Rationale
Growing up in the studious hometown of Nam Dinh province, I take pride in both my roots and the region's esteemed educational system, which consistently ranks among the best in Vietnam However, English language proficiency in Nam Dinh has not kept pace with subjects like Math, Literature, and Physics As an English teacher, I am committed to enhancing the quality of English education for my students, recognizing its importance in today's globalized world Mastering English is essential for effective communication with speakers worldwide, making it a crucial skill for learners of second or foreign languages.
Mastering speaking skills in English is essential for many learners of a second or foreign language As a result, these learners frequently assess their language learning success and the effectiveness of their English courses based on their perceived improvement in spoken proficiency.
As an English teacher in Nam Dinh province, I have observed that my primary school students frequently experience foreign language anxiety, particularly in speaking Despite participating in speaking contests, they rarely achieve high awards, often feeling intimidated to speak in front of their peers and resorting to discussions in Vietnamese While they perform better in written assessments, they tend to provide minimal responses when asked to speak English This reluctance is exacerbated by routine teaching methods that fail to engage students, leading to boredom and decreased motivation, as noted by Douglas (1987) It is essential for teachers to explore effective strategies that encourage active participation and discussion, enabling students to better understand the material and articulate their thoughts verbally.
This research aims to address challenges in teaching speaking by exploring the effectiveness of Group Work (GW) activities in enhancing English speaking skills among fifth-grade students at a primary school in Nam Dinh.
Aims of the study
This study focuses on enhancing the speaking skills of grade-5 students at a primary school in Nam Dinh The primary objective is to evaluate effective teaching and learning strategies for improving these skills among young learners.
To improve speaking skill for grade-5 students through GW activities
To propose some suggestions to increase the effectiveness of using GW activities to enhance English speaking skill for grade-5 students at a primary school in Nam Dinh.
Research questions
In order to achieve the above-mentioned aims, this study, therefore, focuses on two research questions:
Can and to what extent GW activities improve grade-5 students‟ speaking skill at a primary school in Nam Dinh?
What should be done to best improve grade-5 students‟ speaking skill at a primary school in Nam Dinh through GW activities?
Methods of the study
To fulfill the study's objectives, action research was utilized, involving the design and implementation of six lesson plans in two fifth-grade classes at Xuan Chau Primary School to assess the effectiveness of speaking instruction A quantitative method was employed, featuring pre-interviews and post-interviews with a single English teacher to gain a comprehensive understanding of the research focus Additional research instruments were also developed and utilized in the study.
To assess improvements in vocabulary use proficiency, a pretest and a posttest were administered to students The scores from the posttest will be compared to those from the pretest to evaluate the effectiveness of the instructional methods employed.
The study explores the effectiveness of group work (GW) activities in enhancing speaking skills through qualitative research methods Class observations were conducted to gather data, which was subsequently sorted and analyzed both quantitatively and qualitatively to derive meaningful results.
Scope of the study
A study conducted at a primary school in Nam Dinh province aimed to investigate the challenges faced by grade-5 students in speaking classes It specifically focused on the implementation of cooperative group work (GW) techniques within cooperative language learning to enhance the speaking skills of these students The research sought to identify effective methods for improving their speaking abilities through engaging GW activities.
Significance of the study
This research aims to evaluate the effectiveness of using group work (GW) in enhancing speaking skills among fifth-grade students at a primary school in Nam Dinh province The findings will provide recommendations for English primary teachers and students on effective methods to improve English speaking Additionally, the results may serve as a valuable reference for other educators in nearby rural schools and lay the groundwork for further studies on different English skills among various student groups.
Design of the study
The study is composed of three parts, outlined as follows:
This section provides an overview of the research, highlighting the reasons for its execution, the study's objectives, and the key research questions It outlines the scope and significance of the study while also presenting a structured outline of the research.
This chapter introduces some concepts, theoretical frameworks and related studies
This chapter introduces the research context and methodology of the study including the context, the subject, the data collection instruments, data collection procedure, and data analysis
This chapter presents the major findings from the students‟ pre-test and post- test, teacher‟s pre-interview and post-interview and the researcher‟s class observation
This part offers a summary of the key findings, implications, limitations, and future directions for further study.
LITERATURE REVIEW
Cooperative Learning
Cooperative Learning (CL) is an instructional method that encourages students to collaborate in small groups to enhance their academic skills and achieve common goals (Slavin, 1995; Johnson, Johnson, & Smith, 1998) This approach allows students of varying abilities to work together on assignments, fostering a sense of responsibility and teamwork, while also providing opportunities for individual contributions (Ravich, 2007) Advocates assert that CL not only helps students acquire knowledge but also develops essential social skills, as they are more inclined to ask questions and clarify doubts in a collaborative environment Unlike competitive learning, which pits students against one another, CL emphasizes cooperation to achieve shared objectives, ultimately maximizing both individual and collective learning outcomes (Olsen & Kagan, 1992; Johnson & Johnson, 2005).
Collaborative Learning (CL) involves students working together in pairs or small groups, fostering a sense of accountability where each member is responsible for their contributions This learner-centered approach has gained popularity as an alternative to traditional lecture-based methods, emphasizing active participation and engagement in the teaching and learning process.
Communicative interaction is essential in cooperative language learning for second language instruction, as it significantly enhances student achievement through collaborative engagement Interaction among students during learning tasks fosters mutual learning and enriches classroom discussions According to Richards and Rodgers (2001), the primary goals of communicative language teaching focus on promoting effective communication and interaction among learners.
To provide opportunities for naturalistic second language acquisition through the use of interactive pairs and group activities
To provide teachers with the appropriate to enable them to achieve this goal and one that can be applied in a variety of curriculum settings
To enable focused attention to particular lexical items, language structures, and communicative functions through the use of interactive tasks
To provide opportunities for learners to develop successful learning and communicative strategies
To improve learner motivation and reduce learner stress and to create a positive affective classroom climate.
Speaking skills
Speaking is one of the four essential language skills and plays a crucial role in human communication, making its mastery vital in language education It is a complex skill that involves various psychological and physiological processes, enabling individuals to express themselves and convey ideas fluently According to Campbell (1989), speaking entails an individual's effort to be understood by another, highlighting the importance of effective communication tools for the speaker to convey their thoughts clearly.
According to the Competence Based Curriculum, speaking is a crucial skill among the four fundamental competencies that students must develop It plays a vital role in effective communication and is a key factor in assessing English proficiency.
Speaking is the process of creating and sharing meaning through verbal and non-verbal symbols in various contexts (Chaney, 1998:13) Without effective speaking, conveying messages becomes challenging, highlighting its importance as a fundamental skill for language learners to master alongside other language abilities.
Speaking is a dynamic two-way process that involves both the productive skill of speaking and the receptive skill of understanding, as noted by Byrne (1976:8) This interaction fosters the development of the relationship between the speaker and listener, highlighting the importance of cooperation in managing speaking turns (Thornbury, 2005).
In summary, speaking is a productive skill that involves the speaker expressing a sequence of ideas to effectively convey a message This process encompasses both the transmission and comprehension of information, enabling individuals to communicate with others Through speaking, people can share information, respond to inquiries, and seek answers to their questions, highlighting the importance of this language skill in interpersonal interactions.
1.2.2 The role of speaking in language teaching and learning
The question often posed to EFL learners is "Do you speak English?" highlighting the paramount importance of speaking among the four language skills According to Ur (2000), speaking is perceived as the most critical skill, as individuals who know a language are often referred to as its "speakers," suggesting that speaking encompasses all forms of language proficiency While proficiency in all four skills—listening, speaking, reading, and writing—is essential for effective communication, the ability to speak skillfully offers distinct advantages It allows individuals to articulate their thoughts, opinions, and feelings meaningfully, fostering a deep sense of connection and understanding with others As Robert Frost noted, speaking aids in self-discovery, emphasizing that clarity in speech is indicative of clear thinking.
Speaking is a crucial medium for language learning, significantly enhancing learners' communication skills in a second language, which leads to success in both academic and life contexts (Kayi, 2006) Effective speaking activities in the classroom can boost learners' motivation and create an engaging, dynamic environment (Nunan, 1999) Rivers (1968) emphasizes that speaking skills develop from initial language contexts, highlighting the importance of ensuring students comprehend what they are learning For many EFL/SL learners, mastering speaking is considered the most vital aspect of language acquisition, with success often measured by conversational ability (Nunan, 1991) Consequently, learners increasingly prioritize speaking skills, recognizing that proficiency in this area reflects mastery of other language competencies.
Speaking is a crucial skill in language teaching and learning, emphasizing the need for educators to prioritize the development of oral skills Experts agree that effective communication is essential for learners to navigate basic interactions confidently Therefore, language teachers must focus on enhancing speaking abilities to facilitate successful language acquisition.
The history of language learning methodologies shows that teaching speaking skills has often mirrored prevailing theories of language and learning, which have not consistently prioritized speaking as a primary objective Burns (1998) categorized approaches to teaching speaking into two main types: direct/controlled approaches, which concentrate on developing isolated speaking skills, and indirect/transfer approaches, which emphasize speech production in communicative activities.
A direct or controlled approach focuses on structural accuracy by communicating messages with correct grammar and emphasizing the practice of language forms, including English pronunciation This method aims to enhance learners' understanding of not only the grammar of the target language but also its discourse structures and routines.
An indirect or transfer approach enhances speech fluency by promoting coherent communication with minimal pauses and hesitations This method actively engages learners in practical language use through interaction with peers, fostering the development of speaking skills Ultimately, the goal is for students to transfer these skills to real-life situations, as highlighted by Goh and Burns (2012:135).
Both the indirect and direct approaches have their limitations The indirect approach overlooks the importance of accuracy in language development, while the direct approach fails to recognize that effective language use is cultivated through face-to-face communication (Goh & Burns, 2012:135).
Thornbury (2005) proposed a comprehensive approach to developing speaking skills in second language learners, which includes three key stages: awareness raising, appropriation, and autonomy The first stage focuses on familiarizing learners with new speaking concepts through awareness-raising activities In the appropriation stage, learners engage in activities that foster "practiced control," allowing them to achieve "progressive control" and "self-regulation" of their speaking skills Finally, the autonomy stage encourages learners to participate in activities that reflect their independence both inside and outside the classroom, resulting in increased fluency and automaticity in language production.
Many learners view speaking as the most challenging aspect of acquiring a foreign language Most are initially motivated by the desire to communicate effectively and engage with native speakers Their goal is to achieve accurate and fluent speech that suits various contexts Consequently, focusing on the key elements of speaking becomes essential for enhancing and developing this vital skill.
According to 2001, learners must be familiar with essential language features, as well as the processes involved in communication and information exchange during interactions with others.
To have an effective speaking EFL Learners should know the following necessary features:
EFL learners need this ability to produce more connected sounds not only separated phonemes These sounds may be modified, omitted, added or weakened in the connected speech
Group work
So far, GW has been in favors of a great numbers of researchers all over the world Naturally, this topic has been approached in a numbers of different ways
According to Johnson and Smith (1991:15), group work in language classes is a collaborative activity where students collectively share goals and responsibilities to accomplish tasks assigned by the teacher, either in pairs or small groups.
