Rationale of the study
Firth and Wagner (1997, 2007) challenged traditional views of language and learning, proposing that learning is fundamentally a social process They argue that language functions as a complex, dynamic system, shaped by interactants in response to immediate communicative needs This perspective allows for the observation of learning as it unfolds through the co-construction of meaning in real-time interactions, utilizing conversation analysis (CA) The emerging field of CA-for-SLA emphasizes that learning occurs through participation, enabling the measurement and tracking of learning via interactions (Markee, 2008).
Creating a comfortable learning environment is essential for effective education, as excessive stress can hinder memory and cognitive processes Teachers play a crucial role in making learning enjoyable and motivating by fostering a supportive atmosphere where students feel comfortable collaborating When learners are cooperative and friendly, they are more likely to engage positively with new knowledge, forming strong bonds that help mitigate negative emotions during the learning process This sense of acceptance is fundamental to group cohesiveness, highlighting the significance of language classes as social groups in the educational landscape.
Group cohesiveness, also known as group cohesion or social cohesion, refers to the bonds that connect members of a social group, fostering unity and collaboration This complex process can be categorized into four key components: social relations, task relations, perceived unity, and emotions (Forsyth, 2010) Highly cohesive groups tend to experience increased participation and retention among members The benefits of group cohesiveness include enhanced motivation, improved performance, and greater member satisfaction, which is why various activities, such as team-building sessions in workplaces and social organizations in universities, are implemented to strengthen these connections.
Group cohesiveness, as defined by Cummins and Davison (2007), is the sense of closeness and shared identity within a group, serving as the internal force that binds members together Strengthening this cohesiveness can significantly benefit both teachers and students, particularly within Asian cultures A notable characteristic of students from countries like China and Vietnam is their emphasis on collective identity and group harmony.
―keeping face‖, which can be subjected to the group‘s judgment and can be demotivated very quickly if they do not feel accepted in the group
In English Language Teaching (ELT), group cohesiveness plays a crucial role in motivating students to engage in learning and social interactions, making the educational experience enjoyable Effective information exchange and mutual support among students are enhanced when they cooperate with their peers and teachers Given that cohesiveness significantly influences participation, it is essential to examine how educators can foster this sense of unity in the classroom While extensive research exists on this topic, there is a notable lack of studies focused on the Vietnamese educational context This article aims to explore the relationship between cohesiveness and motivation in ELT within Vietnam, providing a fresh perspective on the subject.
Scope and aims of the study
This study examines the dynamics of teacher-student interactions during English language lessons, specifically investigating how these interactions influence effectiveness and group cohesiveness Focusing on two universities in Vietnam, the research involves Vietnamese trainers and students, analyzing six recorded lessons to assess the quality of interactions.
The study aims to find out evidences of enhancing and inhibiting group cohessiveness in the conversations among teacher and students in the classroom.
Significance of the study
The research titled “Enhancing Group Cohesiveness and Motivation in EFL Classrooms” aims to identify techniques that either boost or suppress group cohesiveness, allowing for improvements in teachers' classroom management skills By employing a flexible ad hoc method for analyzing classroom conversations and interactions, the study provides a detailed examination of English lessons in Vietnam This approach not only offers insights into enhancing student motivation in English Language Teaching (ELT) but also lays the groundwork for potential comparisons with practices in other countries.
Research questions
With the stated premises, this study is designed to examine these questions from the perspectives of the teachers:
1) In what ways may group-management techniques enhance group cohesiveness?
2) In what ways may group-management techniques inhibit group cohesiveness?
4.1 The setting of the study and participants
The research was carried out at the University of Languages and International Studies and the Academy of Policy and Development, where each classroom accommodates up to 30 students All classrooms are fully equipped with essential technology, including a projector, television, and whiteboard.
The article discusses six novice English teachers, all certified at the C1 level, who conduct weekly classes lasting four hours These teachers have the autonomy to select their teaching methods, provided they ensure student satisfaction and progress The students at the two selected institutions exhibit varying proficiency levels, with one group at the B2 level and the other nearing B1 on the CEFR scale.
4.2 Data collection instruments and procedures
This research employed observation as the primary method for data collection, involving six novice teachers Each teacher's lesson was recorded using a camera and microphone to capture the instructional process.
