INTRODUCTION
Rationale
Cooperative learning (CL) has emerged as an effective strategy to enhance learner performance, particularly in language classrooms, by promoting participation and motivation This learner-centered approach is recognized for its significant impact on academic achievement and the development of social and learning skills Research supports the effectiveness of CL, linking it to improved self-esteem, higher-order thinking, and positive attitudes towards subjects and schools Numerous studies have demonstrated that CL enhances project-based learning performance, highlighting its advantages over traditional methods where students primarily interact with the teacher In contrast, CL fosters group work and discussions, leading to improved project accuracy, enhanced problem-solving skills, and a more engaging social learning environment.
Many students at Cam Khe High School struggle with project-based learning, perceiving it as a challenging task They primarily focus on in-class assignments and rarely engage in independent study at home Teachers often bypass project work due to difficulties in designing engaging classroom activities that encourage student participation Consequently, they tend to assign projects for home completion without verifying students' progress This lack of oversight leads to students not effectively studying either in class or at home, exacerbating their challenges with project work, which is both unfamiliar and demanding for them.
Despite the advantages of cooperative learning (CL), research on its application remains limited, particularly in Vietnam At Cam Khe High School, there has been a lack of studies focusing on enhancing students' project work through cooperative learning methods Consequently, the researcher has chosen to investigate the use of cooperative learning in project assignments for grade 10 students at Cam Khe High School.
Previous researches
Ahangari and Samadian (2014) conducted a study on the impact of cooperative learning activities on the writing skills of Iranian EFL learners, involving 50 students from Islamic Azad University The findings demonstrated that cooperative learning significantly enhances various writing components, including content, organization, vocabulary, language use, and mechanics The researchers recommended that writing performance can be further improved through small-group interactions among peers in a supportive and low-stress environment.
Ilhan Ilter's 2014 study, "The Efficacy of Project-Based Learning Approach on Social Studies Education: Conceptual Achievement and Academic Motivation," investigated the impact of project-based learning (PBL) on 4th-grade social studies students' conceptual understanding and academic motivation The experimental research revealed a statistically significant improvement in both concept achievement and motivation for students engaged in PBL compared to the control group Participants in the PBL environment not only enhanced their knowledge but also exhibited greater motivation to succeed academically Team-based PBL activities were designed to foster this motivation and enhance conceptual understanding Ultimately, the study demonstrated that PBL effectively transformed students' intended academic behaviors into actual performance, significantly enriching their grasp of social studies concepts.
The research titled "The Effects of Cooperative Learning Activities on Improving Writing Skills of EFL Students at International School, Vietnam National University: A Quasi-Experimental Study" by Tran Thi Lan Huong investigates how collaborative learning strategies enhance the writing abilities of English as a Foreign Language (EFL) students The study employs a quasi-experimental design to assess the impact of cooperative activities on students' writing performance, highlighting significant improvements in their skills The findings underscore the effectiveness of cooperative learning in fostering better writing outcomes for EFL learners in Vietnam.
A study conducted in 2013 aimed to explore first-year EFL learners' perceptions of collaborative learning (CL), focusing on their participation levels and the quality of engagement in CL activities The research sought to identify factors influencing student participation, examine teachers' monitoring strategies to enhance motivation, and provide pedagogical recommendations to encourage balanced oral participation among students.
A study by Nguyen Thi Huyen Trang (2016) examined the impact of project-based learning (PBL) on student performance in psychology classes Initially, both control and experimental groups reacted negatively to the PBL approach, perceiving group projects as unnecessary However, data revealed that the experimental group, which took responsibility for their peers' learning, achieved significantly higher scores on multiple-choice exams compared to the control group In contrast, the second experimental group, despite completing their tasks, did not feel a sense of responsibility for their peers' learning, resulting in no significant performance difference Key factors contributing to higher academic success included high self-efficacy, a strong sense of control, and a growth mindset.
The study titled “A Study on the Use of Cooperative Learning in Project Assignments of Grade 10 Students at Cam Khe High School” marks a pioneering research effort in Cam Khe district Unlike previous studies that examined various aspects of education, this research specifically investigates the application of cooperative learning in the context of teaching and completing project assignments.
Research purposes
- Investigating the current situation in of teaching and learning “Project” part in English 10 textbook at Cam Khe High school
- Applying CL in teaching “Project” part in English 10 textbooks
- Evaluating the effectiveness of CL in teaching “Project” part in textbook for grade 10 students
- Proposing some suggestions to improve CL activities for teaching and learning project of grade 10 students at Cam Khe High school.