Group work (GW) is defined by Nunan and Lamb (1996:142) as any classroom activity where learners engage in collaborative tasks with peers, allowing them to actively participate in the learning process rather than passively listening to the teacher This approach provides students with greater opportunities for independence and decision-making in their learning Through group work, they enhance their listening skills, engage in discussions, and practice negotiation Consequently, GW represents a significant shift in classroom interaction dynamics, aligning with student-centered teaching methodologies.
Group work (GW) is a versatile concept encompassing various techniques where two or more students collaborate on a task that requires self-initiated language use, as defined by Harmer (2007:166) Additionally, Hybels and Weaver emphasize the importance of collaborative learning in enhancing communication skills and fostering a supportive learning environment.
A group work (GW) is defined as a small assembly of three to thirteen members, where each individual both influences and is influenced by others (2009) Additionally, Harmer (2001) noted that group activities, typically involving around five students, foster higher levels of engagement and participation compared to larger groups.
GW is a student-centered teaching approach that prioritizes collaboration and teamwork in small groups of six or fewer This method enhances learners' opportunities to construct knowledge and complete tasks through interactive collaboration By working together, students share responsibilities for planning, preparing, and presenting their gathered information, fostering a more engaged and effective learning experience.
Various group work (GW) activities have been proposed by experts to enhance students' speaking skills However, these activities cannot all be implemented simultaneously; teachers need to creatively select the most appropriate activity for each specific context According to Brown (2001), certain typical group tasks can be defined and characterized to effectively support this learning process.
Games can transform techniques into scoreable units, effectively engaging learners and sustaining their interest They provide teachers with the opportunity to create meaningful contexts where language use is essential In these interactive environments, students must comprehend their peers' communication and articulate their own thoughts Guessing games, such as "Who am I?" or "What am I?", are popular classroom activities that encourage participation, as students think of a famous person, object, or animal while their classmates guess until the answer is revealed.
Role-play is an engaging activity that assigns roles to participants, encouraging them to achieve specific objectives This method fosters real-life communication skills and helps individuals overcome their fear of public performance One widely recognized role-play exercise is known as "the soap," which effectively illustrates these benefits.
In a classroom activity, learners engage in a "soap" exercise where they plan, rehearse, and perform a brief scene from a soap opera Following the performance, fellow students are encouraged to share their thoughts on the participants' delivery and the underlying message conveyed through the scene.
Simulations are an effective educational tool that assess students' understanding of curricular content through realistic scenarios By immersing students in roles that require data analysis, decision-making, and problem-solving, these simulations closely mimic real-life situations As students engage with the simulation, they adapt to changes, evaluate the outcomes of their choices, and anticipate future challenges and solutions.
Drama serves as a structured form of role-play and simulation, featuring a pre-planned storyline and script that enhances student motivation through a fun and entertaining atmosphere This engaging approach captures students' emotions and attention, enriching their language learning experience While small groups can create and rehearse their own scripts, this method is often time-consuming and not commonly included in standard school curricula.
An interview is a verbal exchange between two individuals aimed at uncovering the story behind a participant's experiences It serves as an effective follow-up tool for certain respondents and is commonly utilized in pair work Additionally, interviews can be adapted for group work (GW) involving participants with varying levels of proficiency.
Brainstorming is an effective technique that stimulates critical thinking and prepares students to engage in discussions about complex issues This method encourages rapid free-association, allowing students to generate a diverse array of concepts, ideas, facts, and feelings related to a specific topic or context.
This activity encourages students to complete tasks using the language while focusing on meaning rather than grammatical structure, promoting a learn-by-doing approach Its key features include prioritizing information over language forms and requiring communicative interaction to achieve the desired outcomes The complexity of the information students need to engage with can vary from simple to challenging.
Hands-on approaches to language learning offer significant benefits for young learners, making certain projects highly rewarding For instance, when a teacher introduces a topic on famous people, small groups of students can explore and share various aspects related to this theme, fostering collaboration and engagement.
1.3.2.8 Problem solving and decision making
Young learners
Young children exhibit distinct learning characteristics compared to older children, with research indicating that their learning evolves as they develop Notably, even at a young age, children show a natural inclination to learn in specific areas and actively engage in understanding their environment These innate predispositions highlight the unique ways in which young learners acquire information and make sense of the world around them.
Young learners, as described by Clark (1990), exhibit several key characteristics that influence their language acquisition Firstly, they progress from concrete to abstract thinking, which shapes their conceptual development Unlike adult learners who often have specific goals, such as career advancement, children typically lack a defined purpose for learning a foreign language, focusing instead on the subjects offered in school Additionally, young learners are still honing essential skills like turn-taking and body language Their egocentric nature often leads them to center their experiences around themselves, and they can easily become bored due to the lack of choice in their education Therefore, it is crucial to design engaging and enjoyable classroom activities to maintain their interest and motivation.
Other characteristics related to young language learners students that Slatterly and Willis (2001) state are as follows:
• They learn to read and write in L1
• They understand the difference between the real and the imaginary
• They can plan and organize how best to carry out an activity
• They can work with others and learn from others
• They can be reliable and take responsibility for class activities and routines
Jim Scrivener (2010:321) highlights key characteristics of young learners that educators must consider in their teaching approach This chapter focuses on the most crucial characteristic, emphasizing its significance in effectively engaging and educating young students.
• Children want to learn new things
• Children want to have fun
• Children have a great sense of humour
• Children can‟t concentrate for very long
• Children can be very hard to calm down
Scott and Ytreberg (1993) outline key characteristics of young language learners in elementary school, highlighting that they have formed basic concepts and established views of the world These learners can differentiate between fact and fiction, frequently ask questions, and rely on both spoken language and their physical environment to convey and comprehend meaning They demonstrate the ability to make decisions regarding their own learning, possess clear preferences for activities, and develop a sense of fairness that leads them to question teachers' decisions Additionally, they can collaborate with peers and learn from one another, showcasing their social learning skills.
Furthermore, with language development, students can understand abstracts, understand symbols, generalize and systematize
In summary, young language learners possess the ability to grasp abstract concepts, interpret symbols, and generalize information Teachers should take these characteristics into account to enhance the learning experience, ultimately increasing the likelihood of successful educational outcomes By recognizing and leveraging these traits, educators can effectively motivate their students, fostering a productive learning environment that helps achieve academic goals.
1.4.2 Teaching strategies to young learners
In the context of language learning, it is widely believed that children acquire foreign languages more effectively when specific conditions are met Consequently, several teaching strategies must be considered when instructing children in English as a foreign language These strategies are informed by various sources, including Abe (1991), Moon (2000), Hudelson (1991), Krashen (1983), Lightbown and Spada (2011), Piaget (1991), and Saracho (2012).
Motivating young learners is essential for an effective learning process Teachers can significantly enhance students' motivation by creating engaging and age-appropriate classroom environments When the content is relevant, learning goals are both challenging and achievable, and the atmosphere is supportive, students are more likely to enjoy attending class Understanding how to inspire and motivate students is crucial, as motivated learners often find the educational experience fun and enjoyable.
Involving students in the creation of visuals and realia enhances their sensory engagement and fosters a more dynamic classroom environment By participating in the development of lesson-related visuals, children become more responsive to physical objects, which aids in their comprehension of the material This approach allows teachers to take on the role of observers and facilitators, empowering students to embrace language learning and appreciate the enriching experience of communicating with others across the globe.
Allowing children to engage in play after a lesson helps them apply newly acquired knowledge to imaginative real-world scenarios Through play, children can effectively synthesize and internalize the information they have learned If play cannot be integrated during the lesson, it is crucial to incorporate it afterward to reinforce their understanding of the material.
Creating a conducive learning environment for children is essential, as they absorb knowledge from their surroundings Educators should focus on delivering lessons in a practical, hands-on manner that allows students to engage with tangible, real-world elements, aligning with their concrete operational stage of development.
Topic-based activities in language teaching for young children focus on subjects that resonate with students, encouraging them to explore and engage with the topic while using language as a fundamental tool for investigation This approach allows students to connect words, functions, and scenarios directly related to the topic, enhancing their memorization and comprehension through contextual learning.
In summary, to effectively teach English to young learners, teachers must understand their students' unique characteristics and implement effective teaching strategies.
Previous studies
Improving students' speaking skills through group work (GW) activities has been a well-explored topic among researchers globally and in Vietnam Numerous studies have examined both the impact of GW activities and effective strategies for enhancing students' speaking abilities This article highlights selected research findings on this important educational approach.
Hamzah and Ting (2010) explored the positive responses of students to group work (GW) activities in the classroom, which led to a notable increase in student participation within their groups Consequently, GW activities can have meaningful pedagogical implications and serve as an effective method for teaching speaking skills, provided they are thoughtfully designed.
A study by Zyoud highlights that incorporating drama activities in English as a foreign language instruction enhances student communication, even with limited language skills This shift transforms the classroom into a learner-centered environment, where the teacher acts as a facilitator Additionally, Meng's research (2009) indicates that the teacher transitions from a lecturer to a guiding role, while students become active participants and collaborators, moving away from being mere passive receivers of knowledge Thus, the overall classroom dynamic evolves from teacher-centered to learner-centered.
Group work (GW) activities significantly enhance student engagement in speaking lessons, as highlighted by Huong (2006), who noted that students are enthusiastic about participating in discussions These collaborative activities provide learners with valuable opportunities to support one another and share experiences, ultimately helping them to address and improve their communication challenges.
1985) found out that students not only talked more, but used a wider range of speech acts in the small GW context
Chung (2008) examined the impact of group work (GW) activities on teaching and learning speaking skills, outlining the steps for effectively organizing these activities in speaking lessons She identified various strategies that teachers can employ to encourage students to use English during group work, as well as the challenges faced by both teachers and students in implementing these activities.
In summary, existing research primarily examines the use of group work (GW) activities in enhancing speaking skills across various student levels, from elementary to advanced However, these studies predominantly highlight the outcomes of GW implementation without addressing the specific application of these activities or identifying which ones are most effective for improving speaking skills This oversight suggests that while the benefits of GW are recognized, there is a lack of clarity on the most suitable activities for different educational contexts.
This study aims to investigate the impact of group work (GW) activities on the speaking skills of fifth-grade students at a primary school in Nam Dinh The researcher seeks to determine the effectiveness of these activities and identify which specific GW methods are most beneficial for enhancing speaking abilities in this age group Additionally, the study will offer recommendations to improve the effectiveness of GW activities in the classroom.
GW activities to enhance English speaking skill for grade-5 students at a primary school in Nam Dinh.
Summary
In summary, this chapter examines the literature on various aspects of group work (GW), speaking skills, and young learners It also highlights previous research on the effectiveness of GW in improving students' oral abilities This foundational knowledge will inform the discussions in the subsequent chapters.
METHODOLOGY
The research setting
The study took place at Xuan Chau Primary School in Xuan Truong district, Nam Dinh province, which was established in 1995 This rural school employs twenty-seven staff members, including two English teachers, and serves a total of 359 students across thirteen classes, comprising three one-grade, three two-grade, three three-grade, two four-grade, and two five-grade classes.
