Aims and significance of the study
This study aims to explore the use of instructions for group work in second-year non-English major classrooms, providing evidence of their effectiveness By identifying the factors that impact instructional effectiveness, the research seeks to offer suggestions for enhancing group work instructions, ultimately assisting teachers in improving their instructional methods.
The study of teachers' instructions for group work among second-year non-English majors at Thai Nguyen University (TNU) highlights the critical role that effective instructions play in the success of collaborative activities Teachers must understand that clear guidance is essential, providing students with necessary details such as time limits, group sizes, and specific tasks for each member Consequently, well-planned instructions and a suitable procedural approach are vital for organizing successful group activities.
To ensure students successfully complete their tasks, teachers must provide systematic explanations and possess strong organizational skills Creating a friendly and cooperative classroom environment is essential for encouraging student engagement and motivation Additionally, effective use of eye contact and body language is crucial; teachers can employ gestures to indicate group sizes or to select students, while eye contact can help manage classroom behavior and assess understanding However, many educators lack the habit and skills necessary to effectively utilize these non-verbal cues, which can diminish their instructional effectiveness.
The research highlights the utilization of instructional methods by teachers at Thai Nguyen University, alongside the attitudes of both teachers and students towards effective instructions Based on these findings, educators can determine the most effective techniques and procedures to enhance group activities.
Finally, instructions are indispensable to the students in learning They may make progress after each lesson if the teachers‟ instructions for the class activities are well organized.
Scope of the study
Teachers utilize various methods to organize students into small groups for collaborative activities This study focuses specifically on instructional strategies for grouping students into pairs, trios, quartets, or quintets, as these are the most common group sizes used in classroom activities at Thai Nguyen University.
The study's respondents consist solely of randomly selected second-year non-English majors at TNU, which may limit the generalizability of their views on teacher instruction Consequently, their opinions may not accurately reflect those of all TNU students or the broader population of English learners.
Research questions
As stated in the introduction, the study is designed to seek answers to the following questions:
1 How instructions are used for group work in 2 nd year non-English major classrooms at TNU?
2 What facilitates and hinders the teachers when giving instructions to group work?
3 What recommendations for improvement are needed to make instructions for group work more effective?
Methods of the study
To assess the study's situation, the researcher employed various methods, including observation checklists for each selected teacher's class, post-lesson interviews with the teachers, and post-lesson questionnaires for the students.
The post – lesson interview questions are aimed at obtaining information about the teachers‟ own judgments on their teaching, particularly on the instructions
After each lesson, students will complete a questionnaire to evaluate their understanding and adherence to the teacher's instructions This method is favored for its simplicity in design and effectiveness in collecting substantial, easily analyzable data (Dornyei, 2003).
Over a two-month period, teachers' classes will be observed to gather insights into their actual teaching practices Key events and episodes noted during these lessons will serve as discussion points for post-lesson interviews.
Design of the study
The thesis consists of three main parts
Part I is the introduction in which rationales, aims, significance, research questions, scope, methods and design of the study are presented
Part II, development, consists of three chapters
Chapter 1 explores fundamental concepts essential for understanding communicative teaching theory, highlighting the significance of teacher talk and the benefits of group work It discusses effective organization of group activities and outlines key principles for delivering instructions to facilitate successful collaboration among students.
Chapter 2 offers a comprehensive overview of the selected teachers and students at TNU, detailing classroom conditions, the timetable, and the dynamics of teacher-student relationships Additionally, this chapter presents data collection methods and statistical results to support the findings.
Chapter 3 discusses the findings of the research and suggests recommendations for the improvement of instruction giving
Part III, the conclusion, summarizes the major findings obtained from the study Then it deals with the limitations and puts forward some suggestions for further study.
LITERATURE REVIEW
Communicative language teaching
Since the late 1960s, Communicative Language Teaching (CLT) has gained significant interest, marking a pivotal innovation in language education CLT introduces new assumptions regarding what is learned and how it is learned, rooted in the theory of language as communication Its rapid adoption and widespread acceptance have established it as the dominant approach in British language teaching, garnering support from prominent methodologists, applied linguists, scholars, and educational institutions (Richard, 1985).
CLT is often mentioned as an approach that comprises two sets of theories: assumption of what to teach, and assumption of how to teach
Assumption of what to teach
The theory of language in Communicative Language Teaching (CLT) emphasizes that language serves primarily for communication According to Richards and Rodgers (2001), CLT is characterized by several key features that define its approach to language learning and teaching.
Language is a system of for the expression of meaning
The primary function of language is to allow interaction and communication
The structure of language reflects its functional and communicative use
The primary units of language are not merely its grammatical and structural features, but categories of functional and communicative meaning as exemplified in discourse
Therefore, the purpose of language teaching is to develop "communicative competence", a basic concept in CLT
Hymes (1972) defined "communicative competence" as the essential knowledge and skills a speaker must possess to effectively communicate within a speech community This perspective emphasizes that achieving communicative competence involves both understanding and the ability to use language appropriately Echoing this view, Munby (1979) aligns with Hymes and Yalden in recognizing the importance of these competencies for effective communication.
Effective communication requires a speaker to master both the grammatical structures of a language and their practical application It is essential for the speaker to understand the context of their message, including the audience, timing, and setting.
Apart from those definitions, Canale and Swain (1980) also described the concept of
Communicative competence encompasses four key dimensions: grammatical competence, which involves grammatical and lexical skills; sociolinguistic competence, the ability to use language appropriately in various social contexts; discourse competence, the capacity to understand the underlying messages in coherent and cohesive texts; and strategic competence, the skill to utilize communicative strategies effectively to initiate and redirect conversations.
Assumption of how to teach
The second key assumption of Communicative Language Teaching (CLT) focuses on the methodology of instruction, emphasizing the importance of syllabus theory and models in effectively teaching communicative competence.
