Rationale of the study
In recent decades, the significance of English in Vietnam has grown substantially, becoming essential not only due to the number of speakers but also for its diverse applications English is now recognized as the primary language for international communication, commerce, business, science, and technology This shift has led to a positive trend in English education throughout the country, with individuals of all ages, from children to adults, pursuing English for various purposes Ultimately, regardless of their motivations, everyone aims to make English a valuable tool in their lives.
In recent years, the communicative language teaching method has gained significant traction, leading to transformative changes in language education at Luong Van Tuy Gifted High School in Ninh Binh This approach has notably enhanced students' speaking skills and overall communicative abilities Within the English major speaking classes, a variety of speaking activities are implemented, with an increased focus on pair work and group work These collaborative methods, central to a learner-centered orientation, offer numerous advantages that contribute to effective language learning.
As an English teacher at Luong Van Tuy Gifted High School, I recognize the significance of incorporating pair work and group work in speaking lessons However, similar to my colleagues, I have observed that both students and those with higher English proficiency encounter various challenges related to teacher methods, classroom conditions, and the cultural differences between languages when engaging in these collaborative activities This realization has motivated me to pursue this study.
This study examines the factors influencing student participation in pair and group work at Luong Van Tuy Gifted High School, focusing on both teacher and student elements Key student factors include learning styles, attitudes, motivation, language proficiency, learning habits, and gender differences, while teacher factors encompass teaching methods, knowledge, characteristics, and roles in oral activities The research aims to explore the implementation of pair and group work in English speaking lessons and provide practical suggestions for teachers and students to enhance these collaborative activities Ultimately, the flexible use of pair and group work is intended to foster a dynamic classroom environment and improve students' oral English skills.
Aims of the study
This study aims to explore the factors influencing English major students' participation in pair and group work at Luong Van Tuy Gifted High School in Ninh Binh Key objectives include identifying the main elements that affect student engagement in collaborative learning activities.
- To identify the application of pair work and group work in speaking lesson at Luong Van Tuy Gifted High School
- To point out some teacher and students‟ factors affecting students‟ participation in pair work and group work
- To give some suggestions for teachers to stimulate students and to improve their participation when working in pairs and in groups.
Scope of the study
This study focuses on 99 English major students at Luong Van Tuy Gifted High School, selected for their foundational knowledge in English, which enhances their participation in speaking activities, particularly in pair and group work The primary emphasis is on oral activities, as speaking skills are crucial for their future employment Additionally, the research aims to explore human factors influencing these skills, specifically teacher and student factors The investigation centers on two techniques: pair work and group work.
Research questions
This study was aimed to answer the three following research questions:
At Luong Van Tuy Gifted High School, pair work and group work are frequently utilized in English speaking classes The level of student engagement in these collaborative activities is notably high, fostering an interactive learning environment that enhances language skills.
2 Which are the teacher and students‟ factors affecting their participation in pair work and group work?
3 What are the feasible solutions to improve students‟ participation in pair work and in group work, as recommended by the teachers and students?
Methodology of the study
This study employed a case study approach, drawing on a theoretical background from various published works on language teaching and acquisition Data was collected from 99 students across three English proficiency classes and 10 English teachers at Luong Van Tuy Gifted High School through surveys, class observations, and interviews The research utilized both quantitative and qualitative methods, with statistical analysis of survey responses informing the findings, alongside the author's six years of teaching experience and observations.
Significance of the study
The study is of great values by the following reasons:
The self-evaluation of student participation in pair and group work is valuable for English teachers, especially at Luong Van Tuy Gifted High School in Ninh Binh This information can enhance teaching strategies and improve student engagement in collaborative learning activities.
Identifying the human factors that influence student participation in pairs and groups is essential for teachers Understanding students' preferences and demands regarding activities and techniques can enhance the effectiveness of speaking lessons This insight is valuable for educators when designing collaborative learning experiences.
Third, giving some recommendations for teachers to motivate students to participate in pairs and groups and to overcome obstacles and difficulties in teaching speaking is expected to be beneficial.
Design of the study
The study is divided into four parts: The Introduction, the Development, the Conclusion and the References
This part deals with the rationale, aims, scope, methods, significance and design of the study
This part consists of the following chapters:
Chapter I: The literature review provides a theoretical foundation on Communicative Language Teaching, focusing on speaking skills and associated concepts It explores classroom arrangements, such as pair work and group work, and examines the significance of student participation in these settings Additionally, the chapter addresses various factors that influence students' engagement in both pair and group activities, including individual student characteristics.
