and Smythe and Cope.
Anxiety in second language learning predominantly affects speaking and listening skills, as learners often feel apprehensive about spontaneous communication in the target language This anxiety can lead to noticeable speech disruptions, including increased pauses, reduced coherence, frequent use of fillers, and a higher incidence of false starts.
Anxiety significantly impacts second language acquisition and students' engagement in speaking activities Rather than being a prerequisite for successful language learning, anxiety varies among learners and can hinder progress To mitigate its effects, educators should create a supportive learning environment and implement approachable oral exams that allow for adequate preparation This approach helps to minimize negative interactions between language anxiety and factors like learning styles, motivation, and personality traits Additionally, teachers can explore and adopt effective strategies to manage anxiety in the classroom.
Attitude
Attitude plays a crucial role in psychology, particularly in language learning and education Researchers have explored various definitions of attitude, highlighting its complexity from different contexts Montano and Kasprzyk (2008) define attitude as shaped by an individual's beliefs about the outcomes of a behavior, influenced by their evaluations of those outcomes Consequently, a person who believes that positive results will arise from a specific behavior is likely to develop a positive attitude towards it, while those who anticipate negative outcomes will tend to have a negative attitude.
According to Kara (2009), the concept of attitude can be analyzed through three key dimensions: behavioral, cognitive, and affective The cognitive component encompasses an individual's beliefs and thoughts about the attitude object, while the affective component pertains to their feelings and emotions, indicating whether they have a positive or negative disposition The behavioral component reflects the propensity to engage in specific learning behaviors These dimensions align with the theoretical frameworks of behaviorism, cognitivism, and humanism, each contributing unique characteristics that influence language attitudes.
Attitudes are complex constructs that encompass cognitive, affective, motivational, and behavioral components Allport (1935) described an attitude as a "mental and neural state of readiness" shaped by experience, which influences how individuals respond to various objects and situations Similarly, Krech and Crutchfield (1948) defined an attitude as a lasting organization of motivational, emotional, perceptual, and cognitive processes related to aspects of an individual's environment.
152) These definitions emphasized the enduring nature of attitudes and their close relationship to individuals' behavior.
To Gander (1985) attitude is an evaluative reaction to some referent or attitude object, inferred on the basis of the individual’s beliefs or opinions about the referent.
In "Principles of Language Learning and Teaching," Brown (2000) emphasizes that attitudes, which play a crucial role in cognitive and emotional development, are shaped early in childhood These attitudes are influenced by the perspectives of parents and peers, exposure to diverse individuals, and various interacting emotional factors Consequently, a person's attitude, whether positive or negative, can be significantly affected by multiple stimuli.
According to Holmes (1992), individuals form attitudes towards languages that mirror their perceptions of the speakers, as well as the contexts and functions linked to those languages He asserts that in the realm of language learning, attitudes encompass how people perceive the language itself, the associated social class, the speakers, and the cultural aspects tied to the language.
Gardner and Lambert (1972) identify two primary attitudes toward language learning: instrumental and integrative Instrumental attitudes focus on the pursuit of social-status recognition or tangible benefits, while integrative attitudes emphasize the desire to connect and integrate with another language community These attitudes reflect how students approach their language learning experiences.
Instrumental attitudes refer to a student's motivation to learn a language for personal interest, while integrative attitudes reflect the desire to connect with a specific community that speaks that language Research indicates that learners of a second language often exhibit both instrumental and integrative attitudes, as assessed by various measurement tools (Gardner, 1985).
This study adopts the definition of attitude by Gardner and Lambert (1972), which describes it as "an organized, consistent and habitual manner of thinking, feeling and reacting to events and persons" (p.148) This definition effectively encapsulates the nature of students' responses to collaborative learning (CL).
Recent research in both first and second language acquisition highlights the significance of attitude in the learning process Scholars agree that a student's attitude plays a crucial role in language learning, suggesting that it should be a fundamental element of second language teaching methodologies.
Research indicates that attitudes play a crucial role in second language (L2) learning, significantly affecting learners' proficiency and success rates (Dürnyei, 1994, 2001; Visser, 2008) According to Ellis (1995), learners' attitudes not only influence their L2 proficiency but are also shaped by their achievements Additionally, studies by Gander & Lambert (1972) and Gardner & MacIntyre (1993) highlight that factors such as learners' attitudes towards speakers of the target language and their motivation are vital for successful L2 acquisition Understanding students' attitudes towards language learning is essential, as attitudes can influence behavior; when individuals perceive they have ample resources and fewer obstacles, they are more likely to act in alignment with their intentions (Fishbein & Ajzen, 1975).