Wilkin D.A significantly contributed to communicative development with his first syllabus model, later expanded in his 1976 book, "Notional Syllabus." This model, noted by Richards (2001) for its functional approach to syllabus design, includes two key categories: notional elements (such as frequency, motion, and location) and communicative functions (like requests, offers, apologies, and complaints) Essentially, a notional syllabus integrates grammatical and lexical components alongside essential concepts and topics, enabling learners to effectively communicate.
2001) Wilkin' viewpoint of syllabus model is also strongly supported by Brumfit and Roberts (1983: 85)
A syllabus focused on communicative competence prioritizes meaning and interaction over traditional grammar rules This approach is commonly known as "Functional," "Notional," or "Functional/Notional."
The notional syllabus has faced criticism from scholars like Henry Widdowson and Margie Berns Berns (1984) argued that textbooks grounded in the functional view may inadequately and misleadingly present language as interaction, emphasizing the importance of context in conveying meaning Without proper attention to context, learners' development of communicative competence could be hindered Consequently, while the notional syllabus addresses discourse components, it may neglect the discourse itself Similarly, Widdowson (1979) critiqued Wilkins' notional syllabus for merely substituting one type of list, such as grammar items, with another, focusing on notions and functions instead He argued that the notional syllabus emphasizes language products over communicative processes.
There are diverse opinions regarding the notional syllabus, but these differing views play a crucial role in advancing Communicative Language Teaching (CLT), which is currently the most popular approach in language education.
A key aspect of Communicative Language Teaching (CLT) is its focus on learner-centeredness, which empowers students to take a more active and participatory role compared to traditional methods This shift necessitates a redefinition of teacher roles, as it recognizes that each learner has unique interests, styles, needs, and goals that should be incorporated into instructional design Consequently, effective instruction in a learner-centered approach emphasizes tailored teaching strategies that cater to individual student differences.
techniques that focus on or account for learners' needs, styles, and goals
techniques that give some control to the student (group work or strategy training)
techniques that include the consultation and input of students and that do not presuppose objectives in advanced
techniques that allow for student‟ creativity and innovation
techniques that enhance a student's sense of competence and self- worth
In brief, CLT is identified with the following characteristics:
It makes communicative competence the goal of teaching
It develops procedures for the teaching of the four language skills that acknowledge the interdependence of language and communication
It considers learner and his communicative needs the centre of language teaching process
To enhance student participation in communicative classroom activities, teachers should adhere to specific principles when selecting suitable techniques The upcoming section will delve into the concept of communicative activities in detail.
For some time after the rise of communicative language teaching, the status of grammar in the curriculum was rather uncertain Some linguists, like Cross (1995) or
Ur (1996) argued against the necessity of teaching grammar, suggesting that learners would naturally develop the ability to use a second language by focusing on meaning during communication However, recent challenges to this perspective have led to a broader acceptance of the importance of classroom tasks that emphasize grammatical form It is now recognized that grammar plays a crucial role in effective language use and communication.
In Communicative Language Teaching (CLT), the effectiveness of classroom activities significantly impacts language learning and acquisition Effective teaching fosters both learning, which encompasses various activities, and acquisition, which occurs during content-focused interactions The acquisition process underpins the communicative approach, highlighting that language teaching is most effective when it includes opportunities for meaningful communication.
Communicative activities, as defined by Harmer (1991), engage students in meaningful communication while encouraging diverse language use These activities are essential in language classrooms, fostering individual language application and promoting a level of autonomy among learners.
Nolasco and Athur (1993) characterized communicative activities as follows:
They involve using language for a purpose
They create a desire to communicate This means there must be some kind of
"gap" which may be information, opinion, affect, or season that students seek to bridge
They encourage students to be creative and contribute their ideas
They focus on the message and students concentrate on "what" they are saying rather than "how" they are saying it
The students work independently of the teacher
The students determine what they want to write and say The activity is not designed to control what the students will
Group work in communicative language teaching
Recent recommendations for group work in second language classrooms emphasize its importance, as highlighted by Flander (1970) and Adams, McLean, and Castanos (1976) Adrian Doff (1988: 137) defines this approach as a method where the teacher organizes the class into small groups, allowing all members to collaborate simultaneously.
The philosophy of group work, as articulated by Joe Landsberger (1996), emphasizes the importance of shared values, resources, and methodologies The effectiveness of any group or individual hinges on their willingness to embrace and respect the unique differences present within the team.
The primary goal of group work is to achieve a successful outcome, but it's essential that all members collaborate effectively as a team When everyone contributes, the group can accomplish the task efficiently; however, if even one member fails to participate, it can strain the entire team and negatively impact the final result.
All-class teaching is often undervalued, yet it plays a crucial role in fostering unity and ensuring inclusivity among learners This method keeps students engaged, especially when they anticipate questions during open discussions However, pair or small group work is essential for in-depth task exploration, allowing quieter students to participate In subjects like foreign languages, group work is vital for providing necessary practice Additionally, it enhances negotiation and cooperative skills, particularly when groups are frequently rotated Furthermore, group projects can boost motivation, as students are more likely to invest effort knowing their work will be showcased to the entire class.
Recent recommendations by Flander (1970) and Adams, McLean, and Castanos (1976), along with Long, Porter, and Patricia (1985), emphasize the importance of group work in the classroom, particularly in second language learning These educators present at least five pedagogical arguments that advocate for the implementation of group work To effectively embrace and apply group work strategies in secondary language classrooms, it is crucial to first understand and review these foundational arguments.
Long suggests that group work enhances language practice opportunities, addressing the issue of limited speaking time for second language learners in overcrowded classrooms In many secondary schools, the teacher-centered approach dominates, resulting in students primarily listening and taking notes, with only a few actively engaging in discussions Flander notes that in such environments, teachers often occupy the majority of speaking time, leaving many students unheard This dynamic contributes to a disparity in language acquisition, where only a few students succeed while others struggle Although group work cannot entirely resolve this issue, allocating half of the individual speaking time to small group activities can significantly increase practice opportunities—from one hour to five and a half hours Consequently, group activities foster more interaction, discussion, and problem-solving among students, leading to improved learning outcomes.