Data collection was strategically aligned with teachers' schedules to minimize disruptions during in-class writing, presentations, or evaluations that could hinder the observation of group-management techniques Following the observations, the author reviewed video recordings of the classes and conducted recorded interviews with the teachers The analysis revealed three common themes related to effective group-management techniques that fostered group cohesiveness.
1) Encouraging the cooperation of the students
2) Developing and encouraging the experience of a good group and organizing group cohesiveness opportunities inside the classroom
4) Evidence of group cohesiveness inhibition
The analysis of six lesson recordings focuses on the interactions between teachers and students using Interaction Analysis approaches This study employs an ad hoc method specifically designed to explore how teachers can enhance interaction and group cohesion through various management techniques, rather than examining a wide range of topics The rationale for selecting this method will be elaborated in Part B.
Design of the thesis
This study consists of three main parts: introduction, development adn conclusion
The introduction provides rationale, scope, aims, significance, research questions, methods, and design of the study
The article is structured into three key chapters: the first chapter reviews the theoretical framework relevant to the study, the second chapter outlines the methodology employed, and the third chapter presents and discusses the findings of the research.
The conclusion provides a brief summary of all main parts presented in the study, the conclusion which encloses practical suggestions for teaching and further research.
LITERATURE REVIEW
Group cohesiveness and motivation
A group is formed by two or more individuals connected through social relationships, with key factors including communication, interaction, interdependence, and shared goals (Forsyth, 2006) A study group aims to enhance learning through cooperative efforts, relying on four essential elements: motivation, social cohesion, cognitive development, and learning According to Slavin (2014), motivation fosters group bonding, enhancing performance and resilience in the face of challenges Social cohesion emphasizes the importance of helping others, particularly those who struggle, which strengthens the group's ability to achieve collective goals Lastly, cognitive development occurs as learners engage in cooperative partnerships, promoting critical analysis and problem-solving skills through shared tasks and challenges.
Students' motivation to learn is influenced by various interconnected factors, including teachers, assignments, and group dynamics Their prior confidence shapes their perceptions of classroom learning, fostering a positive attitude that enhances their efforts toward achievement Research indicates that intrinsic motivation significantly boosts language proficiency (Colibaba, 2009) Additionally, Anwar (2015) highlights the positive correlation between group work and student motivation, suggesting that collaborative activities can enhance learners' engagement with the material Consequently, the relationship between grouping and student motivation is crucial for cultivating positive attitudes toward learning English, ultimately leading to improved language proficiency (Kalvodova, 2008; Kuo, 2009).
Cooperative learning, as outlined by Slavin (2006), involves diverse learners working together to achieve common educational goals This approach fosters essential skills such as active listening, effective communication, mutual respect, and inclusivity among group members Slavin identifies three key stages in cooperative learning activities: first, the learning group phase, where members familiarize themselves with each other and the subject matter; second, group discussions aimed at maximizing collaborative findings; and finally, a concluding step where groups reflect on their work and reinforce their learning through a quiz administered by the teacher.
Other researchers also look into how to enhance group cohesiveness According to Ronald and Rivas (2005), the strategies needed to maximize the group dynamics are as follows:
- Identify the group dynamics during the group interaction
- Assess the impact on the group dynamics and members as part of the entire group
- Assess the impact of group dynamics of members from various ethnic backgrounds and social and economic
- Assess the impact of group dynamics today on the utilization of the group in the future
- Facilitate and guide the development dynamics of the group members
Group cohesion is essential for the success of study groups, as it directly influences group performance and learning achievements According to Dornyei (2009), three key elements significantly impact group cohesiveness in educational settings: the alignment of interests, the contributions of each member, and the overall collaborative environment.
1) Interpersonal attraction: There is a strong desire to love the members of the group naturally with rational and realistic objectives to promote common goals
2) Commitment to task: A strong desire to have and be a member of the group because of the interest in completing the task, in other words, the feeling of individual involvement of the group is more due to the bonding strength of the group's goals
3) Group pride: A strong desire to join the group because of the prestige that comes as part of the membership of the group
Effective group cohesion is driven by a blend of various elements, with strong leadership from teachers playing a crucial role To maintain group cohesiveness, educators must focus students on a common goal and foster teamwork Teachers should act as facilitators and leaders, understanding different leadership models to promote independent learning, ultimately relying on group support for success (Gałajda, 2012; Burke, 2011).