Research questions
In order to achieve the above-mentioned purposes, the study seeks to answer the following questions:
1 How is “Project” part in English 10 textbooks being implemented at Cam Khe High School ?
2 How is “ Cooperative learning” applied in doing “Project” part in English 10 textbooks?
3 Is that activity effective in enhancing student‟s performance in doing project?
Significance of the study
This study, conducted with a small group of grade 10 students at Cam Khe High School, aims to highlight the significance of cooperative learning (CL) in teaching English and project-based assignments in a Vietnamese high school context The findings are expected to enhance the use of CL in project assignments, benefiting both teachers and students at Cam Khe High School and beyond By implementing CL more effectively, the research seeks to make project lessons more engaging and improve students' presentation skills.
Scope of the research
This study concentrates on the application of cooperative learning (CL) in project assignments for 42 grade 10A4 students at Cam Khe High School, rather than exploring its broader context due to time constraints The focus is specifically on CL's effectiveness in project work, intentionally excluding other aspects of the curriculum to provide a clearer evaluation of its impact within this small group of students.
Design of the research
The research consists of three parts
Part 1: Presents the overview of the study including the rationale for the research, previous researches, research purposes, research questions, significance of the research, the scope of the research as well as the structure of research
Part 2is sub-divided into four chapters:
Chapter 1 is the literature review In this chapter, the literature on cooperative learning and doing project are stated
Chapter 2 focuses on the subjects of the study, discusses the instruments and presents the data collection, analysis and research procedures
Chapter 3 in which the current situation in applying cooperative learning for grade 10 students at Cam Khe high school are provided
Chapter 4 focuses on giving some major findings of the study and suggesting some techniques for better using CL for grade 10 students in doing project assignments
Part 3 summarizes the study Also in this part, the implications for classroom practice, the limitations of the study and suggestions for further studies are clearly presented
This section outlines the background and significance of the study, highlighting its relevance to teaching and conducting project assignments at Cam Khe High School It also defines the study's scope and concludes with an overview of the research objectives and questions.
CONTENT
The purpose of this chapter is to provide information pertaining to this research, which was obtained from reviewing the related literature and studies
1.1 An overview of cooperative learning
Cooperative learning (CL) has gained significant popularity and interest, prompting extensive research into its effectiveness as a teaching method CL is defined as a learner-centered strategy that involves students collaborating in small groups to support each other in mastering academic content According to Brown (2002), it is an instructional program where students work as a team, engaging in pairs or groups to successfully achieve their learning goals.
Collaborative learning (CL) in language education involves grouping students of varying proficiency levels to engage in specific tasks, fostering mutual learning and interaction This approach enables students to enhance their own understanding while assisting peers, creating a supportive learning environment As noted by Johnson and Johnson (2005), CL is a strategic teaching method where small teams utilize diverse learning activities, with each member accountable for their own learning and the success of their teammates, ensuring that all participants grasp the subject matter and achieve the assigned goals.
Cooperative learning (CL) has become a prominent method in language teaching over the past decade, as noted by Stahl (2006) Research indicates that CL enhances academic performance, boosts self-esteem, fosters positive social skills, and deepens understanding of the material being studied This approach is particularly effective in educational settings.
THEORETICAL BACKGROUND
The purpose of this chapter is to provide information pertaining to this research, which was obtained from reviewing the related literature and studies
1.1 An overview of cooperative learning
Cooperative learning (CL) has gained significant attention recently, leading to extensive research on its effectiveness as a teaching method To fully understand this approach, it is essential to define cooperative learning Essentially, CL is a learner-centered instructional strategy where students collaborate in small groups to support each other in mastering academic content As described by Brown (2002), it involves students working together in pairs or groups to successfully achieve their educational goals.
Collaborative learning (CL) in language education involves grouping students of varying language proficiency levels to engage in specific tasks, fostering an environment where all participants benefit from interaction This approach encourages students to work together, enhancing both their individual learning and that of their peers As noted by Johnson and Johnson (2005), CL is an effective teaching strategy where small teams employ diverse learning activities to deepen their understanding of a subject, with each member accountable for their own learning and the support of their classmates until the group successfully completes the assigned task.
Cooperative learning (CL) has emerged as a leading approach to language teaching, significantly enhancing academic performance, self-esteem, and social skills among learners (Stahl, 2006) Research indicates that CL provides language learners with comprehensive input in a supportive environment, facilitating better understanding and skill acquisition (Kagan, 2008) Unlike traditional classrooms where teachers often limit language production time, cooperative settings allow students ample opportunities to engage and communicate, leading to improved language use Additionally, small group interactions within CL enrich the classroom with comprehensible and accurate input, further promoting language acquisition Therefore, organizing students into diverse groups is essential for maximizing their exposure to effective English language role models and enhancing their overall language development.