Chapter II of the study outlines the situation analysis, participant demographics, and the instruments and procedures used for data collection It emphasizes the detailed survey results and provides a thorough analysis of the collected data.
Chapter III : Presentation of statistical results – analyzes the statistical results from questionnaires, class observation and interviews which aim at answering three research questions mentioned in the previous part
Chapter IV presents a summary of key findings and offers practical recommendations aimed at enhancing student participation in both pair and group work, as suggested by feedback from teachers and students.
Part C: Conclusion: - gives the conclusion from the results of the findings, some suggestions for further researches and limitation of the study
Part D: References: - provides readers a list of the lecturers, their books, the publisher, the year of published, and pages that the author used as recommended documents.
Summary
This article outlines the aims, scope, research questions, methodologies, significance, and design of the study It is structured into several sections: Chapter I presents a literature review, Chapter II details the study conducted, Chapter III showcases the statistical results, and Chapter IV summarizes the findings and offers recommendations.
LITERATURE REVIEW
Communicative Language Teaching (CLT)
CLT appearing between the 1960s and 1970s marks the beginning of major innovation within language teaching and it has been widely accepted nowadays because of its superior principles
Communicative Language Teaching (CLT) emphasizes language as a system for expressing meaning, focusing on oral communication and meaningful tasks that resonate with learners It aims to meet learners' needs by incorporating both functional and linguistic objectives In this approach, learners act as negotiators and integrators, while teachers facilitate the communication process Additionally, CLT materials are designed to promote authentic, task-based language use.
Communicative Language Teaching (CLT) aims to enhance learners' "communicative competence," a concept defined by Hymes (1972) as the essential knowledge a speaker must possess to effectively communicate within a speech community.
In Communicative Language Teaching (CLT), students frequently engage in small group activities, fostering interaction through pair and group work as well as collaborative writing Teachers prioritize selecting activities that promote meaningful and authentic language use, moving away from mechanical practices of language patterns.
Communicative activities, as defined by Littlewood (1981), involve the teacher creating a situation and initiating an activity, while the learners take on the responsibility for guiding the interaction to its conclusion This approach emphasizes learner autonomy and engagement in the communication process.
Classroom work arrangements: Pair work and Group work
II CLASSROOM ARRANGEMENT: PAIR WORK AND GROUP WORK II.1 Definition and description of Pair work and Group work
Pair work, as defined by linguist Adrian Doff (1988), involves the teacher dividing the class into pairs, allowing students to collaborate simultaneously with their partners This method differs from "public" or "open" pair work, where students take turns speaking in front of the class According to Byrne (1983), there are two main types of pair work: fixed pairs, where students work with the same partner on various tasks, and flexible pairs, which encourage students to change partners frequently, making the activity more engaging.
Adrian (1988) describes group work as a collaborative process where the teacher organizes the class into small groups, typically consisting of four to five students each Similar to pair work, all groups engage in their tasks simultaneously, promoting teamwork and interaction among students.
Group work fosters cooperation among students, allowing them to share goals and responsibilities while gaining greater independence in their learning decisions This collaborative environment reduces teacher control and alleviates pressure from differing opinions, encouraging equal participation As a result, students feel empowered to experiment and utilize the language more freely.
II.2 Advantages and disadvantages of pair work and group work:
Pair work is essential for developing speaking skills in the classroom due to several key benefits It significantly boosts the speaking time for each student, fostering greater engagement This method encourages independent interaction among students, reducing reliance on teacher guidance and promoting learner autonomy Additionally, it allows teachers to focus on specific pairs while the rest of the class continues their work Emphasizing the idea that "two heads are better than one," pair work enhances collaboration among learners Furthermore, it is relatively quick and easy to organize, making it an efficient teaching strategy.
While pair work offers benefits, it also presents several challenges One significant issue is the noise level, which can be off-putting for both teachers and students Teachers often fear losing control of the classroom as students may drift off-topic, sometimes conversing in their native language instead of focusing on the task Additionally, not all students appreciate pair work; some prefer direct interaction with the teacher rather than collaborating with peers who may share similar linguistic struggles Furthermore, the selection of partners can lead to discomfort, particularly if students are paired with individuals they do not get along with.