To affirm the cohesion of the group, Dornyei (2009, 273-277) describes the characteristics of a group that has a strong cohesion as follows:
1) The learning atmosphere of mutually-welcomed and appreciate one another so that shows signs of strong mutual desire and sharing;
2) Mutual to pay attention to one another;
3) Insist on and loyal to his group but also welcome and convince others to join;
4) Pay attention to group norms and oppose efforts that lead to the destruction of the group;
5) Participate in group voluntarily and pleased to work with others
6) Easy to cooperate with anyone who is in the group members, so that the group task can be changed flexibly
7) Actively participate in group activities and always ready to share personal experiences with others
8) Frequently use the term ―we‖ when conveying the idea and can even produce a special group jargon
9) Have a competitive relationship with parties outside the group as well
10) Easy to express satisfaction of group experience; and
11) Participate more easily with one another within the group or outside the group
A conducive learning atmosphere thrives in communicative settings where every group member actively contributes to task completion By selecting interactive and communicative learning methods, groups can enhance their cohesiveness, ultimately leading to more effective achievement of learning objectives.
To enhance the effectiveness of communicative learning strategies in language acquisition, it is essential to focus on the variety and types of learning activities employed by language learners Optimizing group cohesion during these activities can significantly impact the overall learning experience Key considerations for fostering this cohesion include implementing diverse tasks that encourage collaboration and engagement among learners.
1 Learning from each other in the group and the class;
2 Providing a frequent interaction touch to fellow learners;
3 Encouraging the cooperation of the students
4 Developing and encouraging the experience of a good group and organizing group cohesiveness opportunities inside and outside the classroom
5 Developing a competition between groups; and
6 Provision of models and total support of teachers as a whole is necessary
Engaging in various activities can significantly boost group cohesion in the classroom, with certain activities extending their impact to interactions outside of the classroom as well Notably, outdoor activities have the potential to further enhance this sense of unity among students.
This study highlights the significance of group cohesiveness in enhancing the effectiveness of assignments within study groups, ultimately leading to improved learning outcomes The primary objective was to assess the level of group cohesiveness following the implementation of group work activities.
Review of previous studies
1.2.1 Review of previous studies on group cohesiveness
A study conducted by Khoirul Anwar examined the relationship between group tasks and group cohesiveness in Indonesia, focusing on 28 students enrolled in the Teaching English for Young Learners course at the University of Muhammadiyah Gresik Following the implementation of group work activities, participants completed questionnaires and underwent interviews to assess group cohesiveness The findings revealed that these activities significantly enhanced group cohesiveness, primarily driven by factors such as group pride, interpersonal attractions, and commitment to group tasks.
In the article "Group Dynamics in the EFL Classroom: The Role of the Cohesive Group of Syrian Tertiary Learners," Mohammad Musaab WAZZAN investigates the factors that foster a cohesive language learning environment in Syria, emphasizing the importance of cooperation and commitment among students The study involves 10 Syrian tertiary learners, aged 18-24, from various academic departments at the University of Aleppo enrolled in a general English course It identifies specific techniques employed by the learners and the challenges they faced, demonstrating that a cohesive group significantly enhances the learning experience The findings highlight the critical role of classmates in influencing motivation and learning outcomes, underscoring the necessity for EFL teachers to recognize and promote cohesiveness in the classroom.
In a study conducted by Katsuko Matsubara in Japan, the relationships between L2 motivation, willingness to communicate (WTC), and classroom group dynamics were examined among 237 rural Japanese non-English-major university students Two questionnaires were utilized to assess L2 motivation and classroom group dynamics, as well as WTC The findings revealed that specific components of classroom group dynamics, particularly the Student-centered Approach and Intergroup Approach Tendency, had a significant impact on students' willingness to communicate.
The study "Group Dynamics and Student Participation in a Chinese Setting: Teacher and Observer Perspectives" challenges the stereotype of Chinese students as reticent and passive in English as a Foreign Language classrooms By employing grounded theory and analyzing classroom observations, film data, and post-lesson interviews with four teachers, the research reveals that students actively engage when provided with a supportive learning environment The findings highlight three key strategies for teachers to enhance student participation: fostering group cohesion, implementing effective teacher-student and student-student scaffolding, and replacing traditional textbook materials with more supportive resources that address both language and emotional needs.