The researcher selected this primary school for its accessibility, allowing for efficient research Additionally, the low performance of grade-5 students in speaking contests presents an opportunity to enhance speaking skills through various group work activities, with the headmaster's approval.
The English textbook "Tiếng Anh 5 Sách học sinh," published by the Ministry of Education and Training, employs a theme-based approach, featuring twenty units and four reviews Each unit covers a specific topic and includes three lessons, typically taught over six periods of forty-five minutes each.
5 Sách học sinh” is also used as workbooks for students
The Speaking section, featured as part three "Let's Talk" in Lessons 1 and 2 of each unit, focuses on engaging students in asking and answering questions related to the content covered in the first two parts This section encourages the use of learned vocabulary and sentence structures, allowing for direct interaction between the teacher and students or facilitating pair work for practice.
At Xuan Chau Primary School, English instruction primarily occurs in classrooms equipped with basic teaching tools, including blackboards, desks, and cassette recorders Each class consists of fewer than 30 students, who are seated in pairs at double desks, facilitating a more interactive learning environment.
The lack of accessible reference and self-study materials poses a challenge for both teachers and students, as the school library primarily offers a limited selection of English textbooks and workbooks.
The school features a computer lab equipped with approximately 25 computers, primarily utilized for computing classes and by students participating in Internet Olympiads for English tests Additionally, while the school possesses a single projector, it is infrequently employed in daily lessons and is more commonly reserved for teaching festivals.
Participants
At the school where the research was conducted, there is only one English teacher, a 35-year-old with 13 years of experience since graduating from Nam Dinh Educational College Eager to enhance her teaching methods, she enthusiastically embraced the opportunity to implement group work (GW) activities in her lessons aimed at improving speaking skills for her fifth-grade students Despite having limited prior exposure to GW activities, she is motivated to use them to help her students achieve the best possible exam results.
To address the research questions, a study was conducted involving fifty ten-year-old students from two 5th-grade classes at Xuan Chau Primary School, selected through non-random sampling This 8-week study aimed to enhance their speaking skills using group work (GW) activities The participants primarily come from low-income families in a rural area, where both living and educational conditions are challenging Despite having studied English for three years, their speaking abilities remain limited, often restricted to simple sentences and phrases, as they struggle with grammar and fear making mistakes Classroom exercises do not provide sufficient speaking practice, leading to a lack of interest and motivation in learning English Therefore, implementing diverse GW activities is essential to engage these students and improve their speaking proficiency.
Cambridge English: Young Learners Starters serves as a mid-term and final assessment specifically designed for fifth-grade students who have been studying English for three years at the primary level This research incorporates both the researcher’s observations and the English teacher’s assessments, utilizing a pre-test and post-test format to evaluate the effectiveness of using group work activities in enhancing speaking skills.
2.3.1 Cambridge Young Learner English Tests
Cambridge English: Young Learners offers engaging English language tests designed for children in primary and lower secondary education These tests provide an enjoyable way for children to build confidence and enhance their English skills.
The Speaking test has five parts:
In Part 1 the examiner greets the child, asks them their name and asks them to point to things in a big picture Part 1 tests understanding and following spoken instructions
In Part 2 of the assessment, the examiner presents the child with small pictures of various objects The examiner names three specific objects and instructs the child to identify and point to them Subsequently, the child is asked to place each object card appropriately on a larger picture used in the previous section.
1 (e.g „Put the ball under the tree‟) Part 2 tests understanding and following spoken instructions
In Part 3, the examiner engages the child by asking questions related to the big picture presented in Part 1, such as "What is this?" and "What color is the ?" This section assesses the child's ability to comprehend and respond to spoken inquiries effectively.
In Part 4 the examiner asks the child some questions about the small pictures of objects used in Part 2 (e.g „What is this?‟) Part 4 tests understanding and answering spoken questions
In Part 5 the examiner asks the child some questions about themselves (e.g their age, family, friends) Part 5 tests understanding and responding to personal questions
This study employs a flexible approach, integrating both quantitative and qualitative research methods to effectively address its context and objectives Specifically, pre-tests and post-tests were administered to assess improvements in students' speaking skills following the implementation of Group Work (GW) activities in teaching To enhance the credibility of the findings, in-depth interviews were conducted with the English teacher who facilitated the GW activities over an eight-week period, supplemented by the researcher’s observations and personal experiences Ultimately, this research is classified as action research.
This study employs action research to enhance grade-5 students' speaking skills through the implementation of group work (GW) activities The researcher selected this method to investigate the benefits of these activities and to provide valuable insights for both teachers and students in their teaching and learning processes Ultimately, action research was deemed the most suitable approach for achieving the study's objectives.
Recently, action research has gained popularity, as it is believed that teachers are the most qualified assessors of their own teaching quality Numerous scholars have defined action research and outlined its objectives, highlighting its significance in educational practices.
Action research is a targeted intervention aimed at improving educational practices by addressing specific problems, such as students' low speaking abilities and disinterest in speaking lessons It involves implementing specific actions to facilitate change and evaluate the effectiveness of new techniques, such as group work activities, for enhancing speaking skills in fifth-grade students This self-reflective and systematic approach allows teachers to critically assess their teaching methods and explore alternatives for improvement As a systematic inquiry, action research enables educators to gather insights about their school's operations, teaching effectiveness, and student learning outcomes, ultimately fostering positive changes in the educational environment and enhancing student success.
According to Kemmis & McTaggert (1982), action research merges the concepts of "action" and "research," focusing on implementing ideas to enhance self-improvement and deepen understanding of curriculum, teaching, and learning The primary goal of action research is to foster improvements within classrooms and schools.
In conclusion, action research is an effective method for enhancing current practices by systematically identifying and addressing specific problems within a given context This approach makes action research particularly well-suited for the objectives of this study.
Different authors and researchers have established and proposed different models of action research However, also discussing about action research, Nunan (1992) suggested 7 steps of a typical action research:
Figure 1: Action research cycle (Nunan, 1992)
The action research process begins with the researcher identifying a problem area, followed by the collection of concrete information to confirm the issue Next, the researcher designs an intervention plan and formulates a hypothesis The intervention phase involves implementing a new treatment in the classroom, disrupting regular activities to facilitate change Afterward, the researcher evaluates the intervention's effectiveness by analyzing the resulting changes Once the study is completed, the findings are disseminated to share insights with others Finally, practitioners implement the study's findings, leading to modifications in teaching methods and enhancing the learning process Ultimately, the goal of action research is to address and solve practical academic problems by bridging the gap between theory and practice.
According to the above action research cycle of Nunan (1992), this study is carried out based on these following steps in an action research:
Before initiating this action research, the author, drawing from her experience as a primary school English teacher, identified significant deficiencies in her students' speaking skills The students exhibited a reluctance to engage in English conversations, primarily focusing on individual exercises during lessons This lack of interaction highlighted insufficient opportunities for speaking practice in the classroom Additionally, the researcher observed a widespread lack of motivation among students, who often remained passive listeners rather than actively participating in speaking activities.
The teacher failed to enhance the learning environment by not utilizing alternative methods or techniques to stimulate student curiosity, participation, and engagement in speaking lessons.
Methods of the study
This study employs a flexible combination of quantitative and qualitative research methods to effectively assess the impact of Group Work (GW) activities on students' speaking skills The research includes pre-tests and post-tests administered to students, which demonstrate an improvement in their speaking abilities following the implementation of GW activities To enhance the validity of the findings, in-depth interviews were conducted with the English teacher who facilitated the lessons over an eight-week period, alongside the researcher’s observations and personal experiences Ultimately, this research is categorized as action research, focusing on practical application and reflection.
This study employs action research to enhance grade-5 students' speaking skills through the implementation of group work (GW) activities The researcher selected this method to effectively investigate the benefits of these activities and to develop practical pedagogical strategies for both teachers and students Ultimately, action research was deemed the most suitable approach to achieve the study's objectives.
Recently, action research has gained popularity as it is believed that teachers are the most qualified assessors of their own teaching quality Various scholars have defined action research and outlined its objectives, highlighting its significance in the educational landscape.
Action research is a targeted intervention aimed at improving educational practices, particularly when addressing specific issues such as students' low speaking abilities and lack of interest in speaking lessons This method involves implementing small-scale interventions to evaluate the effectiveness of new techniques, like group work activities, in enhancing speaking skills among fifth-grade students As a self-reflective and systematic approach, action research allows educators to critically assess their teaching methods and make informed adjustments According to Mills (2003), it is a systematic inquiry conducted by teachers to understand their school's operations, teaching effectiveness, and student learning outcomes, ultimately fostering positive changes in the educational environment and improving student performance.
Kemmis and McTaggart (1982) define action research as a blend of "action" and "research," focusing on implementing ideas to enhance self-improvement and deepen understanding of curriculum, teaching, and learning The primary goal of action research is to foster improvements within classrooms and schools.
In conclusion, action research is an effective method for enhancing current practices by systematically identifying and addressing specific problems within a given context Therefore, it is highly appropriate for this study.
Different authors and researchers have established and proposed different models of action research However, also discussing about action research, Nunan (1992) suggested 7 steps of a typical action research:
Figure 1: Action research cycle (Nunan, 1992)
The action research process begins with the researcher identifying a problem area, followed by the collection of concrete information to confirm the issue Next, the researcher designs an intervention to address the problem and formulates a hypothesis This leads to the planning of action, where regular classroom activities are disrupted to implement a new treatment aimed at creating positive change The researcher then evaluates the effects of this intervention by analyzing the resulting changes After completing the study, the findings are disseminated to share insights with others Ultimately, practitioners follow up on these findings, leading to modifications in teaching and learning methods, thereby bridging the gap between theory and practice to address and solve practical academic problems.
According to the above action research cycle of Nunan (1992), this study is carried out based on these following steps in an action research:
Before initiating this action research, the author, drawing from her experience as a primary school English teacher, identified that students struggled with speaking skills and were hesitant to engage in English interactions During lessons, they primarily focused on individual exercises, which limited their speaking practice Additionally, the researcher observed a lack of motivation among many students, who remained passive and disinterested during speaking activities, merely listening rather than participating.
The teacher failed to enhance the speaking lesson by not utilizing alternative methods or techniques to foster student curiosity, participation, and engagement.
The researcher identified several key factors contributing to students' difficulties in speaking English, based on teaching experiences, pre-test results, and teacher interviews The pre-test scores were notably low, indicating a general fear among students of making mistakes while speaking, often stemming from concerns about being laughed at by peers or criticized by teachers This fear of negative evaluation discourages participation, especially in speaking lessons, which students also lack interest in Motivation plays a crucial role; without it, students are unlikely to engage in lessons Additionally, the school's English testing system predominantly emphasizes reading and writing skills, neglecting speaking practice, and limited facilities further restrict opportunities for students to practice speaking outside the classroom.