In a teacher-centered classroom, the rigid structure limits both the quantity and quality of student interaction, as lessons often rely on conventional question-and-answer formats that stifle genuine communication Students typically respond to display questions with single correct answers, leading to a lack of engagement and focus This pseudo-communication diminishes the importance of students' contributions, as they quickly learn that how they say something is prioritized over what they say However, incorporating group work can significantly enhance communication skills Small group settings foster natural conversations, allowing students to engage more deeply and develop discourse competence rather than just sentence-level grammar Research indicates that students can assume various roles, practicing different language functions typically reserved for the teacher With appropriate materials and problem-solving tasks, group work can cultivate the diverse skills necessary for communicative competence in a second language, ultimately improving the quality of student talk.
Group work facilitates the individualization of instruction by addressing the diverse needs of students in a large, teacher-centered classroom Individual differences such as age, cognitive stage, motivation, and prior language learning experience are often overlooked due to the lack of personalized attention By utilizing small groups, educators can provide tailored materials that cater to varying student needs, allowing them to work simultaneously and preventing disengagement among peers While group work may not fully resolve all individual differences, it serves as an essential step toward personalizing education, a concept widely recognized as beneficial yet rarely implemented effectively in traditional teaching methods.
Group work fosters a positive affective climate, especially for shy or linguistically insecure students who may feel stressed in teacher-centered classrooms Research indicates that when students hesitate or struggle to respond, teachers often interrupt or redirect questions, which can increase anxiety In contrast, small group settings provide a supportive and intimate environment where students can express uncertainty and explore ideas without the pressure of immediate accuracy This freedom enhances interpersonal relationships and encourages personalized, creative dialogue, which is essential for effective aural-oral learning.
Recent psycholinguistic research highlights the benefits of group work in second language teaching, particularly in the context of non-native conversations This evidence underscores the importance for Vietnamese teachers and learners of English to explore the rationale behind utilizing group work as a valuable educational tool.
Concerning the psycholinguistic rationale, many linguists like Long (1985), Adams,
McLeans and Castanos (1976) analyzed the quality of speech in teacher-led and small group discussions, discovering that student participation was significantly higher in small groups Their research indicated that group work allowed students to engage in a wider range of social and interpersonal language functions compared to traditional teacher-led interactions This suggests that group work may be a more effective method for enhancing second language learning than conventional instruction.
A study by Pica and Doughty (in press) compared the grammatical accuracy of student language production during teacher-fronted discussions and small group discussions focused on decision-making tasks The findings revealed that students demonstrated equivalent levels of grammatical accuracy in both unsupervised group work and structured teacher-led activities Additionally, the research indicated that students engaged in more verbal participation during teacher-fronted discussions.
Research by Pica and Doughty indicates that students engage in error correction and completion more frequently during group work compared to traditional lock-step teaching Additionally, Bruton and Samuda (1980) found that learners are more inclined to address lexical errors in group settings, while they tend to focus equally on syntax and pronunciation errors.
Doughty and Pica (1984) investigated negotiation and conversational adjustments, revealing that negotiation was more prevalent in small groups (66 percent) compared to lockstep formats (45 percent) They attributed this difference to students' reluctance to express a lack of understanding in front of their teacher and peers, leading to less negotiation of comprehensible input in whole-class settings.
I.2.3 General Strategies for a successful group work
Plan for each stage of group work
To effectively organize group work, teachers must begin with thorough preparation during the syllabus writing phase This involves selecting appropriate topics, themes, or projects conducive to group collaboration Additionally, educators should consider strategies for dividing students into groups, facilitating negotiations within those groups, offering constructive feedback, and assessing the outcomes of their collaborative efforts.
Teacher’s instructions for a successful group work
Classroom process research, described by Gaies (1983) as "the study of communication in the classroom," encompasses various aspects such as interaction analysis, teacher talk, and discourse analysis (Ellis, 1985) Teacher talk is integral to all classroom processes, including questioning, disciplining, providing feedback, and giving instructions, making it essential for effective language learning Nunan (1991) emphasizes that teacher talk significantly influences both classroom organization and language acquisition It serves as the primary means through which teachers implement their teaching plans and manage the classroom environment Furthermore, teacher talk is a crucial source of comprehensible input for learners, with its quantity and quality often determining the success or failure of classroom instruction.
Second language acquisition theory emphasizes that ample and high-quality input is essential for effective language learning, as there can be no learning without it In environments where the second language is taught as a foreign language, such as in classrooms lacking supportive contexts, instruction often becomes the primary source of target language input (Stern, 1983) For language learners, the classroom serves as the main resource, with teacher talk, especially instructions, acting as the key input Stern's teaching-learning model highlights two critical components: the language teacher and the language learner.
The language teacher, much like the learner, possesses unique traits that influence educational practices, including age, gender, prior education, and personal attributes Crucially, the teacher's language background, professional training in linguistics and education, and prior teaching experience shape their approach to language instruction These characteristics significantly impact the style of teacher talk and the nature of instructional methods employed in the classroom.
I.3.2 The definition of teacher’s instructions for group work
For many Vietnamese learners of English, the classroom serves as the primary environment for exposure to the language In this setting, teachers strive to communicate in English as much as possible, fulfilling two essential roles: it acts as both the lesson's subject matter and the medium of instruction While the role of language as content is clear, its function as a teaching tool requires further exploration According to the Oxford Advanced Learner's Encyclopedic Dictionary, teacher instruction is defined as a "process of teaching knowledge or teaching given."
The Longman Dictionary of Contemporary English defines "instruction" as a statement or order guiding someone on what they must do, and it is also described as "the purposeful direction of the learning process," making it a key activity for teachers alongside planning and management Various instructional models have been developed by educators to enhance classroom learning, with Joyce, Weil, and Calhoun (2003) identifying four main categories: behavioral systems, information processing, personal development, and social interaction Each model targets different learning outcomes, emphasizing the importance for teachers to align their instructional practices with specific desired results Often, discussions around best practices neglect this alignment, shifting the focus to outcomes rather than the methods to achieve them.