Like pair work, group work has its both advantages and disadvantages:
Group work is essential in teaching and learning speaking skills due to its numerous advantages It significantly increases students' talking time and participation, allowing shy individuals to express themselves more comfortably within a small peer group The diverse opinions and contributions from multiple group members enhance the learning experience compared to pair work Additionally, group work shifts the teacher's role from a traditional lecturer to a facilitator, enabling them to engage with students, encourage discussions, and provide support while identifying language mistakes for future improvement.
Group work in educational settings has its drawbacks, including potential noise and loss of teacher control, which can diminish the overall class cohesion Not all students appreciate this format, as some prefer individual attention from the teacher Additionally, group dynamics can lead to fixed roles, where certain individuals become passive while others dominate discussions Organizing group activities can also be time-consuming, often resulting in chaos during transitions.
In conclusion, teachers face several challenges when facilitating group and pair work; however, these issues can be effectively addressed by considering various factors throughout all stages of the process From planning and practice to instruction, organization, and presentation, a thoughtful approach can enhance the effectiveness of collaborative learning experiences.
II.3 Organization of pair work and group work
When deciding how to pair or group individual students, several factors should be considered, as highlighted by Harmer (1999:115) These factors include friendship, streaming, chance, changing groups, differences among students, and the types of tasks involved Ultimately, the choice of pairing or grouping students can vary based on the specific goals of the lesson and the overall classroom dynamics.
II.3.2 Procedures for Pair work and Group work:
Harmer (1999) suggests three stages in carrying out pair work and group work as follow:
To ensure students comprehend their tasks, it is essential to provide clear instructions and outline when the task will be completed Encouraging students to repeat or translate the instructions into their native language can help confirm their understanding Additionally, incorporating demonstrations may enhance clarity and facilitate learning.
While students collaborate in pairs or groups, teachers have various options for monitoring their progress They can position themselves at different spots in the classroom to observe interactions from a distance, allowing them to "tune in" to specific pairs or groups This approach helps teachers decide when to approach and assist Additionally, moving around the classroom enables educators to listen and watch closely, intervening when necessary Providing support and suggestions is essential, but it's crucial to consider the most effective methods for doing so.
When pairs and groups cease collaboration, it’s essential to facilitate feedback sessions Quick demonstrations of the language used by these pairs or groups allow for necessary corrections, providing valuable insights for both the presenting students and the entire class This constructive feedback not only clarifies misunderstandings but also significantly boosts students' motivation for future learning.
II.3.3 Seating arrangement in pair work and group work:
Effective seating arrangements play a crucial role in facilitating pair and group work in the classroom They are essential for successful classroom management and should be carefully planned by teachers When organizing seating, educators must take into account both the physical layout of the room and the specific needs of their students Common arrangements include orderly rows, separate tables, circles, and horseshoes to enhance collaboration and interaction among students.
III Students’ participation and factors affecting their participation in Pair work and Group work
III 1 Concept of students’ participation in pair work and group work:
Students‟ participation can be identified in terms of three kinds of interaction: students to their teacher, students to students, and students to material
Effective student-teacher interaction fosters care, cooperation, and engagement in the classroom Students who maintain a positive relationship with their teacher are more likely to participate in discussions, support their peers, and meet classroom expectations Active participation goes beyond mere attendance; it involves engaging with the lesson and demonstrating enthusiasm for learning This dynamic encourages students to be more involved in class activities, enhancing their overall educational experience.
Student interaction is fostered through small group discussions, where they collaborate, support, and learn from one another Effective interaction relies on their cooperation and active participation in assigned tasks When students feel comfortable and enjoy working together, they are more motivated to put forth their best effort to achieve their goals.
Summary
This chapter explored the theories of Communicative Language Teaching (CLT) and examined classroom arrangements such as pair work and group work, emphasizing the significance of student participation and the human factors influencing it Key factors affecting student engagement include teaching methods, teachers' knowledge, characteristics, and their roles in classroom activities Effective teaching methods enhance the appeal of oral activities, while teachers' qualities foster a positive learning environment To boost student participation in speaking activities, teachers should innovate their teaching strategies and enhance their language and subject expertise Additionally, cultivating a friendly and approachable demeanor can strengthen rapport with students The next chapter will provide insights into the English learning context at Luong Van Tuy Gifted High School, detailing the roles of teachers and students, the curriculum, and the implementation of pair and group work in speaking lessons, along with the study's methodology, research questions, instruments, and data collection methods.
THE STUDY
Introduction
This study outlines its rationale, aims, objectives, and scope, alongside a literature review on pair and group work and the factors influencing student participation It also examines the English learning environment at Luong Van Tuy Gifted High School, detailing the research questions, methodologies, and data collection techniques employed.