After reviewing initial data, the researcher formed the hypothesis that students' speaking skills are enhanced through GR activities
To enhance English speaking skills among grade-5 students, the researcher proposed implementing group work (GW) activities over an 8-week period, focusing on six thematic units The teacher introduced GW techniques, ensuring students understood their tasks and the expected outcomes Emphasizing a supportive environment, the teacher encouraged participation in small groups, allowing students to practice language forms without the pressure of speaking in front of the entire class Following a structured approach, the teacher provided clear instructions, established group roles, and arranged seating based on various factors such as gender, proficiency, and interests Throughout the GW sessions, the teacher actively monitored student engagement and provided guidance as needed At the conclusion of the activities, students presented their work, receiving motivation and constructive feedback from the teacher to address individual weaknesses and reinforce learning objectives.
The researcher adopted an observer role while implementing group work (GW) activities to assess students' participation, attitudes, and the effectiveness of these activities in teaching speaking skills Additionally, the researcher focused on identifying which GW activities were most beneficial for enhancing speaking skills among fifth-grade students Following the implementation, data was collected and subsequently analyzed to draw meaningful conclusions.
To evaluate the effectiveness of the GW activities, the researcher employed three key instruments: pre and post-tests, pre and post-interviews, and classroom observations.
STEP 6 and 7: DISSEMINATION AND FOLLOW- UP
The article explores the implementation of group work (GW) activities in teaching speaking skills to primary students, specifically examining how effectively these activities enhance speaking abilities among grade-5 students It identifies the most suitable GW activities for this age group and offers practical suggestions for teachers aiming to leverage GW to boost their students' speaking proficiency.
Datacollection instruments
To gather data for the study, various instruments were utilized, including pre-test and post-test assessments for students, pre-interview and post-interview evaluations for teachers, as well as direct classroom observations conducted by the researcher.
2.5.1 Pre-test and Post-test
To assess students' speaking skills, both pre-tests and post-tests are administered The effectiveness of the instructional approach will be evaluated by comparing the post-test scores of students with their pre-test scores, ensuring that the students are at the same proficiency level.
This study focuses on enhancing speaking skills among grade-5 students through GW activities, utilizing pretests and posttests modeled after the Cambridge Young Learner English Tests: Cambridge Starters 7 Prior to selecting these assessments, the researcher consulted with a foreign teacher experienced in international language instruction, ensuring the tests' relevance and effectiveness.
The Xuan Truong English Public Speaking Contest utilized vocabulary from the textbook, focusing on topics previously covered by students A pre-test, conducted at the beginning of the term, involved students participating in a speaking assessment based on Test 1 Speaking of Starters 7, lasting 3-5 minutes After eight weeks of targeted language practice and special techniques in teaching speaking, a post-test was administered, mirroring the pre-test format but based on Test 2 Speaking of Starters 7 This assessment aimed to evaluate the students' speaking proficiency and measure their progress in vocabulary acquisition throughout the study.
2.5.2 Pre-interview and post-interview
Interviews serve as a valuable supplemental tool in this research, facilitating a two-way exchange of information that aligns with the study's objectives The questions crafted for these interviews are designed to enhance the researcher’s understanding and justification of the study, and they will be presented to the English teacher at the start of the course.
To enhance the study's confirmatory and probative nature, a pre-interview was conducted to gather insights on the teaching of English speaking skills to fifth-grade students The researcher aimed to determine if the English teacher had utilized group work (GW) activities to improve students' speaking abilities and the methods employed Five key questions were posed to the teacher: (Q1) the number of years of English teaching experience; (Q2) the students' oral proficiency levels; (Q3) the techniques used to enhance speaking skills; and (Q4 and Q5) details regarding the use of cooperative language learning and specific GW activities.
Following the 8-week course, a post-survey was developed to assess the improvement in students' speaking skills, identify challenges faced by the teacher while implementing group work (GW) activities, and gather suggestions for educators interested in using this technique to boost oral proficiency This evaluation enables the researcher to determine the most effective GW activities for enhancing speaking skills among fifth-grade students in schools.
The classroom observation aimed to assess the effectiveness of teaching speaking skills to fifth graders from both the teacher's and students' perspectives, comparing their verbal responses with actual performance During the observation, various activities were monitored, including student engagement with the teacher's instructions, participation in discussions, interest in the speaking lesson, classroom management, and the motivation provided to students The findings, documented as field notes, revealed both strengths and weaknesses in the implementation of Group Work (GW) activities for teaching speaking to fifth-grade students.
Data collection procedure
Data collection procedure consists of some steps below:
Flow-chart 1: Steps in data collection procedure
Data analysis procedure
This research utilized both quantitative and qualitative methods to explore the teaching of English speaking skills to grade-5 students Initially, a pre-interview was conducted with the English teacher to assess their use of group work (GW) activities aimed at improving students' speaking skills The teacher's responses were analyzed, and a pre-test was administered to evaluate students' speaking proficiency This preliminary data is crucial for comparison with post-test results After an eight-week period, a post-interview was conducted to identify the most effective GW activities for enhancing speaking skills in grade-5 students The study concluded with a thorough analysis of the improvements in speaking skills, highlighting the most suitable teaching strategies.
Summary
This chapter details the research methodology, data collection instruments, and participant involvement in the study An action research method was employed over eight weeks, utilizing two primary data collection tools: pre- and post-interviews, as well as pre- and post-tests The study involved 50 fifth-grade students and one English teacher Initially, the teaching context's challenges were identified in the first week, leading to the development and implementation of an action plan over the subsequent seven weeks, informed by the initial data The evaluation of the action plan was conducted based on the interpretation of the collected data.
CHAPTER THREE: FINDINGS AND DISCUSSION
This chapter will illustrate the results of the study and analysis of the data collected.
Pre-test and post-test Analysis
The result of the pretest of 50 students was shown as followed:
Result of the Pre Test bad average quite good good excellent
Figure 2: Result of the Pre-test
The pie chart presents the distribution of student scores in a pretest, categorized into five bands: Bad (Band 1), Average (Band 2), Quite Good (Band 3), Good (Band 4), and Excellent (Band 5) Notably, 36% of students achieved Band 2, while 50% scored below Band 1, and only 10% reached Band 3 A mere 4% of students attained a good score (Band 4), with no students achieving an excellent score (Band 5) Additionally, the mean score for the pretest was 1.68 out of 5, indicating that the overall speaking proficiency of first-grade students remains significantly low.
The result of the post-test of 50 students was shown as followed:
Figure 3: Result of the Post-test
Figure 3 highlights a notable improvement in students' speaking proficiency, with the "excellent" score category making its debut at 4% The "good" group saw a modest increase of 10%, while the "quite" group experienced a 20% rise According to the pie charts, 46% of the 50 students fell into the average category, and 20% scored below band 1 The post-test mean score was 2.5 out of 5, indicating a positive shift in students' speaking achievements from the preliminary study to the post-test Overall, many students demonstrated significant improvement in their speaking skills.
In conclusion, an 8-week course significantly improves students' speaking skills It is anticipated that extending this teaching method will lead to even more positive outcomes.
Interview Analysis
Se tion 1: Te her’s ev lu tion of students’ level of or l profi ien y
The teacher assessed her students' oral proficiency levels, revealing that only 10% of them demonstrated above-average speaking skills, while 40% achieved an average level The remaining students fell below average in oral proficiency, a trend consistent with the results of the pre-test.
Students often struggle with speaking proficiency in English due to several challenges, including limited practice opportunities both in and out of the classroom, restricted class time, inadequate vocabulary and grammar knowledge, poor pronunciation, reliance on their mother tongue, and insufficient learning materials.
Many students struggle with English proficiency due to inadequate speaking habits, lack of interest, and a general demotivation to engage with the language.
We believe that the main reason for which students' bad level is reticence This means that students need practice in talking to be able to develop their speaking skill
Se tion 2: Te her’s te hniques to enh n e students’ spe ing
Teachers play a crucial role in boosting students' motivation, which significantly impacts their performance in learning English It is essential for educators to discover effective methods to engage students and improve their language proficiency When asked about the techniques used to enhance speaking skills, one teacher admitted that she does not prioritize speaking instruction, as it is not part of the testing system Although she occasionally incorporates activities like songs and storytelling from the curriculum, these strategies fail to excite the students.
To enhance students' speaking skills, I occasionally use creative strategies like songs and storytelling However, due to limited class time primarily focused on vocabulary and grammar, these techniques often prove ineffective.
In sum, the way the teacher used to enhance her students‟ speaking proficiency was still limited and they did not motivate students in speaking class
Section 3: Teachers' use of cooperative learning
The teacher reported utilizing group work (GW) as a teaching technique primarily through chant and storytelling in speaking classes, alongside game and pair work activities In pair work, she found it effective to have two students practice asking and answering questions based on previously learned structures Although students expressed enthusiasm for games, limited class size and time restricted their opportunities to engage in such activities Additionally, the noise generated during these games occasionally disrupted other classes.
In my speaking classes, I occasionally incorporate pair work to enhance student interaction; however, the large class size and limited time restrict their participation in this activity Typically, the lessons consist of a teacher-led Q&A format to reinforce vocabulary and structures While I do introduce games to make the lessons more engaging, the noise levels often become unmanageable, leading to infrequent use of these activities.
In sum, the teacher rarely used GW activities in teaching speaking Some activities she applied were quite simple and repeated which did not interest students in speaking lessons
The teacher observed that her students' oral proficiency was lacking and attempted to enhance their speaking skills through strategies like songs, storytelling, and group work activities However, these efforts were hindered by time constraints and a lack of resources, and the implementation of group work was not effective in motivating students to speak Consequently, it is essential to identify more suitable strategies to effectively improve students' speaking skills.
Section 1: Students' level of speaking proficiency in English after using
After implementing group work (GW) activities in teaching speaking English, the teacher observed a significant enhancement in students' speaking proficiency Students now communicate freely and fluently with their peers, utilizing the vocabulary and structures provided by the teacher They no longer fear ridicule from classmates or criticism from teachers, which has alleviated their anxiety about making mistakes, especially in front of friends This shift highlights the importance of addressing psychological factors in language learning.
After completing an 8-week course, our students have significantly improved their speaking skills, enabling them to communicate confidently and fluently with their peers They no longer fear making mistakes, and I am pleased to see their eagerness to express themselves during group discussions Additionally, they are not deterred by the possibility of negative evaluations from their friends, showcasing a positive shift in their motivation and speaking ability due to group activities.
In conclusion, enhancing students' oral proficiency requires providing ample opportunities for practice We propose that the implementation of cooperative group work (GW) in language learning is crucial for fostering oral communication This approach encourages learners to collaborate, engage in discussions, challenge one another, assess their current knowledge, and address gaps in understanding, ultimately leading to improved oral production skills.
Section 2: Teachers' difficulties in implementing GW activities
The teacher faced several challenges when organizing group work (GW) during speaking lessons Students frequently resorted to using Vietnamese, creating noise that sometimes led to a loss of classroom control Additionally, the teacher noted that organizing GW could be chaotic and time-consuming, which hindered its effective implementation Classroom seating arrangements also posed difficulties, requiring significant time to manage Furthermore, low English proficiency among students contributed to competitive dynamics, where quicker thinkers often overshadowed slower peers, and talkative students dominated discussions, making collaboration difficult.