Instruction is a complex and essential aspect of the learning process, involving purposeful guidance that takes various forms It should be evaluated in relation to desired student learning outcomes, including the alignment between taught objectives and those tested Additionally, effective instruction requires managing student behavior through classroom management strategies, addressing individual differences among students, and considering broader school processes.
This research focuses specifically on the instructions utilized for group work, highlighting the crucial role teachers play in its effectiveness The success of group activities is significantly influenced by the teacher's approach, including their choice of language and mannerisms during organization As G.S Hughes (1981) points out, teachers employ various forms of communication, from commands to requests and suggestions, to guide students Therefore, instructions for group work encompass a diverse range of sentences that educators use to facilitate collaborative learning.
This study examines classroom group work, focusing on activities conducted in pairs, triads, groups of four, or even larger groups comprising half the class The research aims to analyze the instructional methods employed for each group activity organized within the classroom setting.
I.3.3 The importance of instructions in organizing group work
Effective group work hinges on clear instructions from teachers, as ambiguity can lead to frustration for both students and educators When directions are unclear, students may doubt the teacher's organizational abilities and waste valuable time trying to understand the task To foster a productive environment, instructions must clearly outline the task, convey the teacher's expectations, and specify the level of autonomy students have in organizing their work and assigning roles Additionally, providing a clear timeframe is essential, as it enables students to manage their time efficiently and plan ahead Research consistently shows that "time on task" is a crucial element for enhancing student achievement.
In educational settings, a "sponge" activity serves as an extension task for teams that finish their initial assignments These sponge activities often present more challenging problems or delve into more complex topics for discussion, encouraging deeper engagement and critical thinking among students.
I.3.4 Principles of giving instructions to group work
The effective use of language in the classroom can significantly enhance learning due to its communicative potential By incorporating the target language in practical situations, such as instructing students during exercises, teachers create an environment where real information is exchanged For instance, asking students to “Open your book at page…” and checking their understanding fosters meaningful interaction To avoid overwhelming students with excessive vocabulary and complex structures, educators should carefully consider the language they use Jim Scrivener (1994) proposed five steps for giving clear instructions, which can help maintain clarity and facilitate better comprehension among learners.
- Become aware of the teacher‟s own instruction giving
- Have a pre-plan instruction: collect essential information, use simple and clear language
- In class, create silence beforehand, make eye contact with the students before giving instructions, use authority tone and gesture to pace the instructions an clarify their meaning
- Use demonstration as much as possible
- Check understanding by getting evidence from the student Teacher may ask the students to show him/her what they are going to do
To effectively guide a group activity, teachers should follow five key steps: pre-stage, while-stage, and post-stage It's important for educators to simplify their language and use natural expressions rather than relying on excessive commands Additionally, incorporating gestures, facial expressions, and varying intonation can significantly enhance the clarity and effectiveness of their instructions.
The use of the mother tongue in group work instructions often involves teachers repeating complex directions in both the foreign language (L2) and the mother tongue This approach allows more proficient students to engage with the L2 while enabling weaker students to comprehend the instructions through translation Additionally, students may resort to their mother tongue to clarify their understanding or assist peers during activities However, conducting lessons entirely in a foreign language presents challenges, requiring not only general language proficiency but also an awareness of the specific language needs within the classroom and the ability of the teacher to provide clear, comprehensible input.
CHAPTER II: METHODOLOGY II.1 The informants
The study involves nine teachers, identified as T1 through T9, who are organized into three groups All participants expressed enthusiasm for contributing to the research and welcomed the author's observation of their lessons over one semester Detailed profiles of the teachers can be found in Table 1.
Group Age Sex Teaching experience
1 (T1-T3) 40 - 50 2 1 more than 20 years BA degree
Table1 Teacher’s profiles (Total number of tea cher: 9)
The study involved approximately 500 second-year non-English majors from the Faculty of Mathematics, Physics, Chemistry, and History, divided into nine classes of 60 to 70 students each The classes exhibited a mixed level of language proficiency, with some students having seven years of English education in secondary school, while others had only three years During their first and second years at the university, these students study general English using the textbook "New Headway – Elementary" by John and Liz Soars (1995).
Data collection instruments
In this study, the author utilizes a combination of qualitative and quantitative methods to gather data for addressing the research questions As noted by Larsen Freeman and Long (1991:14), these two paradigms are not in competition but are complementary, suggesting that their integration can yield more comprehensive insights This approach is expected to provide richer, more nuanced data for analysis within the context of the research.
This study aims to explore a specific phenomenon within the context of Thai Nguyen University, classifying it as a case study As defined by Gillham (2001: 1), a case study provides an in-depth understanding of a particular subject or situation.
A unit of human activity embedded in the real world
Which can only be studied or understood in context
Which exists here and now
That emerges in with its context so that precise boundaries are difficult to draw
A case study involves gathering diverse types of evidence present within the case context, which must be analyzed and organized to derive the most accurate response to the research question.
According to McDonough and McDonough (1997), case studies encompass both qualitative and quantitative research methods, allowing for a comprehensive analysis of large-scale trends through random sampling and statistical analysis However, due to the unique and controlled environment of classrooms, randomly selecting numerous teachers for a single class is impractical, as it complicates detailed analysis and makes it challenging to manage all influencing variables in extensive studies This complexity underscores the rationale for choosing a case study approach for the research.
To investigate teachers' instruction-giving procedures, a post-lesson questionnaire was administered to students in the observed class This approach aimed to gather insights into students' evaluations and the reasons behind their successful or unsuccessful adherence to the teacher's instructions The author chose a questionnaire for this stage due to its ease of construction and its effectiveness in quickly collecting a substantial amount of processable information (Dornyei, 2003).