In summary, cooperative learning enhances group work by reducing negative experiences while significantly increasing both the learning outcomes and satisfaction derived from collaborating within a high-performance team.
Research increasingly supports the effectiveness of cooperative learning in higher education, revealing that students engaged in collaborative learning outperform their peers in traditional, instructor-centered environments These cooperative learners demonstrate higher academic achievement, improved persistence to graduation, enhanced critical thinking skills, and a deeper understanding of the material Additionally, they show increased engagement, reduced disruptive behavior, lower anxiety levels, and greater intrinsic motivation Furthermore, cooperative learning fosters positive peer relationships, enhances students' ability to empathize, and cultivates a more favorable attitude toward their subjects, ultimately boosting self-esteem For instructors, a significant advantage of cooperative assignments is the reduction in grading workload, with the number of papers to evaluate decreasing by three to four times.
1.1.2 Benefits of cooperative learning in language education
Collaborative learning (CL) enhances both academic performance and social skills among learners A well-structured CL approach not only helps students better understand essential concepts but also fosters positive relationships with peers through mutual support and encouragement.
Collaborative Learning (CL) significantly enhances academic achievement, as highlighted by Gillies & Ashman (2003) Research consistently shows that CL activities foster structured collaboration among students, enabling them to work towards common language acquisition goals Through group work, learners share information, provide suggestions, and motivate one another, leading to improved outcomes Additionally, CL not only enhances critical thinking and leadership skills but also promotes a positive learning experience, boosting self-esteem and fostering a sense of belonging within the group.
Collaborative learning strategies, as highlighted by Graham (2005) and Gillies & Ashman (2003), have proven beneficial not only in language education but also in enhancing motivation, facilitating communication, fostering positive relationships among participants, and aiding in stress management.
In Collaborative Learning (CL) classrooms, lower-performing students benefit significantly from partnering with stronger peers As noted by Gabriele (2007), these collaborations help struggling students overcome challenges they face when working alone, allowing them to grasp the material more effectively.
Cooperative learning (CL) enhances students' social and emotional development by fostering better communication, listening skills, and teamwork According to Graham (2005), CL promotes self-reflection and accurate self-assessment, allowing learners to identify their strengths and weaknesses while leveraging diversity to achieve common goals This approach encourages students to be reflective practitioners and pursue continuous improvement Additionally, CL effectively addresses educational challenges by improving academic performance and increasing student engagement in social and academic environments, ultimately enhancing children's problem-solving abilities.
Collaborative learning among children of varying abilities leads to significant performance improvements, particularly for those with lower skills (William, 2003) Engaging with peers fosters communication and provides opportunities for social interaction around academic tasks This peer discussion enhances the meaningfulness of writing and equips learners with critical reading skills to evaluate their own work effectively.
1.1.3 Key elements of successful cooperative learning
Johnson, Johnson & Holubec (1993), Johnson & Johnson (2005), CL can only be more produce competitive and individualistic efforts under certain conditions There are five basic elements of successful cooperative as follows:
According to Johnson, Johnson & Smith (1998), effective cooperative learning (CL) hinges on the positive interdependence among group members, who recognize their mutual reliance to complete tasks This collaborative approach encourages students to actively engage in learning by supporting one another Instructors can foster this interdependence by setting shared goals, offering joint rewards for collective achievements, sharing resources based on individual expertise, and assigning specific roles such as summarizer or encourager Consequently, teamwork not only enhances academic performance but also equips students with essential vocational and social skills.
According to Me Groarty (1993), effective academic and language learning hinges on students' opportunities to comprehend spoken and written content while engaging in meaningful expression Interaction is a vital component of cooperative learning, fostering communication where students actively listen, ask questions, clarify misunderstandings, and restate perspectives This collaborative approach promotes higher-order thinking skills such as analysis, explanation, synthesis, and elaboration, which are particularly beneficial for English language learners, enhancing their cognitive, linguistic, and social abilities To facilitate effective interaction, students should be taught essential skills and participate in team-building activities that foster trust and acceptance Additionally, constructive conflict resolution and positive interpersonal skills, modeled by teachers, are crucial for student development Emphasizing social skill enhancement not only boosts academic achievement but also improves employability, interpersonal relationships, and overall psychological well-being (Johnson and Roger, 2005).
According to Jollise (2007), every group member must take responsibility for their assigned tasks, fostering a culture of accountability It is essential for each student to cultivate a sense of personal responsibility, not only for their own learning but also to support the learning of their peers within the group.