In the process of implementing group work (GW) activities, I faced several challenges Firstly, my students often resort to their mother tongue instead of using the target language, which hinders their learning Additionally, maintaining control in the classroom proved difficult due to excessive noise and a lack of focus during lectures Organizing activities like interviews or brainstorming sessions can be time-consuming and chaotic Furthermore, the classroom seating arrangement posed difficulties, as it required significant time to set up effectively Lastly, some competitive students were reluctant to share information, while quicker thinkers tended to overshadow their slower peers, and more talkative students often dominated discussions.
To sum, the teacher still met some problems during the process of implementing
GW activities because of her way to control students
Se tion 3: Te her’s omments the effe tiveness nd suit bility of the
The teacher emphasized that cooperative game (GW) activities are an effective method for fostering communicative interaction among students, which is crucial for successful language learning By promoting cooperative learning, teachers create an environment where every student has the opportunity to participate and contribute, leading to a more relaxed atmosphere that encourages collaboration over competition This supportive setting allows students to help each other succeed, enhancing their learning experience However, not all GW activities are equally effective; games, role plays, information gaps, and projects tend to motivate young learners in local schools due to their suitability and ease of implementation, while activities like brainstorming and interviews may be perceived as strange or challenging for students to engage with.
Implementing game-based (GW) activities in speaking lessons has proven to engage students effectively, fostering a cooperative learning environment that encourages communicative interaction These activities allow each student to participate actively, promoting collaboration over competition However, while students enthusiastically embrace games, role plays, and projects, they show less interest in activities like brainstorming and interviews, which they find unfamiliar and challenging Therefore, it is essential to tailor GW activities to the appropriate skill levels, as some may be more suitable for elementary or advanced learners.
Se tion 4: Te her’s suggestions in implementing GW activities
Through the process of implementing GW activities in enhancing students‟ speaking skill, the teacher gives some hinders for other teachers who want to use
Class Observation Analysis
The researcher conducted observations during the study, resulting in field notes that highlighted both strengths and weaknesses in implementing group work (GW) activities in the classroom Effective lesson preparation emerged as a crucial aspect of teaching, where the teacher utilized various helpful materials and available technology By incorporating tools such as pictures, card games, real objects (like clothing and fruits), relevant handouts, cassette/CD players, projectors, and computers, the teacher enhanced the planning and teaching process, making it more engaging and effective.
The teacher implemented group work (GW) activities based on ten essential steps across six lessons aligned with the class book's units Prior to each lesson, the researcher and teacher meticulously planned the activities, focusing on group division, classroom management, and desired outcomes During the lessons, the teacher aimed to motivate students and encourage maximum participation; however, not all GW activities proved effective Students showed the most enthusiasm for games, role plays, and projects, eagerly showcasing their language skills In contrast, activities like brainstorming and interviews often led to disengagement, with some students remaining silent or distracted due to the challenges of participation Additionally, organizing these activities required significant time and effort from the teacher, particularly given the young age of the learners.
In previous lessons, some students were hesitant to participate, preferring to listen rather than engage actively in the learning process However, the introduction of group work (GW) activities significantly improved their involvement and motivation Participants expressed happiness and curiosity when new GW activities were introduced, leading to better engagement in classroom discussions While students generally responded positively, challenges arose with excessive noise levels, occasionally causing the teacher to lose control of the class Additionally, competitive students sometimes withheld information, and quicker thinkers tended to dominate discussions, which left some slower students feeling bored and disengaged.
Class observations reveal findings that align closely with data from teacher interviews, indicating strong student interest in speaking activities facilitated through well-implemented group work (GW) strategies The teacher's flexible application of this method, combined with clear directions and organized activities, contributed to high levels of student satisfaction.
The research findings indicate that the use of Group Work (GW) has significantly enhanced students' speaking abilities This improvement is attributed to the enjoyable learning atmosphere created by GW, which encourages students to share their ideas more confidently among peers rather than feeling intimidated by teachers Consequently, GW effectively reduces students' anxiety about speaking in front of the class, making it an ideal approach to address speaking challenges This aligns with Harmer's perspective on the benefits of collaborative learning.
According to a 1985 study, group work (GW) is an effective approach to enhance student talking time It encourages students to use the language for communication and fosters collaboration among peers.
Summary
This chapter presents an analysis of data gathered from student tests, teacher interviews, and class observations, divided into three key sections The findings highlight the students' speaking proficiency levels in English before and after the implementation of group work (GW) activities, the challenges faced by the teacher in applying these activities to enhance speaking skills, and the teacher's recommendations for educators looking to utilize GW to boost their students' speaking abilities.
This chapter presents the conclusion that was based on the analysis of the findings
It also presents recapitulation, implications, some limitations and suggestions of the study
This study, conducted over eight weeks with the active participation of 50 students and their English teacher, highlights significant improvements in students' speaking skills The English teacher implemented the researcher’s structured group work (GW) activities, leading to a noticeable shift in student engagement The analysis of pre-test and post-test results indicates that students became more enthusiastic about speaking in class, overcoming their fear of making mistakes This positive trend not only enhanced their performance in the post-test compared to the pre-test but also fostered a joyful classroom atmosphere As a result, students were provided with more enjoyable opportunities to learn and engage in speaking lessons.
Group work (GW) activities significantly enhance students' speaking skills by fostering interest and engagement in learning These activities encourage spontaneous and fluent English practice, guided by the teacher who serves as a prompter, participant, and feedback provider Additionally, GW activities are enjoyable and motivating, bridging the gap between active and passive learners while building self-esteem and confidence This approach shifts the learning process from teacher-centered to student-centered, promoting a more interactive and effective educational experience.
The study investigates the extent to which group work (GW) activities enhance speaking skills among grade-5 students at Xuan Chau Primary School in Nam Dinh It aims to identify effective strategies for improving these skills through GW activities The findings offer valuable insights and practical implications for teachers, students, and school administrators, highlighting the importance of integrating GW into the curriculum to foster better speaking proficiency.
The results of this study indicate a positive trend in improving students' speaking skills through the use of Group Work (GW) activities This finding not only enhances the researcher's teaching experience but also suggests valuable implications for other teachers at the school looking to improve their own speaking instruction methods.
Teachers should utilize diverse techniques in speaking instruction to enhance student motivation and concentration Creating a supportive and engaging classroom atmosphere is essential, allowing students to enjoy learning English without hesitation Activities such as English clubs, speaking contests, and English camps serve as excellent opportunities for practice and peer interaction These extracurricular activities address the challenges of limited time and practice environments, providing students with ample chances to improve their speaking skills while exchanging ideas and learning from one another.
To ensure active participation in group work (GW) among all students, it is crucial that the materials and activities are tailored to their interests and skill levels Teachers should take the time to understand their students' preferences and favorite activities, allowing for more engaging lesson preparation Additionally, careful selection of tasks and activities is necessary for mixed-ability classrooms Employing diverse criteria for grouping students—such as shared interests, proficiency levels, seating arrangements, or random assignments—can significantly enhance the effectiveness of group work.
2001) Teachers should be flexible to decide what strategies they follow
Last but not least, when organizing GW activities, teachers should train students
Effective group work (GW) relies on strong collaboration between teachers and students To foster this, educators must equip students with essential skills for successful teamwork Additionally, teachers should guide students in understanding and adhering to key rules that promote a productive group environment.
GW, for instance: start and stop work right after the teachers‟ command; be quick when moving to another activity; be self-discipline; and listen carefully teachers‟ instruction
The study indicates that GW activities can be effectively implemented across all classes at Xuan Chau Primary School to enhance students' speaking skills By combining the efforts of teachers and students with appropriate techniques, significant improvements can be achieved To support this, school management should upgrade facilities and teaching aids, such as projectors and computers Additionally, the assessment system for English should evaluate all skills equally, incorporating speaking proficiency as a key component after each semester Furthermore, providing English teachers with opportunities to adopt innovative strategies, such as organizing English clubs, speaking contests, and extracurricular activities, will further boost students' English abilities and motivation.
Students must actively communicate their needs and expectations to their teachers during speaking lessons, transitioning from passive participants to engaged learners In a learner-centered environment, they bear the responsibility for their own success, necessitating the selection of effective learning strategies and collaboration with their teachers Additionally, independent practice outside the classroom is crucial; by engaging with peers and reinforcing classroom lessons, students can enhance their speaking proficiency and solidify their understanding of the material.
Despite the researcher's efforts, the study faced unavoidable limitations due to factors like time constraints and the researcher's experience The small sample size of only 50 fifth-grade participants restricted the ability to generalize findings to the entire student population, leading to tentative conclusions influenced by the specific students involved in the study.
The study's findings may not be representative of other teachers and schools, as it was conducted in a single school with one main English teacher Additionally, the limited timeframe of data collection affects the reliability and validity of the results, as longer periods typically yield more robust findings The researcher acted solely as an observer during the implementation of group work activities in speaking lessons, which was necessary to maintain objectivity; direct control by the researcher could have biased the observations Consequently, these limitations highlight significant disadvantages in the study, and constructive feedback for improvement is encouraged and appreciated.
Given the limitations discussed earlier, there are several recommendations for future research in higher education and related theses Firstly, exploring alternative strategies to enhance speaking skills among school students could yield valuable insights Additionally, since this study was limited to a small primary school population and reflected the perspective of a single teacher, the findings are not generalizable Therefore, it is advisable to conduct larger-scale research involving more participants to obtain more comprehensive results.
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Syllabus for implementing GR activities for the 8-week course
No Topic Competences Vocabulary/Sentence patterns
What‟s the matter with you?
- Asking and answering questions about common health problems
- Giving and responding to advice on common health problems
-Vocabulary: toothache, earache, sore throat, stomachache, dentist, take a rest, carry, sweet
+ What‟s the matter with you?
Don‟t ride your bike too fast!
- Expressing and responding to concerns about possible accidents at home
- Asking ad answer questions about accident prevention
-Vocabulary: knife, matches, stairs, stove, arm, leg, climb, run down, fall off, break, cut, burn
What do you do in your free time?
- Asking and answering questions about what someone does in his/her free time
- Asking and answering questions about what a family member does in his/ her free time
-Vocabulary: free time, karate, fishing, skating, camping
+ What do you do in your free time?
+ What does your…do in his/her free time?
What happene d in the story?
- Asking and answering questions about what happened in a story
- Asking and answering questions about someone‟s
-Vocabulary: order, far away, water melon, seed, intelligent, greedy
+ What happened in the story?
+ First,/Then/Next,/In the
-Drama opinions of a book/story/character end…
+ What do you think of…?
What would you like to be in the future?
- Asking and answering questions about what someone would like to be in the future
- Asking for and giving reasons
-Vocabulary: pilot, writer, architect, patient, look after, design
+ What would you like to be in the future?
+ Why would you like to be…?
What would you like to eat?
- Asking and answering questions about what someone would like to eat or drink
- Asking and answering questions about the quantity of food and drink
-Vocabulary: a bowl/packet/bar/glass/carton/ bottle of…, sausage, egg, biscuit, chocolate
+ What would you like to eat/drink?