Beside questionnaires, classroom observations are the main tools to collect more information about the procedures used by the teachers
Over a two-month period, teachers' classes were observed to gather insights into their teaching practices Each observation involved three key steps: pre-lesson, during the lesson, and post-lesson In the pre-lesson phase, the author engaged with teachers to understand their lesson objectives and review their lesson plans During the lesson, an observation sheet was utilized to document the instructional process Finally, the post-lesson phase facilitated a discussion for exchanging ideas between the observers and the teachers.
To gather insights on teachers' lesson preparation and their beliefs about instructional methods, pre-lesson interview questions were crafted Following the lesson, post-lesson interview questions were employed to capture teachers' self-assessments of their teaching, with a specific focus on their instructional strategies.
Specific episodes of events observed during the lessons were used to generate discussion topics during post – lesson interviews.
The current situation of English teaching and learning at TNU
The Foreign Languages Faculty at Thai Nguyen College of Education, established in 1995, comprises 83 teachers, including 30 dedicated to instructing English for non-English major students across various departments With a gradual increase in student enrollment, these teachers face the challenge of managing approximately 1,000 students annually, averaging 50 to 60 students per class This high student-to-teacher ratio adversely affects the effectiveness of language teaching and poses significant challenges for English instructors in handling crowded and diverse ability classes.
At the University, non-English major students are studying "New Headway – Elementary" by John and Liz Soars, a course structured over two semesters, each worth five credits The final assessments at the end of each semester primarily focus on evaluating students' reading and writing proficiency This assessment approach may influence students' learning strategies and their perspectives on the significance of engaging in classroom activities.
CHAPTER THREE: RESULTS AND DISCUSSIONS
III.1 Data analysis III.1.1 Classroom observations III.1.1.1 The organization and content of the teachers’ instructions
Classroom observation in nine classes with the nine teachers was applied to identify how instructions were used for group work
1 The sequence of the information is in a sensible order
1 CE SE SE CE CE SE SE SE CE
2 SE SE LE CE SE CE CE SE SE
3 SE CE SE SE SE SE CE CE SE
2 Appropriate pacing maintains student engagement
1 CE SE SE SE LE CE LE NE CE
2 SE CE SE SE SE CE NE SE SE
3 LE SE CE SE CE CE SE CE LE
3 Demonstration and models precede practice exercises
1 LE NE SE SE SE CE NE SE LE
2 SE SE CE CE SE SE CE SE CE
3 SE LE SE CE CE CE SE SE SE
4 A variety of techniques is utilized to make content concepts clear (e.g., modeling, visuals, hands-on activities, demonstrations, body language)
1 LE SE LE SE CE SE CE SE SE
2 SE NE LE SE SE NE SE LE CE
3 SE SE SE CE SE SE CE SE SE
5 Scaffolding techniques are applied consistently
1 SE CE CE SE CE SE SE LE SE
2 SE SE CE SE NE SE SE NE SE
3 CE SE CE CE SE CE SE SE CE
6 Teacher takes into account the specific knowledge and experience of the students, adds explanations as necessary and refers to the students‟ experience
1 SE CE SE SE SE CE SE LE SE
2 SE SE CE SE CE SE SE SE SE
3 CE SE SE CE SE CE SE CE CE
Table 2 : The organization and content of the teachers’ instructions (CE: clear evidence
SE: Some evidence LE: limited evidence NE: No evidence)
Teachers in group 2 (T4 – T6) demonstrate effective instructional strategies for group work, although there is limited evidence of maintaining student engagement during lessons Alongside the other groups, group 2 accounted for 4 out of 9 observed periods where the teacher acknowledged students' specific knowledge and experiences, providing necessary explanations and referencing their backgrounds.
Teachers in group 2 demonstrate the most effective pacing during instructions, with clear evidence of appropriate pacing in 4 out of 9 periods, despite one period showing limited evidence In contrast, teachers in group 3, who are less experienced, show less success with only 2 out of 9 periods exhibiting clear evidence of maintaining student engagement through pacing, while 2 periods show no evidence at all Meanwhile, group 1 maintains normal pacing, with 8 out of 9 lessons reflecting some degree of effective pacing to engage students.
Demonstrations and models play a crucial role in enhancing instructional effectiveness and group activities Teachers must recognize that not all students are fully engaged during lessons; some may be distracted or conversing with peers Consequently, many students may leave the instruction without a clear understanding of their tasks To address this issue, incorporating demonstrations and models can significantly aid in clarifying expectations and ensuring that all students grasp the material effectively.
In the observations, it was noted that teachers in group 2 consistently incorporate demonstrations or models into their lessons, as evidenced by the data in Table 2 In contrast, teachers in groups 1 and 3 occasionally skip this important instructional step.