According to Stahl (1994), teachers place students in collaborative learning groups because it enhances individual academic performance compared to solitary study Therefore, it is essential for each student to take personal responsibility for contributing to the group's efforts and for mastering the intended learning objectives.
METHODOLOGY
This chapter focuses on the selection of subjects and the tools used for data collection and analysis It provides detailed insights into the design of these instruments, as well as the descriptive quantitative and qualitative methods employed for data analysis.
Cam Khe High School, located in Cam Khe district, Phu Tho province, has made significant contributions to education and training over its 60 years of development Despite its achievements, English remains a challenging subject for students, leading to increased difficulties in their learning experience.
The research focused on a sample of 42 students from grade 10A4 at Cam Khe High School, comprising 25 boys and 17 girls These students share similar backgrounds, primarily hailing from Cam Khe district, and have nearly completed their secondary education with four years of English instruction at the school.
The students recently completed their first term of the school year, and despite years of English study, their proficiency remains at a medium level While they are enthusiastic about learning English, they often fall short of their expectations Most students excel in grammar exercises but struggle with mastering the four essential language skills, particularly when it comes to project work, which they find both challenging and tedious.
Table 2.1: The English entrance examination scores of grade 10A4
Score of students Number of students Percentage (%)
Cam Khe High School employs six English teachers aged between 35 and 46, but only two are qualified with a C1 level in CEFR to teach the new English pilot book Both teachers are well-trained and possess over twelve years of teaching experience, holding University Bachelor Degrees in English They benefit from numerous opportunities to enhance their teaching skills and have access to a variety of teaching facilities and materials Known for their helpful, friendly, and dedicated approach, these educators are eager to improve their English teaching methods and expand their knowledge base, while also providing support to students facing learning challenges.
In order to accomplish this thesis systematically and adequately, the study uses the following instruments:
Survey questionnaires were selected for their efficiency in gathering a substantial amount of data quickly This method simplifies the summarization, analysis, and reporting of results since all participants respond to the same questions Furthermore, respondents can freely share their opinions on teaching and learning related to project assignments without the concern of their personal information being disclosed Clear instructions were provided during the administration of the questionnaire to ensure clarity and understanding.
To gather data for the study, two survey questionnaires were created for 42 students in class 10A4 and two teachers from the 10th-grade group The first questionnaire aimed to assess the current implementation of the project component in the English pilot book 10, while the second sought to gauge student responses following the application of Cooperative Learning (CL) in projects Additionally, interviews with teachers were conducted both before and after the experiments Designed within the Vietnamese context, the questionnaires aimed to provide a comprehensive overview of the participants' backgrounds and capture their perspectives and attitudes towards the subject matter The questions were structured logically to guide respondents smoothly into the study's theme.
Table 2.2: Summary of the students’ questionnaires
- Students‟ understanding in doing project assignments
- Students‟ attitudes towards teaching and learning doing project assignments
- Students‟ attitudes towards doing project assignments
- Students‟ opinion towards cooperative learning
- Students‟ suggestions for using cooperative learning effectively
The article outlines a survey conducted with teachers to assess the current state of project-based teaching using the English pilot book 10 It includes five interview questions focused on teaching practices related to collaborative learning (CL) and another five questions aimed at understanding teachers' attitudes towards the effectiveness of CL in project assignments, as well as the challenges they face during implementation Additionally, the survey seeks to gather teacher suggestions for improving the use of CL A summary of the findings is provided in the accompanying table.
Table 2.3: Summary of the teachers’ interview questions
1 Current situation of teaching “project” in the class
3 Teachers‟ opinion about the difficulties of project
4 Teachers‟ expectations for teaching in doing project effectively
1.Teachers‟ attitudes towards using of CL in doing project assignments
2 Current situation of using cooperative learning in doing projects
3 Teachers‟ suggestions for using cooperative learning effectively
With the permission of Cam Khe High school headmaster, the study was conducted in 4 weeks from March 5th , 2018 to April 7 th , 2018
The researcher selected 42 students and two teachers from class 10A4 at Cam Khe High School for the study, as this class is characterized by a higher concentration of capable students compared to others Additionally, the new English pilot textbook is being utilized in this class The researcher aims to assess the current situation regarding project work within this educational setting.