+ How many/much…do you eat/drink every day?
Pre-interview and Post-interview for English teacher
Hello This interview serves as a data collection tool for a research work that aims to propose using GW activities to enhance English speaking skill for grade-5 students in our school
I would greatly appreciate your time and effort in sharing your experience by answering the following questions, as your responses are crucial for the successful completion of this project.
May I thank you in advance for your collaboration.
1 How long have you taught English?
2 What do you think about the level of your students‟ speaking proficiency?
3 What techniques do you use to enhance speaking skill for your students?
4 How often do you use GW activities in teaching speaking?
5 What types of group activities have you ever used? And how to use them?
6 Do you have any problems in applying GW to develop your students‟ speaking proficiency?
Hello After implementing GW activities in enhancing our students’ speaking skill, I would like you to share your feeling and experience as a direct teacher who took part in the process
I kindly request you to share your valuable experiences by answering the following questions Your insights are crucial and will greatly assist in the successful completion of this project.
May I thank you in advance for your collaboration
1 How is your students' level of speaking proficiency in English after using GW activities in learning speaking English?
2 Do you have any difficulties in implementing GW activities to improve your students‟ speaking skills?
3 How do you rate the effectiveness and suitability of the GW activities you have applied?
4 Do you have any suggestions or notes for teachers who want to use GW to improve their students‟ speaking skills?
School : Xuan Chau primary school
1 Amount of students involves during the lesson:
A all of them B almost all of them C most of them D a few
2 The atmosphere during the lesson is:
A stressful B neutral C relaxing D extremely relaxing
3 Amount of students is in each group:
A Pairs B enemy corner C opposing team
D face to face E panel D public meting
5 Technique for dividing students into groups:
A hobby B level of proficiency C gender
6 The teacher carries out ten basic steps in implementing GR activity:
7 Difficulties in implementing GR activities:
A students make so much noise B students still use Vietnamese
C time-consuming D Competition among students
8 The percentage of the use of L2 during the lesson:
Appendix 5: Pre-test and post-test
Part Examiner does this: Examiner says this: Minimum response expected from child:
Usher to examiner - Hello This is (child‟s name)
Examiner: Hello, my name‟s Tara/Huyen
Points to Scene picture Look at this This is a garden The boys are playing football
Points to the women in
Points to items in the picture
2 Points to Object cards Now look at these
Which is the spider/lizard?
I‟m putting the spider/ lizard next to the elephant
Is this the spider/lizard?
Now you put the spider/ lizard under the tree
Puts Object card in place
V/here's the tree? Under the tree
Which is the T- shirt/hat?
Is this the T-shirt/hat? (pointing to T- shirt/hat) Put the T-shirt/hat between the skirt and the jeans
Puts Object card in place
Where are the skirt and the jeans?
Between the skirt and the jeans
Are these the glasses? (pointing to glasses)
Put the glasses on the mouse
Puts Object card in place
3 Removes Object cards and points to an apple in Scene picture
How many apples are there? apple red four
Is It yellow? Red? Are there three? Four?
4 Puts Scene picture away and picks out three Object cards
Do you play table tennis?
What sport do you play at school? table tennis yes/no basketball
4.2 Shows chips card What are these?
Do you eat chips/fries?
What do you eat for lunch? chips/fries yes/no rice
4.3 Shows giraffe card What‟s this?
Part Examiner does this: Examiner says this: Minimum response expected from child:
Examiner: Hello, my name's Tara/ Huyen
Look at this This is the dining room The girl is eating
Points to the table in Scene picture
Points to items in the picture
Is this the computer? Are these the oranges?
Now look at these Which is the lamp?
I‟m putting the lamp on the desk
Now you put the lamp next to the plane
Puts Object card in place
Which is the mirror/ruler? Points to Object card
Is this the mirror/ruler? (pointing to mirror/ruler)
Put the mirror/ruler under the clock
Puts Object card in place
Which are the carrots- eggs?
Are these the carrots/ eggs? (pointing to carrots/eggs)
Put the carrots/eggs on the phone
Puts Object card in place
3 Removes Object cards and points to pencil in Scene picture
How many pencils are there? pencil green five
Are there four? Five? Points to the man What‟s the man doing? drinking Is the man drinking?
4 Puts Scene picture away and picks out
Implications
The study's findings address the key questions regarding the extent to which group work (GW) activities enhance speaking skills among grade-5 students at Xuan Chau Primary School in Nam Dinh and identify effective strategies for improving these skills The summarized outcomes provide valuable insights and practical implications for teachers, students, and school administrators, emphasizing the importance of integrating GW activities into the curriculum to foster better speaking proficiency.
The results of this study indicate a positive trend in improving students' speaking skills through the use of Group Work (GW) activities, providing a valuable teaching experience for the researcher This evidence suggests that other teachers at the school could benefit from implementing similar techniques in their speaking instruction.
Teachers should utilize diverse techniques in speaking instruction to enhance student motivation and concentration Creating a supportive and engaging classroom atmosphere is essential, allowing students to enjoy and participate in English learning without hesitation Activities such as English clubs, speaking contests, and extracurricular programs offer valuable opportunities for practice and peer interaction These initiatives address the challenges of limited time and practice environments, enabling students to improve their speaking skills through interaction, information exchange, and collaborative learning.
To ensure active participation of all students in the GW, it is crucial that the materials and activities are tailored to their skill levels and interests Teachers should take the time to understand their students' preferences to identify engaging activities Additionally, thorough preparation before lessons is necessary to select appropriate tasks for mixed-ability groups Employing diverse criteria for grouping students—such as shared interests, similar or varied proficiency levels, seating arrangements, or random selection—can enhance the effectiveness of the learning experience.
2001) Teachers should be flexible to decide what strategies they follow
Last but not least, when organizing GW activities, teachers should train students
Effective group work (GW) relies on strong collaboration between teachers and students To foster this environment, educators must equip students with essential skills for successful teamwork Additionally, teachers should guide students in adhering to specific rules that promote a productive group dynamic.
GW, for instance: start and stop work right after the teachers‟ command; be quick when moving to another activity; be self-discipline; and listen carefully teachers‟ instruction
The study indicates that the implementation of GW activities can be effectively replicated across all speaking classes at Xuan Chau Primary School, significantly enhancing students' speaking skills when combined with appropriate teaching techniques To support this, school management should upgrade facilities and teaching aids, such as projectors and computers, and ensure that the English testing system evaluates all skills equally, including speaking proficiency, rather than focusing solely on grammar and vocabulary Furthermore, English teachers should be given more opportunities to adopt innovative strategies to boost students' English abilities and motivation through initiatives like English clubs, speaking contests, and extracurricular activities.
Students should actively communicate their needs and expectations to their teachers during speaking lessons, as participation is crucial in a learner-centered environment By taking responsibility for their own learning, students can choose effective strategies and collaborate with their teachers to achieve success Additionally, independent practice outside of class with peers is essential for reinforcing and reviewing classroom lessons, ultimately enhancing their speaking proficiency.
Despite the researcher's efforts in conducting this study, several limitations were encountered, primarily due to time constraints and the researcher's experience The sample size, consisting of only 50 fifth-grade participants, restricts the generalizability of the findings to the entire student population of the school Consequently, the results may be influenced by the specific students involved, leading to tentative conclusions.
The study's findings may not be generalizable to other teachers and schools, as it was conducted in a single school with one main English teacher Additionally, the limited timeframe of data collection affects the reliability and validity of the results; longer data collection periods typically yield more robust findings Furthermore, the researcher assumed an observer role during the implementation of group work activities in speaking lessons, which may have impacted objectivity if the teacher had instead taken on that role Consequently, the study has notable limitations, and constructive feedback for improvement is encouraged.
Given the limitations identified in the previous section, several recommendations for future research in Higher Education and related theses are proposed Firstly, exploring alternative strategies to enhance speaking skills among school students is essential Additionally, the study was limited to a primary school with a small student population and relied on the perspective of a single teacher, which restricts the generalizability of the findings Therefore, it is recommended that future research involve a larger sample size and a broader scope to achieve more comprehensive results.