III.1.1.2 The language used for the instructions
7 The use of speech is appropriate for students' proficiency level (e.g., slower rate, enunciation, and simple sentence structure for beginners)
1 SE CE CE CE SE SE LE SE LE
2 SE SE CE CE CE CE SE NE SE
3 SE CE SE SE CE SE SE SE CE
8 The use of language is in highly effective ways to emphasize the purpose and the requirement of the activity
1 LE SE SE CE SE SE LE SE SE
2 NE SE CE SE CE CE NE SE SE
3 SE SE SE CE SE SE SE LE SE
9 Teacher shows the flexibility in paraphrasing the instruction
1 LE LE SE SE CE SE LE SE SE
2 LE SE SE SE SE CE SE SE SE
3 SE CE LE SE CE SE CE SE LE Delivery
10 An authoritative tone is used
1 CE CE CE SE CE CE SE SE CE
2 SE CE CE SE CE SE SE CE SE
3 CE SE CE CE SE CE LE SE NE
11 The volume and rate varies to show emphasis
1 SE SE SE CE SE CE SE CE SE
2 SE CE SE CE CE SE CE SE SE
3 SE CE SE SE LE SE SE SE LE
12 The pronunciation and enunciation are clear
1 SE SE CE CE SE CE CE SE CE
2 LE SE LE SE CE SE SE LE CE
3 SE LE SE CE SE CE CE SE SE
Table 3:The language used for the instructions (CE: clear evidence SE: Some evidence
LE: limited evidence NE: No evidence)
In analyzing the language used by teachers during instruction, it was found that 4 out of 9 lessons in group 1 and 5 out of 9 lessons in group 2 demonstrated appropriate language for students' proficiency levels, characterized by a slower rate, clear enunciation, and simple sentence structures suitable for beginners In contrast, group 3 exhibited a significant discrepancy, with only 2 out of 9 lessons showing limited evidence of appropriate language use and 1 lesson lacking any evidence The older teachers in group 1 struggled with paraphrasing instructions, as 3 out of 9 lessons provided limited evidence, while 5 lessons showed some flexibility in their instruction Group 3 faced similar challenges, with 2 out of 9 lessons offering limited evidence and 6 lessons showing some evidence of flexibility Conversely, group 2 excelled in paraphrasing instructions during group work, achieving 3 out of 9 lessons with clear evidence and 6 lessons with some evidence of effective instruction flexibility.
Experienced teachers in group 1 demonstrated a strong authoritative tone in 7 out of 9 observed lessons, highlighting their effectiveness in delivering instructions In contrast, teachers from groups 2 and 3 did not exhibit a similar proficiency Nevertheless, group 3 showed potential with one lesson displaying limited evidence of an authoritative tone and another lesson lacking evidence, indicating that they can effectively utilize this skill when needed.
Teachers in group 1 exhibited less clear pronunciation and enunciation compared to those in groups 2 and 3, who demonstrated correct pronunciation in 5/9 and 4/9 lessons, respectively Two teachers from group 1 had over a decade of experience teaching Russian before transitioning to English, a subject that gained importance at the university Despite their efforts, their Russian accent influenced their English pronunciation, and some attributed their difficulties to age-related challenges.
III.1.1.3 Physical expressions for the instructions
13 Teacher involves the whole class with eye contact
1 CE CE SE SE CE CE CE SE LE
2 SE CE SE SE CE CE LE SE SE
3 SE SE CE CE SE SE SE SE LE
14 Gestures are used effectively to pace the instructions and clarify their meanings
1 SE SE SE CE SE CE SE LE SE
2 SE CE SE SE CE SE LE NE LE
3 SE SE CE CE CE CE SE SE SE
Table 4: Physical expressions for the instructions (CE: clear evidence SE: Some evidence
LE: limited evidence NE: No evidence)
In examining the use of eye contact during instruction, it is evident that teachers in groups 1 and 2 demonstrated strong confidence and effectively engaged the entire class through appropriate eye contact and gestures Their teaching experience likely contributed to their success, allowing them to pace instructions and clarify meanings effectively In contrast, the younger teachers in group 3, with limited teaching experience, showed less evidence of engaging students through eye contact, particularly in 3 out of 9 lessons One teacher expressed feelings of insecurity, noting that her students' gaze sometimes disrupted her thought process, resulting in less effective instruction She also mentioned a discomfort with using body language, feeling awkward and likening it to being a clown when attempting to incorporate it into her teaching.
III.1.1.4 Observation of the nine classrooms in details
This section examines the observation of nine randomly selected classrooms, all of which were studying the same section of the textbook to facilitate comparison In addition to the previously outlined observation checklist, the author aims to closely analyze the instructional methods utilized in these classes.
Classroom of the first teacher a Class description
- Lesson: Unit 12 – Life is an adventure (p91-92) (New Headway Elementary)
- Lesson aims: By the end of the lesson, students will be able to use „going to‟ to express their plans and intentions b Teaching procedure
The lesson was designed with three stages:
- Wrap up c Comment on teacher’s demonstration
In this stage, the teacher encouraged students to recap the previous lesson on the structure "going to." The students summarized its usage and received essential vocabulary to practice this grammatical structure effectively.
In this stage, the teacher arranged an activity for the students to practice using
The teacher efficiently grouped students by having three classmates at the same desk work together, allowing for better time management and easier group control This approach fostered a comfortable environment, as students enjoyed collaborating with familiar peers However, this familiarity could also lead to boredom and a lack of curiosity about their partners, presenting both advantages and disadvantages in the learning process.
The lesson featured three engaging communicative activities designed to enhance student participation The first activity focused on using "going to" with information from the textbook In the second activity, students worked in groups to complete a questionnaire that explored common plans with their partners Finally, the third task involved groups of three students collaborating at the board, where one described pictures, another drew them, and the third wrote sentences This interactive approach not only captured students' attention but also fostered a fun and participatory learning environment.
The teacher delivered detailed instructions to the students using an authoritative voice and specified the time for each task To enhance understanding, he repeated the instructions in Vietnamese and asked a student to demonstrate a model However, despite his clear intentions, some students struggled to comprehend due to his unclear pronunciation, particularly the omission of the /s/ sound in clusters This led to confusion among the students, prompting them to seek help from peers, which created a disruptive atmosphere in the classroom Consequently, when time was called, only those seated at the front, who had received direct assistance from the teacher, managed to complete the tasks It would have been more effective if the teacher had separated the two tasks and provided instructions in a calmer manner.
RESULTS AND DISCUSSIONS
Discussion on the results
III.2 Discussions on the results
III.2.1 How instructions are used for group work in 2 nd year non – English major classrooms at TNU?
The observation and survey results indicate that teachers recognize the significance of effective instruction, despite facing challenges in their teaching methods They actively explore various strategies to enhance their instructional practices Notably, teachers in group two demonstrated the highest success rates, utilizing diverse instructional techniques that incorporated visuals and physical movement Their confidence was evident through friendly eye contact and appropriate pacing during lessons With all members holding M.A degrees and possessing over a decade of teaching experience, their expertise likely contributes to their ability to tailor activities that consider students' knowledge and understanding.