-Secondly, I talked to teachers about my study on the effectiveness of CL and suggested applying CL in doing project assignments
-Thirdly, I designed lesson plan under the supervisor teacher and worked as a teaching assistant in helping students prepare their tasks at home
-Finally, after the experiment, I delivered another questionnaire for students and interview for teacher to check the effectiveness of CL in doing project
Specifically, the procedure is summarized in the following table:
Table 2.4: The experiment procedure at Cam Khe High school
Finding out the current situation of doing project
- Meeting the students and delivering the questionnaire and interview to two teachers to find out current situation in learning
- Designing a lesson plan using CL in doing project
- Working with the students to help them prepare their assignment
-The researcher, -Two teachers, -42 students
- The researcher carries out the observation one lesson in class 10A4 done by teacher:
Le Thi Kim Thoa (Unit 8: New ways to learn)
- Take note the lesson procedure and activities to see how CL help with the project lesson
- Observers: the researcher, English teacher:
- The researcher carries out the observation other lesson in class 10A4 done by the teacher: Le Thi Kim Thoa
- On Thursday, teacher starts with the lesson at 10A4 class (Unit 9: Preserving the environment.)
- Take note the lesson procedure and activities to see how CL helps with the project lesson
- Observers: the researcher, English teacher:
Dang Thi Van Anh And some trainee teachers
The researcher administered a questionnaire to students to evaluate the effectiveness of cooperative learning (CL) Additionally, two teachers were interviewed to gather their insights on the impact of CL in facilitating project assignments.
- After that, the researcher collects the data to analyze and draw up the result of questionnaire and interviews
-The researcher, -Two English teachers
In short, this chapter has talked about the methodology of the study The result and discussions will be analyzed in the next chapter.
DATA REPRESENTATION
This chapter details the analysis of data collected from questionnaires and interviews, outlining the various stages involved in the process Each procedure is supported by a rationale, emphasizing the importance of a mixed method approach The primary focus of the analysis is on the integration of qualitative and quantitative data to provide comprehensive insights.
To assess the current status of cooperative learning in project assignments, an analysis was conducted on student questionnaires and teacher interviews, highlighting insights from both students and educators.
3.1 Current situation of implementation “project” part in English 10 textbook at Cam Khe High school
3.1.1 Data analysis from the students’ survey questionnaires
3.1.1.1 Students’ understanding in doing project assignments
To find out students‟ feedbacks in doing project assignments students' preferences and opinions about project sections in the current textbook, question
1 to question 2 are designed The survey results of these questions are shown in the following table 3.1
Table 3.1: Students’ understandings about project assignments
Questions Answers Number of students
1 In your opinion, what is the purpose of
“project” part in the English 10 textbook?
A To understand more about the concept of the lesson 2/42 5
B To develop students‟ skills in doing projects 6/42 14
C To create a chance for students to do something different
2 How necessary is doing project assignments in the English textbook?
According to the data presented in Table 3.1, a significant majority of respondents (81%) believe that the project provides students with the opportunity to engage in different activities, while only 5% view the project as a means to deepen their understanding of the lesson's concepts Additionally, just 14% of participants feel that the project contributes to the development of students' skills in project work, with no other responses recorded.
The findings from Question 2 in Table 3.1 indicate that a significant majority of students recognize the importance of learning about projects Specifically, 45.5% of students consider it very necessary to engage with project assignments, while 40% acknowledge their importance in the curriculum Only 14% of students hold a neutral view on the necessity of project assignments, and notably, no respondents deemed them unnecessary.
3.1.1.2 Students’ attitudes towards learning and teaching project assignments
The chart showed the students' attitudes before using CL “How do you feel about “doing project” assignments?” (Question 3: in Appendix 1)
Figure 3.1: Student’s attitude before using CL in doing project
Very interestion Interesting Not very interesting Boring
The chart clearly depicts students' attitudes towards project assignments prior to the implementation of cooperative learning It shows that a significant majority of students found the experience boring, with 58% expressing this sentiment In contrast, only 4% of students reported feeling very interested, while 8% found it interesting, and 30% indicated they were not very interested.
From the result of the question 4 in appendix 1: “ Do you feel in doing project assignments difficult?”in the figure 3.2
Figure 3.2: Students’ feeling in doing project assignments difficult
The pie chart clearly depicts students' feelings towards challenging projects, revealing that a significant majority, 63.8%, find these projects very difficult Additionally, 20% of students feel that the difficulty is average, while a smaller group, 12.5%, experiences a normal level of difficulty Only 3.7% of students report feeling that the projects are not difficult at all.
It can be seen clearly from question 5 in the table 3.2 about student's opinion to
A significant majority, specifically 75%, of respondents reported that they have never heard of CL Meanwhile, 5% believed that CL refers to a form of group work, and 10% thought it involved students collaborating in a shared learning experience Additionally, another 10% had their own interpretations of CL.