1.2.2 Review of previous studies on classroom interaction using Conversation analysis
Research has increasingly applied Conversation Analysis (CA) to second language interactions to enhance language learning According to Seedhouse (2011), CA allows for the examination of how language competence is collaboratively constructed in specific contexts by participants Notable studies by Hellermann (2008) and Cekaite (2007) provide systematic analyses of interactional development, integrating CA with a language socialization framework from a longitudinal perspective Additional relevant studies include the work of Young and Miller (2004) and Brouwer and Wagner, further contributing to this field of research.
Brouwer (2003) investigates word search sequences in both native and nonnative speakers, distinguishing between those that provide language learning opportunities and those that do not This research aligns with other cross-sectional studies, such as those by Lazaraton (2004) and Mondada and Pekarek-Doehler (2004).
This chapter explores the concepts of group cohesiveness and motivation, highlighting recent research on classroom interaction and motivation in various Asian countries Additionally, it discusses the current trend of employing Collaborative Activities (CA) for Second Language Acquisition (SLA).
METHODOLOGY
Restatement of the research questions
The research question has clearly been shown in part A already Nevertheless, for the sake of highlighting the selected research method, the research question is restated here again:
1) In what ways may group-management techniques enhance group cohesiveness?
2) In what ways may group-management techniques inhibit group cohesiveness?
The setting of the study and participants
The research was carried out at the University of Languages and International Studies and the Academy of Policy and Development, where classrooms are designed to accommodate 30 students each All classrooms are fully equipped with modern technology, including projectors, televisions, and boards.
The article discusses six novice English teachers, all certified at the C1 level, who conduct weekly classes lasting four hours These teachers have the autonomy to select their teaching methods, provided they ensure student satisfaction and progress The students at the two selected institutions exhibit varying proficiency levels; the first group is at the B2 level, while the second group is nearing the B1 level on the CEFR scale.
Research types
This study utilizes action research to explore the impact of teachers' management techniques on group cohesion and motivation By employing qualitative data, the research objectives are met through the observation and recording of six lessons, which are subsequently analyzed for insights.
Implementation of the Action Research
Action research has gained significant popularity in education as teachers frequently encounter various challenges in their teaching practices To address these issues, educators must first identify the problems and then explore different strategies to find effective solutions According to Denscombe (2010, p 6), the primary aim of an action research strategy is to resolve specific problems and develop guidelines for effective teaching practices.
Kurt Lewin, a professor at MIT, introduced the term "action research" in 1944 In his 1946 paper, "Action Research and Minority Problems," he defined action research as a method that examines the conditions and outcomes of different forms of social action This approach involves a cyclical process of planning, taking action, and evaluating the results, creating a continuous loop of improvement and learning.
Action research follows a systematic five-step process as outlined by Eileen Ferrance (2000) The initial step involves identifying the problem, followed by data collection through interviews, questionnaires, and observations Once the data is gathered, it is analyzed to pinpoint the issues The next step is to design a plan of action aimed at implementing changes and studying their effects After executing the intervention, the researcher evaluates the outcomes to determine the effectiveness of the action taken If the results are not as expected, alternative strategies should be explored to enhance the situation.
The researcher selected action research for this study due to its problem-focused approach Despite the six novice teachers incorporating numerous group activities in their classes, a prevalent issue is the students' reluctance to collaborate effectively Even when enthusiasm is present, a lack of cohesiveness hinders students from achieving optimal results within limited timeframes Consequently, the research aims to identify effective techniques to enhance group cohesiveness while highlighting less effective strategies Additionally, this action research provides the researcher with a valuable opportunity to assess the teachers' interventions, identify emerging challenges, and inform necessary adjustments.
Data collection instruments and procedures
This study utilized observation as the primary method for data collection, involving six novice teachers Each teacher's lesson was recorded using a camera and microphone to capture the instructional process effectively.
This study analyzed data collected from six videos, each capturing a complete 45-minute lesson observed by the author and recorded by an assistant crew.
Teacher T‘s lessons were filmed on the the 29th of Ferbuary and 7th of March
2017, 2017, which are marked as video 1 and video 2
Teacher D‘s lessons were filmed on the 7th and the 9th of March, which are marked as video 3 and video 4
Teacher P‘s lessons were filmed on the 10 th of March and 16th of March, where are marked as video 5 and video 6
Data collection was strategically aligned with teachers' schedules to minimize disruptions during in-class writing, presentations, or assessments, allowing for a clearer observation of group-management techniques Following the observations, the author reviewed video recordings of the classes and conducted recorded interviews with the teachers This analysis led to the identification of three key themes that highlighted effective group-management strategies that fostered group cohesiveness.
