Using group work to enhance students’ self confidence in speaking english at phuoc binh a secondary school

The study reports the findings of a survey at Phuoc Binli A Secondary School PBA to assess the current level of students' self-confidence in learning English speaking skills and evaluate

INTRODUCTION

BACKGROUND TO THE STUDY

English is utilized globally as one of the popular languages for cross-cultural conununication, facilitating interaction among individuals from diverse regions English has become a compulsory subject in secondary education English is considered an extremely important conununication tool that brings many benefits due to its expansion and integration into all fields of study globally.

Currently in Vietnam, the demand for fluency in English for work and study is becoming increasingly popular across various professions (Thai, C.D., Huynh, N.A.M, Thach, C.D, Phu, T.H.C, Lam, S.H,2018; Sundkvist & Nguyen, X.N.C.M, 2020) The increase and enlargement of English during the era of globalization and industrialization have posed a considerable challenge for a variety of students (Le, D.M., Nguyen, T.M.H & Burns A, 2017) Therefore, enhancing conununication skills in the process of learning English needs more attention It plays an important key to opening many doors of employment opportunities and career development for students in the future.

The findings from research on the present state of English learning and teaching in Vietnam indicate that, despite recent endeavors to transition from teacher-centered to student-centered approaches aimed at enliancing students' skills and fostering interaction, lecture-based instruction continues to be the predominant method employed hl Vietnamese educational establishments (MOET, 2009; Pham, T, 2010a & b, as cited hl Tran, V.D & Lewis, 2012a) Additionally, according to Nguyen (2011), student-centered learning has not emerged as the central focus in the educational process, with students often adopting a passive learning approach due to the emphasis on grammar-translation within the Vietnamese teaching-learning context The comprehensive discussions gathered from these educational environments offer numerous opportunities for enliancing English skills (Nguyen, N.T., 2011) Thankfully, educators have recognized the significance of enhancing student-centered

English communication This awareness has prompted then- participation in various conferences over recent years, aimed at solving related problems.

According to MOET in 2009, teachers are encouraged to find teaching methods that are relevant and practical for teaching English in Vietnam, hl particular, teaching Speaking skills requires teachers to build an interactive process of creating meaning that includes creatmg, receiving, and processing information Speaking English is not easy because the speaker must master several important elements, including pronunciation, grammar, vocabulary, fluency, and comprehension This aims to enhance both learning and teaching effectiveness while promoting student-centered approaches The educators have recognized that utilizing group work as a way to foster a learner-centered envữonment in the classroom (Do, M H & Le, T T M,

2020) Through collaboration in group settings, students can enliance their conununication skills and strive towards greater proficiency in English speaking (Nguyen, T T, 2014) Additionally, this approach allows students to deliberate and refine their ideas before presenting them to the whole class (Le, T.N.D & Nguyen, B.H, 2017) The study carried out by Hamzah and Ting (2010), students responded positively to group work activities in the classroom, leading to a notable rise in their group participation Consequently, well-planned group work activities could have considerable pedagogical implications and serve as a practical method for teaching speaking skills to students Group work also fosters a classroom enviromnent that encourages student participation and activities while reducing anxiety and boosting self-confidence (Brown, 2006; Doryet, 2001).

With a student-centered perspective, cooperative learning has been affirmed as one of a kind to help students gain practical learning, efficient conununication in understanding knowledge as well as promote positive students toward their learning (Johnson & Johnson 2018; Slavm, 2011, as cited in Tran V.D & Lewis, 2012a) According to Brown (1994), foreign language learners cannot speak the language or express themselves freely and eloquently unless they have a certain level of confidence Speaking English by using the group work technique has a positive effect on the academic achievement of students in terms of developing self-confidence and cooperation among learners (Madjid, 2019).

According to Richards and Platt (1992), using group work is a useful method to develop the three essential aspects of language learning: fluency, accuracy, and appropriacy To improve students' English conununication skills, educators have extensively adopted group work in combination with the communicative language teaching (CLT) approach and task-based language teaching (Willis & Willis, 2007).

STATEMENT OF THE PROBLEM

In reality, most Vietnamese teachers of English at Secondary Schools have encountered a lot of difficulties in helping then students achieve success in learning English as a first foreign language These difficulties seem to be obvious to teachers who are in charge of teaching English at Phuoc Binh A Secondary School located in a remote border area Here, students at the elementary level are not exposed to English, so students are only introduced to English when they enter 6th grade The researcher- had the opportunity to practice teaching English at PBA for 9th-grade students Most students are fairly proficient in written tests, which focus extensively on vocabulary and grammar, but their speaking skills remain quite limited To begin with, English is still classified as a foreign language rather than a second language Consequently, it is extensively utilized and highly favored in numerous major cities of Vietnam, including Hanoi, Ho Chi Minh City, etc., whereas its prevalence is not as pronounced m other provinces Furthermore, all of the researcher's students involved in the study are from rural areas, and they have expressed to the researcher that they lack practical opportunities to communicate in English in real-life situations This greatly disadvantages them and leads to a lack of confidence when speaking English in class The current research was conducted to investigate the effectiveness of GW in enhancing students' self-confidence in speaking English.

OBJECTIVES OF THE STUDY

The objectives of the study are:

(l)To assess the cun-ent level of students' self-confidence in learning English speaking skills.

(2) To evaluate the effectiveness of Group Work in enhancing students' self confidence in speaking English.

RESEARCH QUESTIONS

To serve the purposes of the study mentioned above, two research questions have been designed.