English learning situation at Luong Van Tuy Gifted High School
Luong Van Tuy Gifted High School is a newly established school in the system of specialized schools in Ninh Binh Every year, we are responsible for forming 40 classes,
Luong Van Tuy Gifted High School offers 33 specialized classes across 11 groups, with English being a compulsory subject recognized for its importance The school is well-equipped with an independent learning center, allowing the headmaster to mandate extra English classes—one afternoon a week for each specialized class and three afternoons a week for English-specialized classes This initiative has led to noticeable improvements in students' English proficiency However, despite these favorable conditions, challenges in English learning persist, particularly within the specialized classes.
Luong Van Tuy Gifted High School has the privilege of selecting students before other provincial schools Aspiring students for the English specialized class must excel in three compulsory subjects: Maths, Literature, and English, with the English score being weighted double Candidates are required to have a fairly good standard capacity and a minimum score of 8.0 in English from grade nine, ensuring a strong foundational knowledge This high level of English proficiency allows teachers to effectively nurture and develop students' talents All students in the English major classes are categorized as D group, where English is one of the three subjects for university entrance exams English is deemed the most crucial subject for several reasons: it sets students apart from peers specializing in other disciplines, it continues to be a core subject in university studies, and it is invaluable in both academic and everyday contexts Consequently, English lessons must align with these diverse demands.
The group consists of ten English teachers aged 25 to 55, with 90% being female Most hold a B.A in English language teaching, and one is pursuing an M.A degree One teacher has international experience from studying and working in Singapore for six months The teaching approach primarily relies on self-collected materials, as they have been teaching for at least six years Seven teachers manage large classes of over 45 students, each responsible for the learning outcomes of approximately 175 students across five or six classes Only three teachers have experience teaching English majors for at least three years, while the others primarily teach non-English majors, resulting in limited exposure to major English students Additionally, teaching materials are often scarce, with many teachers relying on self-purchased textbooks for secondary school students.
Upper secondary schools offer two distinct textbook systems: a 7-year course for non-major English students and a 7-year course for major English students Major English students are required to study the English textbooks for grades 10, 11, and 12 from both systems These textbooks emphasize the development of four essential skills: reading, speaking, listening, and writing, along with a focus on English language structures in the Language Focus section.
In addition to textbooks, English major students at Luong Van Tuy Gifted High School also utilize supplementary learning materials provided by their teachers and online resources to broaden their English knowledge and skills.
II.4 Using pair work and group work in speaking lesson:
Pair work and group work are commonly employed in English classes, particularly during speaking lessons While these activities encourage communication, they can also lead to confusion and chaos among students Advanced learners often dominate group discussions and take on most responsibilities, leaving weaker students with minimal participation This imbalance can be attributed to various factors, including individual differences, classroom dynamics, and cultural barriers.
To enhance participation in English speaking lessons, it is essential to create opportunities for less confident students to express themselves and to equip all learners with the skills necessary for effective collaboration Teachers must identify the factors influencing student engagement in pair and group work, enabling them to develop strategies that encourage active communication in English.
Methodology and design of the study
III.1 Subjects of the study:
This study examines the human factors influencing student participation in pair work and group work during speaking lessons The research involves 99 students from three English major classes (10, 11, and 12) and 10 English teachers at Luong Van Tuy Gifted High School.
This study investigates the implementation of Pair work and Group work in three English major classes at Luong Van Tuy Gifted High School, focusing on the human factors that influence student participation in these collaborative learning methods The research seeks to address three specific questions related to the effectiveness and engagement levels of students in Pair and Group work activities.
1 How often are Pair work and Group work applied in English speaking class in Luong Van Tuy Gifted High School? How actively are the students involved in Pair work and Group work?
2 Which are the human factors affecting their participation in Pair work and Group work?
3 What are the feasible solutions to improve students‟ participation in pair work and in group work, as recommended by the teachers and students?
This study utilized a case study approach to achieve its objectives, drawing on a theoretical framework from various published works on language teaching and acquisition Data was collected from students and teachers at Luong Van Tuy Gifted High School through surveys, class observations, and interviews.
This research employs a mixed-methods approach, utilizing both quantitative and qualitative methods The quantitative analysis is derived from survey questionnaires and interviews conducted with students and teachers at Luong Van Tuy Gifted High School, while the qualitative aspect draws on the author's six years of teaching experience and classroom observations.