1) Encouraging the cooperation of the students
2) Developing and encouraging the experience of a good group and organizing group cohesiveness opportunities inside the classroom
Data analysis methods
The study analyzes six lesson recordings to evaluate teacher-student interactions, employing Interaction Analysis approaches Specifically, an ad hoc method is utilized to focus on how teachers can improve interaction and foster group cohesion through various management techniques, rather than exploring a broad range of topics.
The primary benefit of this approach to Interaction Analysis (IA) is that it enables researchers to concentrate on specific details within interactions, facilitating detailed descriptions and explanations This method emphasizes an internal perspective rather than an external viewpoint Consequently, an ad hoc system is more effective in fostering understanding and generating explanations compared to traditional system-based approaches.
Steve Walsh (2011) summarizes the main advantages of ad hoc approaches to interaction analysis as follows:
• Ad hoc approaches to classroom observation give participants ownership of the research design process and greater insights into the issues under investigation
• By focusing on the detail of the interaction, such approaches allow practitioners to access and understand complex phenomena that might otherwise take years of class experience to acquire
• Ad hoc systems enable observers to focus on the microcosms of interactions that might so easily be missed by the ‗broad brush‘ descriptions provided by systems-based approaches
Due to the above mentioned advantages of the ad hoc approach toward conversation analysis, the research decided to adopt this method for the study
This chapter comprehensively outlines the qualitative methodology employed in the study, beginning with a clear description of the research context, participants, and materials It explains the rationale behind selecting action research and provides an in-depth overview of the data collection instruments used The chapter concludes with a detailed account of the methods and procedures for data analysis, ensuring a thorough understanding of the research process.
RESULTS
Encouraging the cooperation of the students
In the analyzed video, the teacher encouraged student cooperation by implementing a unique rule: whenever a student hears a classmate using the incorrect verb tense, they are to gently tap their friend's hand as a reminder This approach fosters a supportive learning environment while promoting awareness of proper grammar usage.
Instant peer feedback encourages students to actively engage with their peers' speeches, fostering a collaborative learning environment As students take turns speaking, they support one another in identifying and correcting mistakes that may go unnoticed during their English conversations This interactive approach not only enhances their speaking skills but also builds a sense of community in the classroom.
Another activity that the teacher used in this class to promote cooperation was to encourage student to ask more open-ended questions Excerpt from video 1
When working in pairs, if you find yourself unsure of what to say, consider asking guiding questions As a listener, it's important to help your partner who may be struggling to continue the conversation You can facilitate this by posing questions that start with words like What, When, Why, or Who, encouraging them to share more and keep the dialogue flowing.
Teacher: “Yes I’ll show you an example right away.”
Teacher: “Ok Lan, what did you do last weekend?”
Student: “ I went out with my friend.”
Teacher: “ Where did you go?”
Student: “ I went to Hoan Kiem Lake”
Teacher: “ What did you do there?”
The teacher continues until she uses all the questions words Then, the teacher reminds the students to give clear and detailed answers
This scaffolding technique encourages students to engage in more conversation during speaking sessions, fostering enhanced communication and collaboration during group work As students share information about themselves, they develop a deeper understanding of their peers, which promotes class cohesiveness and strengthens relationships among classmates.
To foster interactive learning, begin by presenting a conversation example from the textbook to students and task them with creating their own conversational skit Divide the class into groups, allowing students to work collaboratively and perform their skits in front of their peers As the instructor, monitor and assess student performance, providing constructive feedback to enhance their communication skills.
During the observed class from video 6, the teacher use drama as a group activity The process of preparing and staging a play bind the group member together
3.2 Developing and encouraging the experience of a good group and organizing group cohesiveness opportunities inside the classroom
Divide the class into six groups and tasks them with rearranging and organizing slips of paper containing sentences into cohesive a paragraph
Rearrange the slips of paper in groups and answer the questions written on the slips of paper
Write answer slots for questions on the board answer questions pertaining to the paragraph on the board
In a recent classroom observation, the teacher directed students to close their books and form groups of five or six She tasked them with rearranging slips of paper with sentences to create cohesive paragraphs Upon completing their task, students were encouraged to write their answers on the board.