CL is an approach to group work that minimizes of those unpleasant situations and maximizes the learning and satisfaction that result from working on a high- performance team
Difficult Normal Not very difficult
Table 3.2:What students know about the CL
Questions 5 What do you know about the
A I have never heard about it 75
B It is a kind of group work 5
C Students have to cooperate in learning by learning by learning together 10
D CL is an approach to group work that minimizes of those unpleasant situations and maximizes the learning and satisfaction that result from working on a high- performance team
The survey results of the question 6 in appendix 1: “What do you think about the benefits of cooperative learning?”is shown in the following table 3.3
A majority of respondents (55%) believe that answer A is an effective remedy for educational challenges, as it not only enhances academic performance but also fosters student engagement in both social and academic environments Additionally, 23% view it as a valuable approach to maximizing learners' academic achievements and social skills Furthermore, 22% assert that it helps students better understand key concepts while building positive relationships with their peers through encouragement and support No other responses were recorded.
Table 3.3: Students’ opinions about “the benefits of CL”
Questions Answers Number of students %
7 What do you think about the benefits of cooperative learning?
A A good way to maximize learners‟ academic achievement as well as their social skills
B Enables them to improve their own apprehension of the key materials while developing good relationship with peers by encouraging and assisting them
C To consider an effective remedy for educational problems by not only helping to improve academic results but also encouraging learners to become involved in social and academic settings It also has good impact on the problem solving ability of children
Table 3.4: Students’ expectations in using CL in English lesson
C I am not sure about how it works 5/42 12
D I think it is helpful but it may take time 20/42 48
A significant majority of students, accounting for 48%, believe that this method is beneficial, although they acknowledge that it may require time to see results In contrast, only 28% of students express a willingness to try this method, while 12% are hesitant and uncertain about its effectiveness.
3.1.2 Data analysis from teacher interviews
3.1.2.1 Current situation of teaching “project” in the class
Five of the two English teachers are invited to participate in interviews The interviews were recorded to ensure objectiveness and truthfulness of the research results Five questions were asked
Question 1: Can you tell me about the purposes of project part in English 10 pilot book?
The first teacher said that: “Transfer from the learning form geometry to the community education format is direction”
The second teacher give answer that: “Transfer from the theory to the operate transport to live life and transfer from the dependencies to the community player group activity”
Question 2: What activities did you often use in teaching “project”?
To understand the common activities employed in project-based assignments within project classes, we conducted an inquiry based on question 2: "What activities did you often use in teaching 'project'?"
In project lessons, utilizing pair work is an effective strategy as it reduces the time students need to prepare at home This collaborative approach allows students to thoroughly understand and develop their topics, enhancing their learning experience.
Teacher 2 gives their opinion “Because in lesson 7 learn both looking back and project, so we didn't enough time to make this activity in class
And I often give it make homework and then i will check old lesson on next lesson.”
Question 3: What difficulties did you use in teaching?
Teacher 1 said “I have never found out a suitable activity to teach project, so my students is not interesting in lesson”
Teacher 2 said “My difficulty is need spend more time for teaching project”
Question 4: In your opinion, what are causes?
Teacher 1 said “I think that one of the causes lead to the difficulties of project: the first, students are not self-motivated The second, project is a difficult task to students”
Teacher 2 said “Project is a difficult task, students also are lazy, teacher have not suitable method, less material facilities,…”
Question 5:What should be done to improve the effectiveness of project?
Teacher 1 said “I think that we need find out methods that they is interested students to motivate in learning project”
Teacher 2 said “I assume that teacher often must use many activities in teaching project”
3.2 The effectiveness of CL in doing projects
3.2.1 The results from students’ questionnaire
3.2.1.1 Students’ attitudes towards doing project assignments
Figure 3.3: The activity students like to work in doing project assignments
The data reveals that only 5% of students prefer working on projects individually, while 27% enjoy collaborating with the entire class, and 8% favor working in pairs Notably, over half of the respondents (60%) express a strong preference for cooperative learning in project work, indicating a significant inclination towards teamwork among students.
In pairsCooperative learningWith the whole class satisfactory signal that most grade 10th students at Cam Khe high school have positive attitudes to CL in doing project assignments
Figure 3.4: Students’ feeling about CL in doing project assignments
The pie chart clearly depicts students' attitudes towards collaborative learning (CL) in project assignments A significant majority, 63.8%, express a strong interest in utilizing CL for their projects, while 20% show a general interest Additionally, 12.5% of students feel neutral about CL, and a mere 3.7% demonstrate disinterest in this collaborative approach.