Research indicates a significant relationship between attitudes and achievement, with evidence suggesting that attitudes have a greater influence on achievement than vice versa (Schibeci & Riley, 1986; Weinburgh, 1998) This influence stems from the fact that attitudes shape behaviors and emotional states, ultimately affecting the learning process Consequently, it is evident that language learning is intertwined with the environmental factors that shape a student's upbringing.
Attitudes are shaped by past experiences, as noted by Allport (1935), suggesting that students' perceptions of foreign languages and their speakers are also constructed Consequently, when students have positive experiences with foreign languages during their elementary education, they are likely to develop favorable attitudes toward those languages, their school environment, and classmates who speak languages other than English.
Research indicates that attitudes towards languages significantly impact language learning (Starks and Paltridge, 1996) According to Karahan (2007), “positive language attitudes let learners have positive orientation towards learning English” (p 84), suggesting that attitudes are crucial for student success in language acquisition Additionally, Gardner (1980) highlights that social contexts can affect the relationship between attitudes and language learning outcomes He posits that the influence of attitudes is more pronounced in environments where learners have ample opportunities for interaction with native speakers, compared to foreign language settings where such contact is limited.
Attitudes towards learning a second language can significantly influence the experience, with some learners exhibiting positive outlooks while others may harbor negative feelings Understanding these varying attitudes is crucial, as they can affect motivation and overall success in language acquisition.
Research indicates that positive attitudes significantly enhance second language learners' motivation and proficiency, while negative attitudes can hinder their progress Attitude is a crucial social psychological factor in language acquisition, as students need both the necessary skills and a willingness to engage effectively Engaging and interesting activities can greatly motivate learners, supporting findings from Chamber (1999), Gardner and Lambert (1972), and Holmes (1992), which emphasize that positive attitudes foster integrative motivation and improve language proficiency.
Pairwork and groupwork
Pairwork is an instructional strategy where the teacher organizes students into pairs, allowing them to collaborate simultaneously on tasks This method, often referred to as "simultaneous pairwork," encourages active participation and interaction among students It differs from "public" or "open" pairwork, where pairs take turns speaking in front of the entire class.
According to Byrne (1983), pairwork in language learning can be categorized into two types: fixed pairs and flexible pairs Fixed pairs involve students working consistently with the same partner to enhance their language skills, while flexible pairs allow students to change partners frequently, which can add variety to the activity but may also increase classroom noise.
It can be seen that pairwork can get students to practice the target language more and increase students’ talking time in the class.
Adrian Doff (1991) defines group work as a classroom strategy where the teacher organizes students into small groups, typically comprising four or five members, allowing them to collaborate simultaneously While whole class instruction and individual tasks are essential in language education, group work is highlighted for its role in fostering interaction within the classroom This approach enables students to engage in oral exchanges, enhancing their communication skills through collaborative learning in smaller units.
Research by Richards (1999) and Nunan (1996) highlights that group and pair work significantly alter classroom interaction dynamics Harmer (1992) further emphasizes that group work is inherently more dynamic than pair work, as it allows for more interactions and discussions among participants In group settings, the likelihood of problem-solving increases, and the collaborative environment can be less stressful compared to pair work, which requires a higher level of close cooperation among students.
When organizing students into pairs and groups, it is essential to consider various factors to ensure effective collaboration According to Harmer (1999), decisions regarding student grouping can be guided by several principles that enhance the learning experience.
When forming student pairs or groups, it is essential to consider friendships to avoid uncomfortable dynamics, but friendships can be fluid and our observations may not always be accurate Allowing students to choose their partners may lead to the exclusion of less popular individuals Alternatively, teachers can utilize sociograms, where students list their preferred and least preferred classmates, to inform groupings However, this method can be time-consuming and does not effectively address the inclusion of unpopular students.
Streaming students based on their abilities can enhance learning outcomes One effective approach is to create mixed-ability pairs and groups, allowing stronger students to assist their peers who may struggle Alternatively, forming homogeneous groups of students at the same level can provide targeted support for those needing extra help, although this may diminish some benefits of cooperative learning Additionally, grouping students based on their participation levels can help engage less active learners; however, it is crucial for teachers to monitor and support these groups to maintain focus and enhance their learning experience.