This activity promotes collaborative learning among students, as they work together to fill in gaps in their knowledge without relying on a textbook It also provides teachers with the opportunity to observe group dynamics and make necessary adjustments to enhance group cohesion.
Teacher: “To start with our lesson today, I’d like to divide you into 6 groups, alright?”
Teacher: “Each group will receive this piece of paper (holds up slips of paper)‖
Teacher: “On each piece of paper you will have a sentence, alright?
And your task is to reorganize this sentence and then make a meaningful paragraph.[And] while you reorganize the sentences to make a paragraph, you will have to do two things.”
Teacher: “First one, you’ll have to rearrange that and you’ll have to answer these three questions (points to the board).‖
Teacher: “You’ll have five minutes for this activity Close every book, please.
Developing a competition between groups
The teacher initiates a listening exercise by dividing the class into two groups, each selecting a representative These representatives are equipped with headphones to minimize external distractions and are taken outside the classroom to listen to an audio file on a specific topic, which they hear only once while taking notes Afterward, students are given three minutes to collaborate in smaller groups to compare their notes, followed by a larger group discussion to further analyze their findings.
Group representatives should be called back to the class to present their compiled information The first group representative will share their findings, followed by the second group representative, with each group presenting one at a time in front of the class.
In the analyzed video, the teacher fostered competition between two groups by selecting representatives who wore headphones to minimize distractions The remaining students listened to an audio file on the topic just once and took notes After three minutes of note comparison in smaller groups, the representatives reconvened to receive the compiled information They were then given time to process this information before presenting it to the entire class.
Today's lesson focuses on exploring the concept of food riots through a recorded discussion, where we will delve into the underlying causes and potential solutions to this complex issue.
Teacher: but we do not open the book I would like you to work in two big groups, alright?
Teacher: So this one will be group 1 Big group one (gestures to left side of the class)
Teacher: and this one is big group 2 (gestures to the right side of the class)
Teacher: Now, let’s take out a piece of paper.[so that] you can write on it
The teacher instructed Group 1 to choose one representative, either a boy or a girl, whom they consider the best student in their group Similarly, Group 2 was asked to select their top student to send as a representative.
Teacher: (helping the students to choose a representative)
Teacher: so these two people over here (the representatives) These two will have the chance to listen to songs.(hands them headphones and media devices)
Teacher: Ok, while these two people are enjoying the songs, you guys
The class will have the opportunity to listen to a recording once, focusing on taking notes about the causes and solutions for food riots Afterward, students will engage in small group discussions for three minutes to develop an outline and gather relevant ideas Finally, they will regroup for two additional minutes to consolidate their findings into a comprehensive outline for the larger group.
The teacher explained that two representatives would enter the room to hear what the students had just listened to Following that, the representatives would present information about the causes and solutions of food riots The teacher ensured that everyone understood the task at hand.
This activity showcased how competition influences group cohesion As teams worked to compile information from the audio track, a binary relationship emerged, fostering a strong group identity This dynamic encouraged students to concentrate on the collective task instead of seeking individual recognition.
Slap the board – Teacher P – Video 5
Teacher Students instruct students to work in groups to find the meanings of the vocabulary words in the lesson and memorize them work together in groups to memorize words
Put the vocabulary items on the board in any order
Form groups and select a representative to stand at the front of the class, facing away from the board Call out a word, and the representative must quickly turn around and slap the correct word on the board Keep track of the students' scores on the board, and then reset positions or rotate representatives as needed.
In the observed class from video 5, the teacher engaged students in a group activity to explore the Vietnamese meanings of vocabulary words, exemplifying the total physical response method Students selected representatives to participate in a game, where they stood with their backs to the board displaying pictures of the vocabulary words The teacher called out a vocabulary word, prompting students to quickly turn around and grab the matching picture from the board.
The teacher encourages students to explore a box of new words, asking them to find the Vietnamese meanings of each term within five minutes Following this activity, an engaging game will be introduced to reinforce their learning.
Teacher: You don’t need to write them down! Just try to remember them! You can use any kind of dictionary
[students work in groups for five minutes]
Teacher: Now we will have a game Each time, for each turn I will need one person to come from each group
Teacher: Each time I will name one type of clothes For example what is this (shows picture of a dress)
Teacher: Yes, that’s right So four of you will be here! 1 2 3 4! Group 1, group 2, group 3, and group 4
Teacher: I will say dress and you will have to be the fastest one to grab this, ok? and take it to your group, ok?