Table 3.5: Benefits of CL in doing project
B It promotes students‟ independence and cooperation 21/42 52.5
C Shy and passive students have more chances of expressing themselves 7/42 17.5
D It creates exciting atmosphere as it lends itself to game-like activities 13/42 33.8
A significant majority of students (83.8%) believe that collaborative learning (CL) enhances their participation in projects Furthermore, 52.5% feel that CL fosters independence and cooperation among peers, while 17.5% note that it provides shy and passive students with greater opportunities to express themselves Additionally, many students report that CL facilitates idea exchange and mutual learning The implementation of CL in projects also contributes to an exciting atmosphere, as affirmed by 33.8% of students.
Figure 3.5:Students’ opinion about necessity CL in doing project
MAJOR FINDINGS AND SOME PROPOSED SUGGESTIONS
SUGGESTIONSTO IMPROVE COOPERATIVE LEARNING IN DOING
In this chapter, the author effectively addresses the research questions outlined in the initial section of the thesis Additionally, it introduces solutions to the challenges associated with implementing cooperative learning, following a thorough analysis of the previous situation.
4.1 Major findings of the research
4.1.1 The real situation of applying cooperative learning in doing project assignments
The research indicates that the majority of teachers at Cam Khe High School effectively utilize the communicative approach in their teaching, regularly incorporating cooperative learning into project work This practice allows students to engage in discussions, highlighting a positive aspect of project-based learning.
In grade 10 lessons, collaborative learning (CL) activities were implemented, particularly during project-based lessons Teachers selected a variety of cooperative activities, including brainstorming, clustering, and outlining, to enhance student engagement Notably, clustering emerged as the favored method among students, likely due to its popularity and effectiveness at Cam Khe High School.
In the 10th grade, teachers implemented varied cooperative strategies for project assignments within the new pilot English program to enhance effectiveness and combat boredom Most educators preferred to seat students next to or near one another, as this method was both quick and straightforward Additionally, they occasionally grouped students who enjoyed collaborating, fostering a more engaging learning environment.
Many students favor these two options; however, teachers seldom group students by their skill levels This lack of grouping can result in wasted time, challenges in classroom management, and decreased cooperation among students.
From the grade 10 students‟ perspective, most of them like taking part in
Cooperative learning activities, particularly role-playing, significantly enhance project engagement and excitement among students These activities promote greater participation, facilitate idea exchange, and foster a supportive learning environment that boosts student confidence Additionally, students often approach their presentation tasks with increased enthusiasm when involved in such collaborative experiences.
After analyzing the current use of cooperative learning in project assignments, the researcher found it to be a highly sought-after method among teachers at Cam Khe High School This approach is integral to their efforts in reforming teaching methodologies to enhance student interaction and improve academic performance The following findings will delve into the benefits and challenges associated with cooperative learning as identified in the study.
4.1.2 Awareness about benefits of CL
The study highlights that collaborative learning (CL) in project activities significantly enhanced opportunities for 10th-grade students at Cam Khe High School to practice the target language, a sentiment echoed by both teachers and students.
Many grade 10 students expressed a strong preference for cooperative learning (CL) during project lessons, as it allowed them to gain insights from their peers regarding critical thinking, idea generation, and presentation skills When assigned group tasks by their teachers, these students demonstrated enthusiasm and a willingness to engage actively This positive outlook on cooperative learning in project-based activities highlights its effectiveness and potential for enhancing student collaboration and learning outcomes.
CL to improve in project lesson
Collaborative learning (CL) in project assignments can significantly reduce students' anxiety by fostering a friendly atmosphere where they feel comfortable making mistakes This approach not only encourages participation but also facilitates immediate feedback, enhancing the correction process and promoting a supportive learning environment.
Students can realize the mistakes while they are using words or structures through other members‟ correction
Collaborative learning (CL) in projects allows students to share ideas and support one another when faced with challenges in idea generation or expression This interaction fosters a sense of solidarity within the classroom, enhancing the overall learning experience.
While there are benefits to using this activity for project assignments in 10th grade at Cam Khe High School, there are also notable drawbacks that will be discussed in the following section.
4.1.3 Difficulties of using CL in doing project assignments
At Cam Khe High School, both teachers and students encounter significant challenges when implementing cooperative learning activities for project assignments, despite the advantages this approach offers This article will explore the difficulties faced by educators and learners, providing detailed explanations for each obstacle.
Many teachers reported that implementing cooperative learning (CL) often requires significant time for students to stabilize, which can hinder the completion of lesson content, including both review and projects Additionally, during CL activities, teachers felt the need to monitor the entire class, limiting their ability to engage with individual students, particularly those who struggle This lack of individual attention sometimes led to mistakes or students conversing in Vietnamese, with some diverting discussions to unrelated topics Furthermore, issues arose with student participation, as some were lazy and irresponsible, while others dominated discussions, making effective collaboration on projects challenging.