Randomly pairing or grouping students is a straightforward method that requires minimal preparation This can be achieved by having students work with those seated nearby or by selecting partners based on criteria such as their birthdays, similar clothing colors, or shared occupations.
Changing groups: The group may change while an activity continues.
Students can first work in pairs then in groups of four, then groups of eight, or even sixteen.
Additionally, teachers can group students based on some following criteria given by Honeyfield (1991).
Free- grouping: students make their own decision about who to work with.
Same proficiency level grouping: students of the same proficiency level are grouped together.
Mixed proficiency level grouping: students are grouped so that each group has a mix of proficiency levels.
Random grouping: students are located to group in some random way on the basic of who is sitting next to whom in the class
Grouping based on other differences: in a mixed class, students are grouped so that each group has a mix of some other characteristics, e.g sex, age, nationality, mother tongue or ethnic origin.
Our decisions regarding pairing and grouping students are influenced by multiple factors, allowing us to form pairs or groups tailored to our specific objectives and the unique dynamics of the classroom.
Group size is one thing we need to consider when getting students to form groups We may consider the question: “Are smaller groups better for learning than larger ones?”
Research by Honeyfield (1991) indicates that smaller groups allow for more individual speaking time For instance, in a ten-minute discussion, each person in a pair can speak for five minutes, whereas in a group of four, each member would only have two and a half minutes of speaking time if the time is shared equally.
Honeyfield (1991) highlights that as group sizes decrease, the number of groups increases, leading to greater demands on the teacher's management This dynamic makes it less practical for each group to report back to the entire class.
Group size should be aligned with the types of tasks being performed, as it often reflects real-world scenarios According to Honeyfield (1991), having a group size that matches real-life situations can be essential for effective learning Therefore, the nature of the task plays a crucial role in determining the appropriate group size.
Harmer (1999) suggests three stages in carrying out pair work and group work as follows:
To ensure students fully grasp their upcoming tasks, it's essential to provide clear instructions and outline what completion looks like Encouraging students to repeat or translate these instructions into their native language can help confirm their understanding Additionally, incorporating demonstrations may be necessary to enhance clarity and engagement.
While students collaborate in pairs or groups, teachers have various options for monitoring their progress They can position themselves at the front, side, or any location within the classroom to effectively observe and engage with the students' activities.
Therefore, we can “tune in” to a particular pair or group from some distance away We then decide whether to go over or to help that pair or group.
Instead of leading the entire class, we can circulate among specific pairs and groups, observing their interactions This allows us to intervene when necessary and provide support and suggestions However, it is crucial to consider the most effective approach for offering assistance.
Activities commonly used in pairwork and groupwork
A variety of activities can be applied in communicative English classes through the use of pairwork and groupwork The list of some common activities is given below.
Role-play: the class is divided into pairs or groups Then these pairs and groups are given roles to act out.
Information gap activities: each participant in pairs or groups has information not shared by any other but require to complete
Problem- solving: students are given some problems in real-life which need solving Then they work in pairs or in groups to find out solutions to these problems.
In the engaging activity "The Lost Twin," each student receives a card featuring specific traits, with two identical copies for every card Participants then mingle throughout the classroom to discover their match, fostering interaction and collaboration among students.
Kim’s game: students in groups look at the items on a table for about thirty seconds Then the items are recovered, the groups have to describe and locate them.
Spot the differences: students are given two pictures, then they work to spot the differences
What is my line: students in groups have to ask questions of another member within a limited time span and discover his or her occupation.
Advantages and disadvantages of pair and group work
According to Hubert Skrzynski, pair work and group work have both advantages and disadvantages These are mentioned below :
2.6.1 Advantages of pairwork and groupwork
To enhance student practice, pairing or grouping students significantly boosts their opportunities for communication In smaller groups, students are more inclined to engage in discussions with their peers rather than speaking in front of a teacher or a larger class This dynamic leads to a substantial increase in individual speaking time, fostering a more interactive and effective learning environment.
To boost learner confidence, students often feel more at ease speaking a foreign language in small groups rather than in front of the entire class This is particularly beneficial for shy students or those still developing their speaking skills, as they can practice their language abilities in a supportive environment Such interactions foster cooperation among students and enhance their self-confidence during language activities.
To enhance students' fluency, engaging them in pair or group activities allows for free expression of their thoughts and opinions This approach fosters an environment of independence and relaxation, where constant speaking practice can significantly improve their language skills.