Teacher: so in the end, the group with the biggest number of pieces of paper will win the game, ok?
[students come up to the front of the class while the teacher writes an impromptu scoreboard for the groups]
Teacher: ok, ok ,ok! Turn your backs to the board! Ready? Tights!
[the students scramble to the board One student grabs the picture representing ―tie‖ and the class falsely celebrates]
[Student quickly adjust to the new information and scurry to grab the picture representing ―tights‖ from the board]
Teacher: everyone sit down Tights! (writing ‖tights‖ on the board and marks group 1 with a point)
Teacher: Ok other people come up to the board Ok, gloves!
In a competitive classroom activity, students demonstrated enhanced group cohesion as they quickly adapted to challenges, such as a misunderstood question This led to a collective effort where individual egos were set aside for the greater good, allowing the most capable students to represent their teams at the board while others supported them with clues and encouragement The eagerness for group success was evident as students moved swiftly and put forth their best efforts, determined to earn points for their teams despite facing obstacles.
Evidence of group cohesiveness inhibition
The teacher initiates a listening exercise by dividing the class into two groups, each selecting a representative These representatives are equipped with headphones to minimize external noise and are taken outside the classroom to listen to an audio file on a specific topic just once, while taking notes Afterward, students are given three minutes to collaborate in small groups to compare their notes, followed by a larger group discussion to further share and analyze their findings.
Group representatives in the class will compile their findings and present them one at a time The first group representative will share their results, followed by the second group representative, ensuring each group has the opportunity to present their information to the class.
In the analyzed video, the teacher appointed two leaders to represent each half of the class, but the specific duties and expectations of these leadership roles were not disclosed As a result, the students were left unaware of the responsibilities they would face and the potential impact of their actions on the group dynamics.
In an environment marked by uncertainty and instability, group cohesion is hindered, as students often feel reluctant to engage due to insufficient information The absence of clear guidelines and expectations leads to decreased willingness to volunteer or select a group representative This reluctance is evident when premature cohesiveness is observed among students.
Food riots occur due to food shortages or unequal distribution, affecting countries worldwide, including the United States and New Zealand Common causes of these riots include harvest failures In today's lesson, we will listen to a recording that discusses the causes and potential solutions to food riots, and you will work in two large groups to analyze the information without opening your books.
The teacher organized the class into two large groups and instructed each group to select one representative who they believe is the best student among them Students were asked to take out a piece of paper to write down their chosen representative, with the emphasis on identifying the top student from each group.
Teacher: [gestures to group one] Now! One person
[two student arrive to class late Other students giggle]
Teacher: come on [gestures to group two] this one, these five Quan right? Come here
Teacher: you can not talk? Are you sure? [gestures to next student] how about you? [both students nod]
Teacher: You do not have to do many things I promise You even have the chance to relax outside (insists with Quan) Still no? Ok Quan come on Come here
[The teacher focuses on group one.]
Teacher: Ok now another representative from this side
Teacher: Minh? Ok come here
The excerpt highlights the impact of unified consciousness and participation on group cohesion, as demonstrated by a student's willingness to engage in class activities In contrast, Group 2's choice of leader, Quan, reveals how individualism can undermine teamwork; despite being selected to represent his peers, Quan's reluctance to fulfill his responsibilities led to tension and doubt among his teammates This is visually evident in the video, where the group's body language shifts to signs of distress when Quan states, "I cannot talk," illustrating the detrimental effects of one member's disengagement on the entire group.
Group One has gained significant cohesion while Group Two's morale has declined, providing Group One with an advantage to strengthen their bond throughout the activity Although a detailed explanation is still pending, it is evident that Group One is expected to avoid the pitfalls encountered by Group Two Consequently, the new expectations emphasize that the next leader must embody boldness and selflessness to ensure the group's success.
Minh's confident volunteering, prompted by her teacher's selection, enhances her group's cohesion and self-assurance This highlights the importance of educators setting clear expectations, which significantly influence group dynamics among students Providing explicit instructions before activities enables students to evaluate themselves and their peers, fostering strong, cohesive study groups Conversely, a lack of time for self-assessment can lead to hesitation and complicate the learning process.