Abe, Keiko 1991 Teaching English to Children in an EFL Setting (The English
Teaching Forum) Yokohama, Japan: Kanto Gakuin Women‟s College
Brown, H Douglas 2000 Teaching by Principles Longman, San Fransisco: State University
Brown, H Douglas 2000 Principles of Language Learning and Teaching
Longman, San Fransisco State University
Burns, A., & Joyce, H (1997) Focus on Speaking National Centre for English Language Teaching and Research, Macquarie University, Sydney, New South Wales, Australia
Bygate, M (1987) Speaking Oxford: Oxford University Press
Byrne, D (1976) Teaching Oral English (Vol 1986) London: Longman
Campbell, R N (1989) Linguistics and social aspects of communicative competence Dubuque, I A.: Wm C Brown Company Press
Chaney, A.L., and T.L Burk (1998) Teaching Oral Communication in Grades K8 Boston: Allyn &Bacon
Chung, T, T, N (2008) How GW is used in speaking lesson of the first year major students of English at Vietnam University of Commerce
Cohen, L & Manion, L (1994) Research methods in education (6th ed) London:
Connery, J (1988) Teaching students to learn Milton Keynes: Open University
Creswell, J W (2013) Research Design: Qualitative, Quantitative, and Mixed Methods Approaches Thousand Oaks, CA: Sage Publications
DeCarrico, J.S (2001) Vocabulary learning and teaching In Celce-Murcia, M
Teaching English as second or foreign language (3rd edition) Boston MA: Heinle and Heinle
Doff, A.1988 Teach English; A training course for Teachers Cambridge:
Flanagan, J (2009) Sensory processing disorder Pediatric News Retrieved from http://www.kennedykrieger.org/sites/kki2.com/files/08-09.pdf
Ginsburg, K (2013) The Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent-Child Bonds Retrieved June 21,
2014, from http://pediatrics.aappublications.org/content/119/1/182.short
Goh, Ch.C.M & Burns, A (2012) Teaching Speaking: A Holistic Approach New York: Cambridge University Press
Hague, S.A (1987) Vocabulary Instruction: What L2 can learn from L1 Foreign
Hamzah, M H., & Ting, L Y (2010) Teaching speaking skills through GW activities (A case study at form 2ES1 SMK Damai Jaya Johor) Retrieved from https://core.ac.uk/download/files/392/11785638.pdf Harmer
Harmer, J (2001) The practice of English language teaching 3rd Edition Harlow, Essex, England: Longman
Harmer, J (2002) How to Teach Vocabulary Harlow: Pearson Education
Harmer, J (2002) The Practice of English Language Teaching Longman, London pp 344
Harmer, J (2007) The practice of English language teaching London: Pearson
Hudelson, Sarah 1991 EFL Teaching and Children: A Topic-Based Approach (The English Teaching Forum) Arizona State University, USA
Hybels, S and Weaver II, R L (2009) Communicating Effectively 9 thed Boston, Massachusetts: McGraw Hill
Johnson, D.W., Johnson, R T and Smith, K.A (1991) Cooperative learning: Increasing College Faculty Instructional Productivity ASHE - FRIC Higher
Johnson, R B., Onwuegbuzie, A J., & Turner, L A (2007) Toward a Definition of Mixed Methods Research Journal of Mixed Methods Research, 1, 112–133
Kemmis, S., & Mctaggart, R (1982) The action research planner Geelong,
Kemmis, S., & McTaggart, R (1998) Action research planner Victoria, Australia: Deakin University Press
Krashen, Stephen D and Terrell, Tracy D 1983 The Natural Approach New
Jersey: Alemany Press Regent/Prentice Hall
Lado, Robert (1964) Language Teaching New York: United States of America Larsen-Freeman, D., & Michael, H Long (1991) An Introduction to Second
Language Acquisition Research Studies in Second Language Acquisition, 15, 394-
Lehr, et al (2004) Research-based practices in early reading series: A focus on vocabulary
Lightbown, P.M & Spada, N (1999) How languages are Learned New York:
Long, M H., Adams, L., McLean, M & Castaủos, F (1976) Doing things with words: Verbal interaction in lockstep and small group classroom situations In J Fanselow & R Crymes (Eds.), On TESOL ’76 (pp.137-153) Washington, DC: TESOL
McCarthy, M (1990) Vocabulary Oxford University Press.McDonough, Kim An International Journal of Educational Technology and Applied Linguistics, v32 n2 p207-224 Jun 2004
Meng, F (2009) Encourage learners in the large class to speak English in GW
Moon, J (2000) Children learning English Oxford: MacMillan Heinemann
Nunan, David (1991) Language Teaching Methodology: A textbook for teachers
Nunan, D., & Lamb, C (1996) The self - directed teacher: Managing the learning process Cambridge: Cambridge University Press.Pyles, Thomas (1970) English:
An introduction to language Harcourt College Pub
Richard, J C., & Nunan D (1987) Second Language Teacher Education Cambridge: Cambridge University Press Rivers, W (1968) Teaching foreign- language skills Chicago: University of Chicago Press
Richards, J C & Rodgers, T S (2001) Approaches and Methods in Language Teaching Cambridge: Cambridge University press
Scrivener, Jim (1994) Learning Teaching: A Guidebook For English Language
Teachers Great Britain: The Bath press
Sokmen, A (1997) Current trends in teaching second language vocabulary In N
Schmitt & M, Michael (Ed.), Vocabulary: Description, acquisition and pedagogy (pp 237-257) Cambridge: Cambridge University Press
Saracho, O (2012) Handbook of Research on the Education of Young Children
Scott, Wendy A and Ytreberg, Lisbeth H 1993 Teaching English to Children
Slatterly, M., & Willis, J (2001) English for primary teachers Oxford: Oxford University Press
Slavin, R E (1995) Cooperative learning: Theory, research, and practice (2nd ed.) Needham Heights, MS: Allyn and Bacon
Snow, C.E., Burns, M.S., and Griffin, P (1998) Preventing reading difficulties in young children Washington, DC: National Academy Press
Thornbury, S (2005).How to Teach Speaking Harlow: Pearson Education/Longman
Tsui, A.B (1993) Helping Teachers to Conduct Action Research in Their Classrooms In D Freeman & S Cornwell (Eds), New Ways in Teacher Education Alexandria VA: TESOL
Ur, P (1996) A course in language teaching Cambridge University Press
Zyoud, M ( ) Using DramaActivities and Techniques to Foster Teaching English as a foreign Language: a Theoretical Perspective Retreived September 213 from www.qou.edu/english/conferences/ /pdfFiles/muntherZyoud.pdf
Syllabus for implementing GR activities for the 8-week course
No Topic Competences Vocabulary/Sentence patterns
What‟s the matter with you?
- Asking and answering questions about common health problems
- Giving and responding to advice on common health problems
-Vocabulary: toothache, earache, sore throat, stomachache, dentist, take a rest, carry, sweet
+ What‟s the matter with you?
Don‟t ride your bike too fast!
- Expressing and responding to concerns about possible accidents at home
- Asking ad answer questions about accident prevention
-Vocabulary: knife, matches, stairs, stove, arm, leg, climb, run down, fall off, break, cut, burn
What do you do in your free time?
- Asking and answering questions about what someone does in his/her free time
- Asking and answering questions about what a family member does in his/ her free time
-Vocabulary: free time, karate, fishing, skating, camping
+ What do you do in your free time?
+ What does your…do in his/her free time?
What happene d in the story?
- Asking and answering questions about what happened in a story
- Asking and answering questions about someone‟s
-Vocabulary: order, far away, water melon, seed, intelligent, greedy
+ What happened in the story?
+ First,/Then/Next,/In the
-Drama opinions of a book/story/character end…
+ What do you think of…?
What would you like to be in the future?
- Asking and answering questions about what someone would like to be in the future
- Asking for and giving reasons
-Vocabulary: pilot, writer, architect, patient, look after, design
+ What would you like to be in the future?
+ Why would you like to be…?
What would you like to eat?
- Asking and answering questions about what someone would like to eat or drink
- Asking and answering questions about the quantity of food and drink
-Vocabulary: a bowl/packet/bar/glass/carton/ bottle of…, sausage, egg, biscuit, chocolate
+ What would you like to eat/drink?
+ How many/much…do you eat/drink every day?
Pre-interview and Post-interview for English teacher
Hello This interview serves as a data collection tool for a research work that aims to propose using GW activities to enhance English speaking skill for grade-5 students in our school
I would greatly appreciate your time and effort in sharing your experience by answering the following questions, as your responses are crucial for the successful completion of this project.
May I thank you in advance for your collaboration.
1 How long have you taught English?
2 What do you think about the level of your students‟ speaking proficiency?
3 What techniques do you use to enhance speaking skill for your students?
4 How often do you use GW activities in teaching speaking?
5 What types of group activities have you ever used? And how to use them?
6 Do you have any problems in applying GW to develop your students‟ speaking proficiency?
Hello After implementing GW activities in enhancing our students’ speaking skill, I would like you to share your feeling and experience as a direct teacher who took part in the process
I would greatly appreciate your time and effort in sharing your experiences by answering the following questions, as your responses are crucial for the successful completion of this project.
May I thank you in advance for your collaboration
1 How is your students' level of speaking proficiency in English after using GW activities in learning speaking English?
2 Do you have any difficulties in implementing GW activities to improve your students‟ speaking skills?
3 How do you rate the effectiveness and suitability of the GW activities you have applied?
4 Do you have any suggestions or notes for teachers who want to use GW to improve their students‟ speaking skills?
School : Xuan Chau primary school
1 Amount of students involves during the lesson:
A all of them B almost all of them C most of them D a few
2 The atmosphere during the lesson is:
A stressful B neutral C relaxing D extremely relaxing
3 Amount of students is in each group:
A Pairs B enemy corner C opposing team
D face to face E panel D public meting
5 Technique for dividing students into groups:
A hobby B level of proficiency C gender
6 The teacher carries out ten basic steps in implementing GR activity:
7 Difficulties in implementing GR activities:
A students make so much noise B students still use Vietnamese
C time-consuming D Competition among students
8 The percentage of the use of L2 during the lesson:
Appendix 5: Pre-test and post-test
Part Examiner does this: Examiner says this: Minimum response expected from child:
Usher to examiner - Hello This is (child‟s name)
Examiner: Hello, my name‟s Tara/Huyen
Points to Scene picture Look at this This is a garden The boys are playing football
Points to the women in
Points to items in the picture
2 Points to Object cards Now look at these
Which is the spider/lizard?
I‟m putting the spider/ lizard next to the elephant
Is this the spider/lizard?
Now you put the spider/ lizard under the tree
Puts Object card in place
V/here's the tree? Under the tree
Which is the T- shirt/hat?
Is this the T-shirt/hat? (pointing to T- shirt/hat) Put the T-shirt/hat between the skirt and the jeans
Puts Object card in place
Where are the skirt and the jeans?
Between the skirt and the jeans
Are these the glasses? (pointing to glasses)
Put the glasses on the mouse
Puts Object card in place
3 Removes Object cards and points to an apple in Scene picture
How many apples are there? apple red four
Is It yellow? Red? Are there three? Four?
4 Puts Scene picture away and picks out three Object cards
Do you play table tennis?
What sport do you play at school? table tennis yes/no basketball
4.2 Shows chips card What are these?
Do you eat chips/fries?
What do you eat for lunch? chips/fries yes/no rice
4.3 Shows giraffe card What‟s this?
Part Examiner does this: Examiner says this: Minimum response expected from child:
Examiner: Hello, my name's Tara/ Huyen
Look at this This is the dining room The girl is eating
Points to the table in Scene picture
Points to items in the picture
Is this the computer? Are these the oranges?
Now look at these Which is the lamp?
I‟m putting the lamp on the desk
Now you put the lamp next to the plane
Puts Object card in place
Which is the mirror/ruler? Points to Object card
Is this the mirror/ruler? (pointing to mirror/ruler)
Put the mirror/ruler under the clock
Puts Object card in place
Which are the carrots- eggs?
Are these the carrots/ eggs? (pointing to carrots/eggs)
Put the carrots/eggs on the phone
Puts Object card in place
3 Removes Object cards and points to pencil in Scene picture
How many pencils are there? pencil green five
Are there four? Five? Points to the man What‟s the man doing? drinking Is the man drinking?
4 Puts Scene picture away and picks out
Suggestions for further study
Given the limitations identified, further research is recommended to explore additional strategies for enhancing speaking skills among school students The current study, conducted in a primary school with a limited student population and only one teacher's perspective due to time constraints, restricts the generalizability of the findings Thus, it is advisable to undertake larger-scale studies involving more participants to obtain more comprehensive results.