To enhance student motivation, incorporating a diverse range of pair and group activities is essential A variety of engaging tasks not only enriches the lesson but also boosts student enthusiasm When students actively participate and feel valued, their motivation significantly increases Consequently, teachers are likely to experience greater success, as motivated students tend to excel in language learning and consistently demonstrate progress.
2.6.2 Disadvantages of pairwork and groupwork
One significant challenge in language classes is that students frequently communicate in their native language, especially in large groups, making it hard for teachers to monitor conversations To address this issue, teachers can implement clear rules at the start of the school year and enforce them consistently Over time, this approach can help cultivate the positive habit of speaking only in English among students.
Mistakes are a natural part of the learning process, and while teachers may refrain from interrupting students during pair and group work, it's important to recognize that errors contribute to learning Students often focus on correcting each other instead of understanding their mistakes Engaging in peer interactions helps build confidence and alleviate anxiety, which can be prevalent in traditional teacher-centered classrooms Furthermore, activities designed for pair and group work primarily aim to enhance fluency rather than emphasize accuracy.
To prevent the exclusion of shy or less confident students during group activities, teachers should assign specific roles within groups This approach ensures that dominant individuals do not overshadow their peers, allowing all students to participate actively rather than becoming passive observers.
Collaborative activities in large classrooms can lead to increased noise and indiscipline, often creating more challenges for teachers than for students When working in pairs or groups, participants typically become oblivious to the surrounding noise and the activities of other groups However, this issue may be exacerbated in classrooms with thin walls, where sound easily travels.
Classroom arrangements present both advantages and disadvantages, making it difficult to determine a universally superior option Ultimately, the choice of arrangement depends on each teacher's personal preferences and teaching style, influencing their effectiveness in language instruction.
Problems in conducting pairwork and groupwork
When conducting pairwork and groupwork techniques, teachers may encounter some problems as follows:
Harmer (1999) highlights that some pairs struggle to focus on the task at hand, often diverting their attention to discussions in their native language In certain groups, dynamics may shift, with members deferring to the oldest individual or a male in a predominantly female setting Additionally, individuals with louder voices may overshadow quieter participants, leading to unequal participation.
Teachers face several challenges when implementing pairwork and groupwork in their classrooms One major issue is the noise level, which can lead to a loss of control over the class Additionally, some students may seek the teacher's attention instead of collaborating with their peers Furthermore, group dynamics can result in fixed roles, where some students become passive while others take charge Lastly, students in pairs or groups may stray from the task at hand, often conversing in their native language instead of focusing on the assignment.
Managing multiple groups and pairs simultaneously poses a challenge for teachers, as some students may resist collaborative work Additionally, there are instances where students revert to their native language instead of utilizing the target language during group activities.
In conclusion, teachers face several challenges when implementing group work and pair work in the classroom These challenges can be effectively addressed by considering key factors at each stage, including planning, practice, instruction, organization, and presentation Additionally, the success of pair work and group work largely depends on the selection of suitable tasks tailored to students' needs.
Some suggested ideas for working in pair and in group
To enhance the effectiveness of pairwork and groupwork, teachers and students must address both subjective and objective challenges Subjective factors include prior passive learning experiences, fear of making mistakes, low English proficiency, and lack of motivation Objective factors involve large class sizes, with over 45 students, and the complexity of textbooks, which often contain excessive new vocabulary and challenging topics To overcome these hurdles, it is essential for both teachers and students to implement targeted strategies that foster a more engaging and supportive learning environment.
Teachers must be well-prepared for lessons by gathering a variety of materials, including visuals and relevant information Creating a positive learning environment is essential for encouraging student participation in pair and group work According to Harmer, teachers should thoughtfully decide how to group students, considering factors such as friendship, ability levels, randomness, or frequently changing partners to enhance collaboration and engagement.
Teachers should design purposeful activities in the language classroom that simulate real-life communication, enhancing student motivation Clear objectives in discussions encourage students to engage in meaningful exchanges, using language to fill information gaps and deepen their understanding Additionally, activities should utilize accessible language, ensuring that the vocabulary level is appropriate for students to recall and produce easily, promoting fluency Pre-teaching or reviewing key vocabulary before starting the activity can further support students' participation and comprehension.
Teachers should incorporate task-based activities in the classroom, as these reflect real-life language use, such as problem-solving, planning, and teaching By engaging students in similar tasks, they will be motivated to actively use the language, enhancing their learning experience.