In order to get the needed information the researcher uses the three following research methods: questionnaires, class observation and interviews
This study utilized two types of questionnaires—one for teachers and another for students—designed to gather valuable data for testing hypotheses, as noted by Bill Grillham Each questionnaire comprises four sections: the first collects basic information about the respondents; the second assesses the application of pair and group work, along with student participation levels; the third explores human factors influencing participation from both teacher and student perspectives; and the final section addresses the desires of students and teachers regarding organizing and participating in these collaborative activities To streamline the survey process, all questions are closed-ended, minimizing the time commitment required from students.
In addition to survey questionnaires for students and teachers, classroom observations were conducted to validate information regarding the implementation of pair work and group work, as well as the human factors influencing student participation The researcher designed a classroom observation sheet prior to the observations, which lasted 45 minutes for each lesson A checklist was created to guide the observations and note-taking Classes from grades 10 to 12 were observed, involving all ten English teachers, ensuring that lessons were not specially prepared for the observation.
After administering questionnaires to both students and teachers, interviews were conducted in Vietnamese to gain deeper insights A random selection of nine students from three English major classes and three teachers participated in these interviews The interview questions were primarily derived from the questionnaires but included additional open-ended questions to explore the reasoning behind their responses Each interview lasted approximately five minutes, facilitating a comprehensive understanding of the participants' perspectives.
The data of the research was collected by means of questionnaire survey, classroom observations and interviews
A questionnaire survey was conducted involving 99 students from three English major classes and 10 English teachers, focusing on the application of pair work and group work in English classes The questions, written in English, aimed to explore human factors influencing student participation in collaborative activities, as well as the expectations of both students and teachers regarding these interactions The collected data were analyzed using statistical and descriptive methods.
The researcher conducted class observations to assess factors influencing student participation in pair and group work By utilizing observation sheets 1 and 2, insights were gathered regarding students' engagement levels, task behavior, and overall participation Additionally, observation sheets 3 and 4 were employed to identify human factors impacting participation, all while ensuring the integrity of the class procedures remained intact.
Interviews serve as a fundamental research tool in social science, allowing researchers to validate data collected from various sources (McDonough & Donough, 1997) Utilizing semi-structured interviews enables researchers to adhere to a specific list of questions while also providing opportunities for deeper exploration of topics during the conversation.
“a variety of response from the interviewees” (Verma &Mallick, 1992: 124) All the interviews, which were approximately 5-7 minute long, were audio recorded for later reference
Data analysis goes beyond merely describing collected information; it involves interpreting data gathered from surveys, class observations, and interviews The coding categories and schemes used in this research developed organically through data examination rather than being predetermined.
This chapter outlines essential considerations for the study on "Teacher and Students' Factors Affecting Students' Participation in Pair Work and Group Work" at Luong Van Tuy Gifted High School in Ninh Binh It discusses the English learning environment, including the students, teachers, and textbooks, as well as the implementation of pair and group work in speaking lessons for English major classes Additionally, it details the research questions, methods, instruments, and data collection procedures, providing readers with a comprehensive overview of the study The following chapter will present statistical results from the three research instruments used to address the research questions.
PRESENTATION OF STATISICAL RESULTS
Presentation of statistical results
After inviting participants to respond to surveys, interviews, and class observations, the researcher invested considerable time in gathering data from these three sources, leading to the compilation of the results.
1 To answer the first research question “How often are pair work and group work applied in English speaking class at Luong Van Tuy Gifted High School in Ninh Binh?” and “How actively are the students involved in pair work and group work?”, the author used the information in part II of the questionnaire for students and teachers, the observation sheet 1 and 2 (see appendices 3 and 4), and part II of students and teacher‟s interviews The results were really significant with the following numbers:
The survey revealed that a significant majority of students, 64 out of 99 (64.6%), frequently engaged in pair and group work during English speaking lessons Additionally, students were asked to evaluate five statements regarding the advantages of collaborative learning, with their responses illustrated in the accompanying chart.
Option A Option B Option C Option D Option E
Chart 1: Students’ opinion when being asked about the advantages of PW and GW
The chart indicates that a significant majority of students recognize the importance of pair work (PW) and group work (GW), citing benefits such as increased confidence, enhanced opportunities to practice English, and valuable learning experiences from classmates Notably, 58.5% of students reported that working in pairs and groups provided them with more opportunities to exchange ideas, contributing to their overall happiness and motivation during lessons.