Cooperative learning (CL) can sometimes hinder individual progress due to ineffective teamwork among members Common issues include challenges in selecting suitable group members, conflicts arising from a lack of respect for differing ideas, and the presence of lazy or irresponsible students who neglect their responsibilities Consequently, these problems often lead to missed deadlines and incomplete tasks, negatively affecting the overall success of the group.
4.2 Some proposed suggestions to improve CL activity in doing project assignments for grade 10 students at Cam Khe high school
CONCLUSION
The graduation paper investigates the current use of cooperative learning (CL) for project assignments at Cam Khe High School, focusing on students' attitudes and experiences Through survey questionnaires and tests, the research highlights both the advantages and disadvantages of CL The findings indicate that cooperative learning significantly enhances high school students' project performance by fostering information exchange, knowledge sharing, and collaboration, ultimately leading to improved presentation skills The researcher also offers recommendations to optimize the application of cooperative learning in educational settings.
Organizing cooperative learning (CL) in English lessons at Cam Khe High School presents challenges, as detailed in Chapter 3 The current state of CL implementation in projects has been examined, supported by insights from student surveys and teacher interviews that provide valuable data for this thesis Chapter 4 outlines effective techniques, activities, and examples of CL for project assignments, highlighting their potential benefits for teachers in enhancing student project work This focus on improving project assignments is the primary objective of the study.
The study aims to demonstrate that cooperative learning in projects offers significant benefits for both teachers and students, enhancing the overall teaching and learning experience The researcher seeks to implement an engaging and effective teaching method for project work, specifically designed to help 10th-grade students at Cam Khe High School improve their presentation skills in project assignments.
Leaders play a crucial role in shaping the educational environment of schools Regular implementation of cooperative learning activities in language classes is essential To foster an effective atmosphere for these collaborative efforts, it is important to provide appropriate facilities or designated classrooms, which will enhance the organization of cooperative learning and optimize time for both teachers and students.
Regularly scheduled seminars and experience-sharing meetings are essential for teachers to improve and innovate their teaching methodologies, particularly in classroom management.
Awareness is crucial for enhancing student learning, making it essential for teachers to foster an understanding of the advantages of cooperative learning and the significance of active participation in collaborative classroom activities.
Teachers should initiate project lessons by incorporating cooperative learning as a key assignment It is essential for educators to develop their own strategies and tailor cooperative learning activities to meet the diverse needs of students, particularly those who exhibit negative attitudes toward project assignments.
Effective planning and management can significantly reduce the impact of negative factors on student participation while enhancing positive influences Consequently, it is strongly advised that teachers at the research site implement cooperative learning strategies with care.
Supporting students in developing cooperative learning skills is essential, particularly within the English Language Teaching (ELT) context at Cam Khe High School Although orientations on cooperative learning were held mid-semester, the actual effectiveness of these initiatives is still uncertain Therefore, it is crucial to reorganize these activities to enhance their efficiency and systematic implementation.
Effective cooperative learning hinges on thorough preparation, skilled facilitation, and ongoing reflection After conducting cooperative learning activities, it's essential to evaluate the process by reviewing your pre-class notes and noting what was successful and what could be improved for future sessions Engage with fellow instructors about their experiences with cooperative learning and seek their insights for enhancing your approach.
Completing project assignments can be challenging for students, making it essential for them to first grasp the topic at hand Students should develop clear ideas related to their subject and effectively utilize the necessary vocabulary and structures to articulate their thoughts.
Doing project assignments is aimed at preparing students with everything necessary for presentation that why students should concentrate on cooperative learning
English students should demonstrate enthusiasm for learning the language and commit to developing their presentation skills Throughout the learning process, they are expected to engage actively in project assignments and sustain their involvement in various activities Additionally, students should foster a competitive spirit with themselves and their peers, exhibit independence, take initiative in their learning, show excitement during lessons, and maintain focus in class.
The study focused on the implementation of cooperative learning among a small group of 10th-grade students and teachers, limiting the findings to their perspectives on enhancing project lessons Consequently, these opinions may not reflect the views of all English students and teachers Furthermore, the research did not encompass all applications of cooperative learning across the four language skills or in various project lessons Acknowledging that errors are inevitable, the author welcomes any feedback and insights regarding the study.
Further research should explore additional aspects to uncover innovative and effective methods for enhancing project lessons for 11th and 12th-grade students.
Successful cooperative learning hinges on thorough preparation and effective facilitation, complemented by ongoing reflection and evaluation It is essential for both teachers and students to provide feedback on successful elements and suggest improvements for future activities, ensuring a smoother experience.
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APPENDIX 1 Appendix 1: Questionnaire before using CL in doing projects in the English