The success of lessons largely hinges on teachers' attitudes towards students during pair and group work, which includes observing, listening, and providing support Effective feedback methods should vary depending on the lesson type; for grammar-focused lessons, immediate error correction is essential, while in communicative lessons, teachers should refrain from interrupting the flow of conversation and instead provide feedback after tasks are completed It's important for teachers to address both form and content in their feedback and to encourage self-correction among students This approach not only enhances comprehension but also serves as a motivational tool, demonstrating that teachers are genuinely engaged with their students' contributions.
Students should actively engage in pair and group activities with high motivation, preparing thoroughly to become confident speakers in class To enhance their knowledge, they should read supplementary materials, including online texts, magazines, and newspapers Confidence is crucial when collaborating with peers; fear of making mistakes can hinder their ability to express ideas and utilize their language skills Instead of facing ridicule, students will receive constructive feedback from teachers and classmates, fostering their progress and learning.
In conclusion, effective pair and group activities are characterized by three key elements: a communication gap where each student possesses unique information, task orientation with a clear outcome such as problem-solving, and a time limit that encourages prompt completion When implementing group discussions, it is essential for teachers to provide clear instructions on participation Additionally, the use of Vietnamese among students can hinder the effectiveness of these activities; therefore, teachers should actively monitor groups, remind students to communicate in English, and model appropriate language usage to ensure a productive learning environment.
According to Adrian Doff, students can enhance their language skills through various pairwork activities, such as practicing together, studying texts, and engaging in information-gap exercises They can also create dialogues, predict reading content, and compare notes on audio-visual materials In groupwork settings, students can tackle more complex tasks, like writing a group story, role-playing scenarios, preparing presentations, or discussing issues to reach a consensus Activities may include watching, writing, or performing video sequences, and even reassembling lines from a poem among group members Generally, small groups of around five students foster better interpersonal interaction, although larger groups may be necessary for specific activities or team-based games These methods effectively support both pair and group work in language learning.
Controlled oral practice, such as pattern practice, can effectively engage students in pairs or groups, similar to the "likes/dislikes" activity This approach allows for initial practice with the entire class before transitioning to pair work, fostering collaboration and reinforcing language skills.
Engaging in short dialogues is an effective practice for students, allowing them to work in pairs with minimal risk of errors Initially, pairs can perform in front of the class, fostering confidence, followed by a collaborative session where all students practice simultaneously This method enhances communication skills and encourages active participation in the learning process.
Engaging students in reading comprehension can be achieved by having them discuss questions in pairs or groups before or after reading the text This collaborative approach not only encourages participation but also enhances understanding, as students can read silently and then work together to ask and answer questions Such methods effectively involve the entire class in the learning process.
Short writing exercises can enhance collaborative learning among students, as they work in groups to decide on a topic, with one member serving as the ‘secretary’ Although organizing this can be challenging in larger classes, it allows students to correct each other's mistakes, reducing the teacher's grading workload Additionally, pair work can be effective for reviewing written assignments, enabling students to provide constructive feedback on their partner's work.
- Discussion : With more advanced classes, discussions can be conducted in groups It is important to define the discussions clearly, and to ask each group to report their conclusions afterwards.
Engaging in oral grammar exercises in pairs enhances student interaction and learning, as the teacher reviews the answers with the entire class afterward This collaborative approach is more effective and stimulating than students completing exercises in silence individually, and it encourages them to write the exercises for homework, reinforcing their understanding.
(Adrian Doff, 1988 ; Teach English p.146- Cambridge University Press)
METHODOLOGY
Background of the study
3.1.1 The English syllabus at Huong Son high school
Huong Son High School has been teaching English for nearly 40 years, offering three levels: English 10, 11, and 12 Previously, a three-year course textbook was used, but for the past two years, the twelve-year course books have been implemented English is now a compulsory subject at Huong Son High School, with students attending lessons during both the first and second terms of the academic year.
The textbook "English 10, 11, 12" by Hoang Van Van and colleagues comprises 16 lessons designed to cover essential English knowledge over the school year, including mid-term and term assessments Each lesson is structured into five periods to enhance students' speaking, listening, reading, and writing skills This modern textbook incorporates visuals and aligns with Communicative Language Teaching principles, fostering students' communicative competence through real-life contexts Collaborative activities, such as pair and group work, allow students to practice English in everyday situations, while audio materials featuring both native and non-native speakers enhance listening skills Additionally, the textbook focuses on developing reading and writing abilities, culminating in exams at the end of each term to evaluate proficiency across all four skills.