The first group of teachers at TNU, primarily older and experienced in teaching Russian, often faced challenges in engaging their students due to their limited use of body language and a preference for lecturing from their desks Despite their ability to convey instructions clearly, students frequently struggled with the teachers' accents and showed little enthusiasm for classroom activities, which lacked variety and creativity The teachers, most of whom were over 40, tended to remain seated during lessons, finding movement and active participation unfamiliar This approach led to predictable and rigid instruction, causing students to become accustomed to the rules rather than actively listening Although students could complete their tasks, the lack of dynamic engagement diminished their overall excitement and participation in the learning process.
Teachers in group three showed a strong interest in organizing engaging classroom activities, such as games and exercises, to motivate their students However, the outcomes often fell short of their expectations Frequent complaints arose regarding their lengthy explanations and rapid speaking pace, likely due to their recent graduation and familiarity with the speed of students' oral tests Additionally, they sometimes overlooked the importance of capturing students' attention before giving instructions, leading to distractions, particularly among those seated at the back of the class Consequently, while their lessons were creative, the overall effectiveness and student engagement were not as high as desired.
It is a certain that these nine teachers were only representatives of teachers of English at TNU However, they somehow revealed the English learning facts at the University
III.2.2 What facilitates and hinders the teachers when giving instructions?
Based on the teacher's post-lesson interview and student survey responses, several factors contribute to teachers' success in instruction, with students being the most significant The students inspire teachers to innovate and engage in the learning process Observations revealed that students showed deep respect for their teachers, indicating their awareness of being evaluated This awareness resulted in attentive listening and active participation, as many students raised their hands to contribute ideas The author emphasizes the importance of students' positive attitudes, as they motivate teachers to dedicate themselves to creating exceptional lessons.
Teachers play a crucial role in the success of instructional methods, as evidenced by their use of effective techniques Experienced educators in groups 1 and 2 implement well-organized activities and adhere to essential steps during instruction They engage students by pausing briefly before giving directions, using concise and clear language at a normal pace, and demonstrating tasks before class practice This consistent structure in their instructions helps students become familiar with the procedures, enabling them to follow along effectively.
III.3 Cause analysis for the result of the study
The current study reveals that classroom instructions are lacking in effectiveness and have generated minimal interest among students Several factors contribute to the ineffectiveness of these instructional methods.
In Vietnam, the learning environment is deeply influenced by cultural traditions, resulting in a hierarchical relationship between teachers and students Teachers hold significant authority in the classroom, often making direct decisions about the learning process This dynamic leads students to believe that teachers possess all knowledge, causing them to hesitate in asking questions or expressing doubts Consequently, students may refrain from seeking clarification for fear of being perceived as disrespectful or misbehaving, as they typically aim to avoid upsetting their teachers.
At Thai Nguyen University, classes typically exceed fifty students, which limits individual speaking practice to about a minute per student during sessions This large class size makes it challenging for teachers to ensure that all students, especially those seated at the back, fully comprehend instructions, often leading to the use of Vietnamese for clarity Distractions from outside the classroom and conversations among peers further hinder attention, particularly for students who struggle academically and tend to sit at the back Consequently, teachers focus on students in the front, leaving many behind without adequate understanding of the lesson Managing such a large group makes it difficult for teachers to address individual concerns, resulting in a reliance on student readiness to initiate activities.
III.3.3 Factors concerned with the learners
In the classroom, teachers hold a degree of power, yet learners significantly impact the pace and direction of interactions Each student possesses unique preferences and learning strategies, which can sometimes conflict with the teacher's plans The diversity in student personalities leads to varying psychological processes in learning English, influenced by their individual needs, motivation, and learning factors Additionally, teachers' instructions are shaped by students' beliefs; at TNU, for instance, students are accustomed to receiving instructions in Vietnamese or in a simplified format This has resulted in a tendency for students to ignore English instructions, waiting instead for translations, which has fostered a cycle where teachers inadvertently contribute to students' reluctance to engage with English.
The students significantly impeded the effectiveness of the instruction due to overcrowding and frequent distractions Additionally, their varying levels of proficiency posed challenges for teachers in differentiating their instructional approaches.
III.3.4 The limited teaching time
Teachers expressed concerns about the limited teaching time and the extensive content that needs to be covered within that timeframe They noted that providing clear instructions is time-consuming, particularly when explaining rules for group work in both English and Vietnamese Additionally, predicting the duration of activities can be challenging, leading to instances where an activity takes longer or shorter than expected As a result, many teachers, especially those who are newer to the profession, feel somewhat passive in their teaching approach.
III.3.5 Teachers’ awareness toward instructions for group work
For years, teachers and educational organizations have focused on identifying effective teaching methods while overlooking the crucial role of clear instructions in language teaching, particularly for group work Traditionally, lesson preparation emphasizes teaching methods, often neglecting detailed activity instructions Teachers commonly use basic phrases like “work in pairs” or “answer the questions” without providing necessary explanations, such as “please work with the students next to you.” Furthermore, educational organizations prioritize method training over effective classroom communication skills Consequently, many teachers lack the theoretical knowledge needed for giving instructions, often relying on traditional foreign language teaching methods that require minimal specialized skills, positioning themselves as authoritative figures in the classroom When activities fail, the blame frequently shifts to students, who are often criticized for their proficiency or lack of focus.
Recommendations
Incorporating a variety of activities that align with students' interests can enhance participation in lessons Teachers may find that spending less time on direct instruction in class allows them to focus on preparing engaging materials and selecting suitable tasks for mixed-ability students at home It is essential that the chosen materials and group activities facilitate meaningful language use, encouraging students to express their opinions and thoughts At TNU, teachers should supplement the course book with additional resources and create tailored group activities to maximize student engagement and learning outcomes.