Divide the class into six groups and tasks them with rearranging and organizing slips of paper containing sentences into cohesive a paragraph
Rearrange the slips of paper in groups and answer the questions written on the slips of paper
Write answer slots for questions on the board answer questions pertaining to the paragraph on the board
In the analysis of video 4, the teacher divides students into six groups to arrange slips of paper into a cohesive paragraph, but the limited time hinders group cohesion Excessive monitoring by the teacher, intended to provide support, ultimately disrupts the development of group dynamics, as she quickly moves between groups seeking completed work This rush prevents the formation of an efficient cohesive unit, as essential elements for cohesion—such as awareness of individual strengths and weaknesses, shared thought processes, and acknowledgment of common goals—are not established.
Teacher: oral sharing presentation right, so what do you think? How can you make that presentation? Oral sharing presentation? What are the steps? First one, you have to…
Teacher: yeah, right the material You have to go online, right? And you have to search for the article, right? And then?
Teacher: yeah and then you do summarize the article and then ? Ss: Uh…
Teacher: you make the presentation, that's all
To effectively write a comparison paragraph, it's essential to first gather and summarize relevant information After collecting the data, you should analyze it to determine its accuracy and consistency This involves comparing and contrasting the information to identify what is correct and what may be misleading Today, we will focus on the techniques for crafting a well-structured comparison paragraph, ensuring clarity and coherence in your presentation.
Teacher: ok, so to start Ok a compare and contrast paragraph alright so to start with our lesson today I'd like you I'd like to dive you into
In this activity, each of the six groups will receive a piece of paper containing a sentence The objective is to reorganize these sentences to form a coherent paragraph While doing this, groups must answer three questions: the topic of the paragraph, the conclusion, and the purposes of the paragraph After forming their paragraphs, groups will have five minutes to complete the task Once finished, they should go to the board to write their answers All participants are instructed to close their books to focus on the activity.
4 You are group 5 you are group 1, Mmm hmm You are group 2 remember group 2, alright Mmm hmm And you are group 3 Is it hard for you, a little bit hard A Little bit hard?
Teacher: Ok, group 2, don't look at the board, focus on your work.
Teacher: I don't know, I don't know Be quick! Be quick! Finished? Be quick! Don't look at the board! Don't look at the board!
[Students go up to the board and write the answers to the questions]
Teacher: Finished? Be quick! Be quick!
The book outlines key aspects of writing comparison and contrast paragraphs, emphasizing that they should align with the writer's purpose It highlights that one of the primary objectives is to assist readers in making informed decisions about the subjects being discussed.
Student: you have to choose
When making a comparison between two options, A and B, it's essential to evaluate both choices and determine which one is superior This process involves gathering relevant information related to the subject, demonstrating your understanding of the topic To effectively make your choice, you should establish specific criteria that guide your decision-making Consider how to select the most pertinent information to include in your criteria, as this will help clarify your reasoning and strengthen your argument.
Recommendation
This study examined how group-management techniques can both enhance and inhibit group cohesiveness among predominantly female Vietnamese university students aged 18 to 19 Key findings indicated that clear task expectations encouraged student participation, while sufficient time for group development fostered a positive group experience Competition among groups strengthened cohesion when winning but weakened it when losing An optimal environment was found when students focused on a shared goal rather than competition Inhibition of group cohesion was primarily due to excessive teacher talking time, hesitation among members, and over-competition, which created classroom imbalances Future research should involve a more diverse demographic and varied age groups.
Limitations and suggestion for further study
This study has notable limitations, primarily due to its focus on college students, suggesting the need for research across diverse age groups Additionally, the predominance of female participants indicates that a more varied demographic could yield more accurate results Lastly, further investigation involving a larger population is essential, as this research only encompasses six lessons from two universities.
Implication
This study highlights two key implications for teaching management Firstly, teachers should minimize their talking time, as excessive dialogue can confuse students and hinder their ability to concentrate on activities Secondly, it is recommended that educators reduce competitiveness in the classroom, opting for more goal-oriented and production-oriented activities to foster a collaborative learning environment.
Conclusion
This study explored how group-management techniques can both enhance and inhibit group cohesiveness among predominantly female Vietnamese university students aged 18 to 19, with a few male participants The findings indicate that while certain activities foster cohesion, they can also unintentionally hinder it To improve group dynamics, educators should minimize their talking time and limit competitive elements in group settings Further research is essential, involving a larger and more diverse demographic to gain deeper insights into this topic.
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APPENDIX Images from videos video 1