The objectives of the English course are clear At the end of the course(after 105 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…
-The ability to read English pre- intermediate book, English newspapers or magazines
3.1.2 Description of the students at Huong Son high school
To become 10th-grade students at Huong Son High School, candidates must pass an entrance examination All students enrolled at this school hail from rural areas, ensuring that new students possess a similar level of English language proficiency, having studied the subject prior to their admission.
While students today possess a basic understanding of English grammar, their overall language skills still require improvement Compared to previous generations, current students demonstrate a greater awareness of the importance of learning English, showcasing increased intelligence, engagement, and motivation in their language studies.
Students at Huong Son High School must complete three years to obtain their general certificate of education During this time, they attend three English classes each week and participate in 15-minute tests every two weeks, along with 45-minute tests every four weeks The curriculum focuses on developing four essential skills: speaking, listening, reading, and writing.
3.1.3 Description of the English teachers at Huong Son high school
At Huong Son High School, teachers play a crucial role in the teaching process, especially the ten English language instructors aged between 25 and 59 Despite their dedication, none of these teachers have had the opportunity to visit English-speaking countries, and the majority have received their training from Vinh University.
Historically, many language teachers relied on the Grammar-Translation Method, which emphasizes a thorough analysis of grammar rules This approach involves applying these rules to translate sentences and texts from the target language into the mother tongue and English.
The textbook is tailored for Communicative Language Teaching, emphasizing procedures that enhance the four language skills through collaborative problem-solving tasks in pairs or groups.
The physical setting encompasses the environment in which English lessons occur, including the classroom layout, the number of students present, and the availability of various teaching aids and materials This setting plays a crucial role in enhancing the teaching and learning experience in English education.
At Huong Son High School, English teaching primarily occurs within traditional classrooms equipped with basic furniture like tables and desks, along with a blackboard The English department has limited teaching aids, relying mainly on cassette recorders and projectors to enhance the learning experience.
Large English class sizes, typically ranging from 30 to 40 students, present significant challenges for both teaching and learning.
Huong Son High School lacks adequate reference and self-study materials for both teachers and students The school library contains only a limited selection of English books that do not significantly aid their learning While teachers can seek external resources independently, students face challenges in accessing additional materials on their own.
Participants
A study involving 120 students from grades 10 to 12 at Huong Son High School was conducted, with participants aged 16 to 18, representing both genders Hailing from mountainous regions of Vietnam, these students began learning English as a foreign language in grade 6 and display varying levels of proficiency across the four key skills: listening, speaking, reading, and writing.
Huong Son High School employs 10 English language teachers, ranging in age from 25 to 59, yet none have had the opportunity to visit English-speaking countries The majority of these educators received their training from Vinh University.
Research instruments
To gather essential information, the researcher employs three key research methods: questionnaires, interviews, and observations Two distinct types of questionnaires are utilized—one aimed at teachers and the other at students These questionnaires are primarily designed to explore the knowledge, experiences, and attitudes of both teachers and students regarding pair and group work.
In a study conducted at Huong Son High School, two distinct survey questionnaires were utilized to gather anonymous feedback from teachers and students regarding their experiences with pairwork and groupwork in English classes Macintyre (2000) defines a questionnaire as a standardized tool for collecting diverse opinions from a large number of respondents The teacher questionnaire comprised seven questions, while the student version included twelve, both designed with multiple-choice and open-ended formats for clarity To ensure comprehension, the questionnaires were written in Vietnamese, facilitating accurate responses from participants.
According to Macintyre (2000), interviews are conducted to understand the reasons behind individuals' perspectives In this study, interviews were employed to enhance the reliability of data regarding students' attitudes towards pairwork and groupwork in English classes Selected students from Huong Son High School participated in the interviews, which aimed to gather in-depth information Each student was asked three questions to facilitate a comprehensive understanding of their views.
Procedures
The researcher invited participants to voluntarily complete questionnaires, providing a brief explanation of the study's purpose Participants were informed in Vietnamese about the study's objectives, methods, and data collection requirements.
A survey was conducted at Huong Son High School, involving 10 English teachers and 120 students Teachers were given two weeks to complete their questionnaires, while students were instructed to fill out theirs seriously within thirty minutes in their classrooms Upon completion, all questionnaires were returned to the researcher for analysis.
The analysis of the questionnaires distributed to both teachers and students at Huong Son High School provides valuable insights into the effectiveness of pairwork and groupwork methodologies in the classroom.