Language classes can benefit from structured activities like information gap, content-focusing, role play, and jigsaw reading, each offering unique advantages For instance, in New Headway – Elementary - Unit 14, three texts introduce different characters, making it ideal for an information gap activity In this setup, each student focuses on one character's text, engaging in tasks such as scanning for introductory details, skimming for specific information, and answering questions Afterward, students exchange information without referencing their texts, allowing them to compare and contrast their character details for similarities and differences.
Teachers can enhance their lessons by incorporating the noughts and crosses game, a straightforward activity where two players or teams alternately place Os and Xs in a grid of nine squares The objective is to be the first to align three of the same symbols in a row This game can be effectively utilized for language practice by filling the grid cells with various items, such as nouns, verbs, adjectives, or questions that the teacher aims to assess.
Another type of valuable activities for students is role playing It is simultaneously interesting and useful to students because it emphasizes the "real-world" side of science
Role-playing effectively engages students in tackling complex problems that lack a definitive solution, allowing them to gain insights beyond the course material For instance, in Unit 12, page 91, task 1, a teacher can organize students into groups of three, assigning roles: A as Rosie, B as her boss who will pose questions, and C as the secretary to document the interaction The first group to submit their completed paper to the teacher wins, and the role play can be conducted within a 10-minute timeframe.
III.4.1.2 Suggested group activities with improved instructions
Teachers may have reduced in-class hours, but they invest significant time preparing materials and rehearsing their instructions beforehand for optimal lesson delivery In post-lesson discussions, inexperienced teachers expressed a desire to incorporate academic vocabulary into their instructions While using complex sentences can enhance their English practice, it may also lead to confusion among students To support the development of newly graduated teachers, the author proposes specific instructional activities designed to improve their teaching effectiveness.
Introducing each other (Unit 1 – New Headway – Elementary)
In this activity, students work in group of three or four in three minutes
Teacher: (Stand in the middle front of the class, wait for three seconds)
“Class! We are working in groups of four now Work with the partners sitting at your table Huong, who are you working with?”
Huong: “I am working with….and….”
Teacher: “O.K You are going to ask your partners about their names and hometowns
What questions are you going to use?, Hoang”
Hoang: “We are going to use questions: What‟s your names? And Where are you from?”
Teacher: “That‟s correct Thank you And Your answer, Lan?”
Lan: “I‟m Lan I‟m from Ninh Binh”
In a classroom activity, the teacher encourages students to engage with their peers by asking questions about their friends' names and hometowns Students are given two minutes to interact and are reminded to memorize the information, as the teacher will quiz them afterward This exercise promotes social interaction and memory skills among classmates.
What computers can do?(Unit 5 – New Headway - Elementary)
Teacher: (Stand in the middle front of the class, wait for three seconds)
“Class! We are working in groups of three now Work with the partners sitting at your table Linh, are you working with Binh and Tien (Ss sitting behind Linh)?”
Linh: “No, I am working with….and….”
In this lesson, students will collaborate with their partners to create a comprehensive list outlining the capabilities and limitations of computers The teacher prompts the discussion by asking the students to share their insights on what computers can do.
Tri: “I think they can help us connect with our friends”
Teacher: “Excellent! What can‟t they do? Hue”
Hue: “They can‟t cook, teacher”
Teacher: “Correct! Now you have five minutes to discuss The group with the longest correct list will be the winner Let‟s start!”
Teachers should focus on using clear language while also developing a strong voice and engaging body language to enhance their instructional delivery This combination not only makes their teaching more effective but also ensures that their instructions are both appealing and easy to understand.
III.4.1.3 Improve instruction giving techniques
Based on the theories of effective instruction outlined in the literature review and the insights gathered from the teachers involved in the study, the author proposes several key strategies to enhance instructional practices.
The case study reveals that teachers generally prefer using simple and concise instructions While some younger teachers occasionally incorporate academic terminology, which can hinder instructional effectiveness, they acknowledge the value of straightforward guidance and express a commitment to tailoring their language to the students' proficiency levels In post-interviews, all teachers emphasized the importance of making instructions as concrete as possible They noted that providing a clear list of steps and required materials would facilitate better retention and adherence to the instructions for both teachers and students.
When students receive multiple instructions simultaneously, confusion can arise; thus, teachers should avoid overwhelming them at the beginning of an activity Instead, it's more effective to break the activity into manageable segments, providing additional guidance between each step For instance, teachers can instruct students to focus solely on Step Two before discussing their results, followed by a prompt to complete Steps Three and Four This segmented approach not only clarifies instructions but also enhances engagement by varying the tasks students undertake.
To ensure all students understand their tasks, teachers should provide additional guidance to small groups as needed During activities, it is essential for teachers to circulate around the classroom, offering quick instructions and support while addressing any unexpected behaviors and keeping groups focused After group work, the teacher should reconvene the class to review the completed work and summarize the key language points practiced during the lesson.
To enhance comprehension, it is beneficial for teachers to supplement oral instructions with written steps displayed on the blackboard or newsprint Unveiling one step at a time as instructions are provided can aid in maintaining student focus Additionally, distributing worksheets or reading materials should occur only after the instructions are delivered, as having these materials in hand may lead students to read ahead and disengage from listening.
Providing instructions in various formats is essential for success in teaching This approach includes delivering guidance both orally and in writing, as well as using visual aids like pictures and diagrams Additionally, hands-on examples or sample materials can enhance understanding Recognizing that some students learn better through reading while others benefit from visual demonstrations ensures that all learning styles are accommodated.
III.4.1.5 Train students group work skills
Effective group work relies on strong cooperation between teachers and students Teachers must equip students with essential skills for collaboration, including necessary language forms to express agreement, disagreement, explanations, questions, repetitions, interruptions, and comparisons Additionally, it is crucial for teachers to instill specific rules for group work, such as promptly starting and stopping activities upon the teacher's command, transitioning quickly between tasks, practicing self-discipline, and attentively following instructions.
III.4.1.6 Self -train to be effective instruction providers