In the fourth question, the students were asked about what they often did when being asked to work in pairs and in groups
What the students often did when being asked to work in pairs and groups
Chart 2: What the students often do when being asked to work in pairs and in groups
According to the chart, 63.6% of students expressed a strong interest in working in pairs and groups, while 17.1% often engaged in unrelated conversations with friends Only 4% of students reported remaining silent during group activities, and 9.1% admitted to being distracted by other tasks when collaborating with peers.
In question 6, the researcher aimed to assess students' self-evaluation in both pair and group work by having them select the relevant statements The survey included six statements that reflected varying levels of participation, ranging from minimal to maximum engagement.
Option A Option B Option C Option D Option E Option F
Chart 3: The students’ self – evaluation when taking part in PW and GW
A survey of 76 students revealed that 76.7% disagreed with the notion that they lacked enthusiasm during speaking lessons, particularly when engaging in pair and group work However, 47.4% expressed concerns about insufficient English vocabulary, structures, and ideas to fulfill the teacher's requests Additionally, 11 students were uncertain about their willingness to participate in pair and group activities When asked about their preferences for collaboration, 50.5% preferred working with friends rather than those sitting nearby, while 43.3% were open to collaborating with classmates at their table Notably, 65.6% enjoyed working in pairs and groups, especially when discussing interesting topics prepared in advance Furthermore, 66.6% favored group activities designed by the teacher, particularly role-play exercises Finally, a significant 75% of students indicated a preference for collaborative work over individual tasks, highlighting their recognition of the benefits of teamwork.
The second section of the teacher survey questionnaire focused on assessing the use of pair work and group work, along with the level of student participation in these collaborative activities It consisted of five questions, with the first question addressing the teacher's perspective on the significance of both pair work and group work in the classroom.
The importance of PW and
Chart 4: Teacher’s opinion on the importance of PW and GW
Most of the teachers were aware of the importance of pair work and group work
A survey of teachers revealed that 50% consider the organization of pair and group work to be quite important, while 30% view it as very important Additionally, 20% acknowledged that it has both advantages and disadvantages, with no respondents believing it to be without value.
The second question was about how often the teachers implemented pair work and group work in their speaking class
Chart 5: How often the PW and GW are implemented in the speaking class?
The result showed that most of them (80%) often implemented pair work and group work and 20% of them sometimes organized pairs and groups
In a study examining the preparation methods of 10 English teachers for pair and group tasks, it was revealed that all teachers, 100%, created their own unique task designs, primarily utilizing tasks from the textbook Notably, none of the teachers adhered strictly to the textbook tasks or collaborated with colleagues to develop a unified teaching plan.
In a study involving ten teachers, 80% prioritized specific strategies to enhance student engagement in pair and group work activities The most important steps included selecting the task, providing clear instructions with defined objectives, offering necessary vocabulary and functional language, and setting a time limit for completion Additionally, teachers monitored student performance and facilitated presentations, while also taking notes for future feedback Classroom observations highlighted both the effectiveness of these strategies and varying levels of student participation in pair and group settings across three English major classes.
Based on the analysis of classroom observation sheets 1 and 2 (refer to Appendices 3 and 4), which focused on students' on-task behavior and overall class participation, we concluded that pair work and group work were effectively implemented during the speaking lessons Additionally, various human factors influencing student participation in both pairs and groups were identified.
Luong Van Tuy Gifted High School fosters a dynamic learning environment, where students are frequently engaged in pairs and groups during speaking lessons The diverse activities organized by the teacher effectively motivate the students, who demonstrate high levels of concentration on their specific tasks throughout the lesson.
In a recent study, 9 students from three English major classes and three English teachers were interviewed for approximately 10 minutes each The findings revealed that all teachers and 7 out of 9 students (about 80%) acknowledged that pair work and group work were frequently implemented during speaking classes Students demonstrated a clear understanding of the benefits of collaborative activities, with 100% expressing enthusiasm for participating in pair and group tasks However, teachers indicated a need for more preparation time to effectively facilitate these activities, emphasizing the importance of following structured steps outlined in the literature review to ensure successful implementation of pair and group work in the classroom.
The survey, class observations, and interviews with students and teachers revealed that pair work and group work activities were frequently utilized in English speaking lessons, with a significant participation rate among students in three English major classes Most students expressed a strong desire to engage in these collaborative activities and held a positive attitude towards them, demonstrating enthusiasm and interest when working in pairs and groups.