Abe, Keiko 1991 Teaching English to Children in an EFL Setting (The English
Teaching Forum) Yokohama, Japan: Kanto Gakuin Women‟s College
Brown, H Douglas 2000 Teaching by Principles Longman, San Fransisco: State University
Brown, H Douglas 2000 Principles of Language Learning and Teaching
Longman, San Fransisco State University
Burns, A., & Joyce, H (1997) Focus on Speaking National Centre for English Language Teaching and Research, Macquarie University, Sydney, New South Wales, Australia
Bygate, M (1987) Speaking Oxford: Oxford University Press
Byrne, D (1976) Teaching Oral English (Vol 1986) London: Longman
Campbell, R N (1989) Linguistics and social aspects of communicative competence Dubuque, I A.: Wm C Brown Company Press
Chaney, A.L., and T.L Burk (1998) Teaching Oral Communication in Grades K8 Boston: Allyn &Bacon
Chung, T, T, N (2008) How GW is used in speaking lesson of the first year major students of English at Vietnam University of Commerce
Cohen, L & Manion, L (1994) Research methods in education (6th ed) London:
Connery, J (1988) Teaching students to learn Milton Keynes: Open University
Creswell, J W (2013) Research Design: Qualitative, Quantitative, and Mixed Methods Approaches Thousand Oaks, CA: Sage Publications
DeCarrico, J.S (2001) Vocabulary learning and teaching In Celce-Murcia, M
Teaching English as second or foreign language (3rd edition) Boston MA: Heinle and Heinle
Doff, A.1988 Teach English; A training course for Teachers Cambridge:
Flanagan, J (2009) Sensory processing disorder Pediatric News Retrieved from http://www.kennedykrieger.org/sites/kki2.com/files/08-09.pdf
Ginsburg, K (2013) The Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent-Child Bonds Retrieved June 21,
2014, from http://pediatrics.aappublications.org/content/119/1/182.short
Goh, Ch.C.M & Burns, A (2012) Teaching Speaking: A Holistic Approach New York: Cambridge University Press
Hague, S.A (1987) Vocabulary Instruction: What L2 can learn from L1 Foreign
Hamzah, M H., & Ting, L Y (2010) Teaching speaking skills through GW activities (A case study at form 2ES1 SMK Damai Jaya Johor) Retrieved from https://core.ac.uk/download/files/392/11785638.pdf Harmer
Harmer, J (2001) The practice of English language teaching 3rd Edition Harlow, Essex, England: Longman
Harmer, J (2002) How to Teach Vocabulary Harlow: Pearson Education
Harmer, J (2002) The Practice of English Language Teaching Longman, London pp 344
Harmer, J (2007) The practice of English language teaching London: Pearson
Hudelson, Sarah 1991 EFL Teaching and Children: A Topic-Based Approach (The English Teaching Forum) Arizona State University, USA
Hybels, S and Weaver II, R L (2009) Communicating Effectively 9 thed Boston, Massachusetts: McGraw Hill
Johnson, D.W., Johnson, R T and Smith, K.A (1991) Cooperative learning: Increasing College Faculty Instructional Productivity ASHE - FRIC Higher
Johnson, R B., Onwuegbuzie, A J., & Turner, L A (2007) Toward a Definition of Mixed Methods Research Journal of Mixed Methods Research, 1, 112–133
Kemmis, S., & Mctaggart, R (1982) The action research planner Geelong,
Kemmis, S., & McTaggart, R (1998) Action research planner Victoria, Australia: Deakin University Press
Krashen, Stephen D and Terrell, Tracy D 1983 The Natural Approach New
Jersey: Alemany Press Regent/Prentice Hall
Lado, Robert (1964) Language Teaching New York: United States of America Larsen-Freeman, D., & Michael, H Long (1991) An Introduction to Second
Language Acquisition Research Studies in Second Language Acquisition, 15, 394-
Lehr, et al (2004) Research-based practices in early reading series: A focus on vocabulary
Lightbown, P.M & Spada, N (1999) How languages are Learned New York:
Long, M H., Adams, L., McLean, M & Castaủos, F (1976) Doing things with words: Verbal interaction in lockstep and small group classroom situations In J Fanselow & R Crymes (Eds.), On TESOL ’76 (pp.137-153) Washington, DC: TESOL
McCarthy, M (1990) Vocabulary Oxford University Press.McDonough, Kim An International Journal of Educational Technology and Applied Linguistics, v32 n2 p207-224 Jun 2004
Meng, F (2009) Encourage learners in the large class to speak English in GW
Moon, J (2000) Children learning English Oxford: MacMillan Heinemann
Nunan, David (1991) Language Teaching Methodology: A textbook for teachers
Nunan, D., & Lamb, C (1996) The self - directed teacher: Managing the learning process Cambridge: Cambridge University Press.Pyles, Thomas (1970) English:
An introduction to language Harcourt College Pub
Richard, J C., & Nunan D (1987) Second Language Teacher Education Cambridge: Cambridge University Press Rivers, W (1968) Teaching foreign- language skills Chicago: University of Chicago Press
Richards, J C & Rodgers, T S (2001) Approaches and Methods in Language Teaching Cambridge: Cambridge University press
Scrivener, Jim (1994) Learning Teaching: A Guidebook For English Language
Teachers Great Britain: The Bath press
Sokmen, A (1997) Current trends in teaching second language vocabulary In N
Schmitt & M, Michael (Ed.), Vocabulary: Description, acquisition and pedagogy (pp 237-257) Cambridge: Cambridge University Press
Saracho, O (2012) Handbook of Research on the Education of Young Children
Scott, Wendy A and Ytreberg, Lisbeth H 1993 Teaching English to Children
Slatterly, M., & Willis, J (2001) English for primary teachers Oxford: Oxford University Press
Slavin, R E (1995) Cooperative learning: Theory, research, and practice (2nd ed.) Needham Heights, MS: Allyn and Bacon
Snow, C.E., Burns, M.S., and Griffin, P (1998) Preventing reading difficulties in young children Washington, DC: National Academy Press
Thornbury, S (2005).How to Teach Speaking Harlow: Pearson Education/Longman
Tsui, A.B (1993) Helping Teachers to Conduct Action Research in Their Classrooms In D Freeman & S Cornwell (Eds), New Ways in Teacher Education Alexandria VA: TESOL
Ur, P (1996) A course in language teaching Cambridge University Press
Zyoud, M ( ) Using DramaActivities and Techniques to Foster Teaching English as a foreign Language: a Theoretical Perspective Retreived September 213 from www.qou.edu/english/conferences/ /pdfFiles/muntherZyoud.pdf
Syllabus for implementing GR activities for the 8-week course
No Topic Competences Vocabulary/Sentence patterns
What‟s the matter with you?
- Asking and answering questions about common health problems
- Giving and responding to advice on common health problems
-Vocabulary: toothache, earache, sore throat, stomachache, dentist, take a rest, carry, sweet
+ What‟s the matter with you?
Don‟t ride your bike too fast!
- Expressing and responding to concerns about possible accidents at home
- Asking ad answer questions about accident prevention
-Vocabulary: knife, matches, stairs, stove, arm, leg, climb, run down, fall off, break, cut, burn
What do you do in your free time?
- Asking and answering questions about what someone does in his/her free time
- Asking and answering questions about what a family member does in his/ her free time
-Vocabulary: free time, karate, fishing, skating, camping
+ What do you do in your free time?
+ What does your…do in his/her free time?
What happene d in the story?
- Asking and answering questions about what happened in a story
- Asking and answering questions about someone‟s
-Vocabulary: order, far away, water melon, seed, intelligent, greedy
+ What happened in the story?
+ First,/Then/Next,/In the
-Drama opinions of a book/story/character end…
+ What do you think of…?
What would you like to be in the future?
- Asking and answering questions about what someone would like to be in the future
- Asking for and giving reasons
-Vocabulary: pilot, writer, architect, patient, look after, design
+ What would you like to be in the future?
+ Why would you like to be…?
What would you like to eat?
- Asking and answering questions about what someone would like to eat or drink
- Asking and answering questions about the quantity of food and drink
-Vocabulary: a bowl/packet/bar/glass/carton/ bottle of…, sausage, egg, biscuit, chocolate
+ What would you like to eat/drink?
+ How many/much…do you eat/drink every day?
Pre-interview and Post-interview for English teacher
Hello This interview serves as a data collection tool for a research work that aims to propose using GW activities to enhance English speaking skill for grade-5 students in our school
I would greatly appreciate your time and effort in sharing your experiences by answering the following questions Your responses are crucial and will significantly aid in the completion of this project.
May I thank you in advance for your collaboration.
1 How long have you taught English?
2 What do you think about the level of your students‟ speaking proficiency?
3 What techniques do you use to enhance speaking skill for your students?
4 How often do you use GW activities in teaching speaking?
5 What types of group activities have you ever used? And how to use them?
6 Do you have any problems in applying GW to develop your students‟ speaking proficiency?
Hello After implementing GW activities in enhancing our students’ speaking skill, I would like you to share your feeling and experience as a direct teacher who took part in the process
I would greatly appreciate it if you could share your valuable experiences by answering the following questions Your insights are crucial and will significantly contribute to the success of this project.
May I thank you in advance for your collaboration
1 How is your students' level of speaking proficiency in English after using GW activities in learning speaking English?
2 Do you have any difficulties in implementing GW activities to improve your students‟ speaking skills?
3 How do you rate the effectiveness and suitability of the GW activities you have applied?
4 Do you have any suggestions or notes for teachers who want to use GW to improve their students‟ speaking skills?
School : Xuan Chau primary school
1 Amount of students involves during the lesson:
A all of them B almost all of them C most of them D a few
2 The atmosphere during the lesson is:
A stressful B neutral C relaxing D extremely relaxing
3 Amount of students is in each group:
A Pairs B enemy corner C opposing team
D face to face E panel D public meting
5 Technique for dividing students into groups:
A hobby B level of proficiency C gender
6 The teacher carries out ten basic steps in implementing GR activity:
7 Difficulties in implementing GR activities:
A students make so much noise B students still use Vietnamese
C time-consuming D Competition among students
8 The percentage of the use of L2 during the lesson:
Appendix 5: Pre-test and post-test
Part Examiner does this: Examiner says this: Minimum response expected from child:
Usher to examiner - Hello This is (child‟s name)
Examiner: Hello, my name‟s Tara/Huyen
Points to Scene picture Look at this This is a garden The boys are playing football
Points to the women in
Points to items in the picture
2 Points to Object cards Now look at these
Which is the spider/lizard?
I‟m putting the spider/ lizard next to the elephant
Is this the spider/lizard?
Now you put the spider/ lizard under the tree
Puts Object card in place
V/here's the tree? Under the tree
Which is the T- shirt/hat?
Is this the T-shirt/hat? (pointing to T- shirt/hat) Put the T-shirt/hat between the skirt and the jeans
Puts Object card in place
Where are the skirt and the jeans?
Between the skirt and the jeans
Are these the glasses? (pointing to glasses)
Put the glasses on the mouse
Puts Object card in place
3 Removes Object cards and points to an apple in Scene picture
How many apples are there? apple red four
Is It yellow? Red? Are there three? Four?
4 Puts Scene picture away and picks out three Object cards
Do you play table tennis?
What sport do you play at school? table tennis yes/no basketball
4.2 Shows chips card What are these?
Do you eat chips/fries?
What do you eat for lunch? chips/fries yes/no rice
4.3 Shows giraffe card What‟s this?
Part Examiner does this: Examiner says this: Minimum response expected from child:
Examiner: Hello, my name's Tara/ Huyen
Look at this This is the dining room The girl is eating
Points to the table in Scene picture
Points to items in the picture
Is this the computer? Are these the oranges?
Now look at these Which is the lamp?
I‟m putting the lamp on the desk
Now you put the lamp next to the plane
Puts Object card in place
Which is the mirror/ruler? Points to Object card
Is this the mirror/ruler? (pointing to mirror/ruler)
Put the mirror/ruler under the clock
Puts Object card in place
Which are the carrots- eggs?
Are these the carrots/ eggs? (pointing to carrots/eggs)
Put the carrots/eggs on the phone
Puts Object card in place
3 Removes Object cards and points to pencil in Scene picture
How many pencils are there? pencil green five
Are there four? Five? Points to the man What‟s the man doing? drinking Is the man drinking?
4 Puts Scene picture away and picks out