(1) Research question 1: What is the current situation of students' self-confidence in learning English speaking skills?

(2) Research question 2: How effective is Group Work in boosting students' self confidence ill speaking English?

SCOPE OF THE STUDY

The research was conducted on 9th-grade students at PBA This is a school located in a remote area of Tay Ninh province The participants started learning English with the researcher with the researcher for 3 months Additionally, the researcher dedicated an additional internship period of nearly 3 months to observe English classes at PBA The study does not cover the entire picture of GW implementation across all educational levels.

The study only targeted a specific group of subjects, 9th-grade students in secondary school The researcher only focused on a few new factors, just using group work, to help improve students' confidence when speaking English, not all skills to help students become more confident when speakmg Moreover, due to the short duration of the data collection process, the findings of the current study might be a reflection of the attitudes of just these participants to the approach in the context of a secondary school These findings cannot be broadly generalized to all students who do not study English in remote areas of Vietnam.

SIGNIFICANCE OF THE STUDY

English teachers at PBA have faced problems in helping students' confidence to speak English Therefore, using GW in teaching speaking skills to students at school is considered a new step in teaching and practicing English speaking skills to help students improve their confidence in learning English This study is expected to provide new insights into knowledge in the field of GW implementation research as a whole Although GW is not a new concept in language education and has been widely used in various educational settings, it is clear that its use varies at different levels of education The practice of group work will be presented in this study, with detailed activities carried out by experienced teachers at the school as an overall picture of group work for students in grade 9 Furthermore, the implementation of GW for self confidence improvement was specified as the primary goal, resulting in some valuable pedagogical implications as well Teachers will make appropriate adjustments and suggestions for group activities to enliance students' confidence to the greatest extent.

LITERA TURE REVIEW

DEFINITION OF TERMS

Self-confidence plays a significant role in various aspects of life It is very important for EFL learners to be able to apply their language skills to real-life problems According to Clement and Kruidenier (1985), “the self-confidence construct comprises two elements: anxiety as an emotional aspect and self-assessment of competence as a cognitive aspect” (p.24) Similarly, Clement, Dornyei, and Noels

(1994) proposed that “self-confidence can be improved through reduced anxiety levels and a strong sense of competence in L2 proficiency” (p.422) Further, Clement, Baker and MacIntyre' study (2003) said that self-confidence is shaped by two variables: how relaxed L2 learners are and how competent or incompetent they are (as cited in Lightbrown & Spada 2013).

Brown (2006) self-confidence is "person's belief in his or her ability to accomplish a task" (p.62) It was quite relevant to the definition in the Cambridge dictionary explained that the word "self-confidence" refers to the belief or trust in one's own abilities or powers To achieve success in the task, the learner needs to achieve a certain level of confidence or belief in completing the task.

Brown (2006) stated that “no successfill cognitive or affective activity can be conducted without some degree of self-esteem, self-confidence or self-efficacy” (p.154) The term "self-confidence" relates to a person's firnmess or strength of belief, but it does not identify the direction in which they believe.

According to the definitions mentioned above suggest, self-confidence is expressed in a combination of less anxiety and a deeper understanding of L2 competence throughout the learning process.

In learning a second language, self-confidence and anxiety detennine the amount of knowledge acquired Therefore, anxiety and self-confidence are closely related The lower the level of confidence hl the learnhig process, the more uncomfortable, disappointed, self-doubting, apprehensive, or concern In Saville- Troike's study (2012) “fostering students' eagerness to learn is essential” (p96) Teachers need to reduce students' anxiety to enhance their self-confidence According to Horwitz, Horwitz, & Cope (1986), conununication apprehension, test anxiety, and fear of poor evaluation are three elements that contribute to anxiety The researcher modified and applied this personal study based on these principles.

According to Spielberger (1983) distinguished two constructs of self-confidence including state anxiety to be the transient emotional reaction and state perceived competence He belived that anxiety is the feelings of tension and apprehension, accompanied by autonomic nervous system arousal State perceive competence refers to the feeling of that one has the capacity to communicate effectively at a particular moment.

Self-confidence and anxiety are closely related, and it can be explained that anything that increases anxiety levels will decrease a person's self-confidence (as cited in MacIntyre, Clement, Dornyei, & Noels, 1998).

Brown (2000) stated that "group work is one of two constructs of collaborative learning having a generic term covering a multiplicity of teclmiques in which two or more students are assigned a task that involves collaboration and self-initiated language" (p.177) A group is created when two or more individuals identify themselves as part of it and when its presence is acknowledged by at least one other person (Brown, 2000 as cited hl Dornyei & Murphey, 2003).

Wtergaard (2009) said that “a group is made up of individuals with shared needs, who benefit from the opportunity to work with and learn from others in order to develop skills, knowledge and attitudes” (p.6).

According to Gillies & Ashman (2003), “group work, in language class, is a co operative activity, it is designed and implemented to develop social strategies and acceptable social attitudes in students, and to improve social relations within and between groups In cooperative activity the students share aims and responsibilities to complete a task assigned by the teacher in groups or in paứ” (p.54).

Toseland and Rivas (2009) group work is defmed as "goal-directed activity with small groups of people aimed at meeting socio emotional needs and accomplishing tasks It means that task is directed to individual members or a group and as a whole within a system of delivery" (p.5).

Over the past few decades, there has been notable progress in developmg speaking skills in second language learning (Derakhshan et al., 2015) Brown (1983) also emphasized that speaking entails an interactive process of constructing meaning, which includes producing, receiving, and processing information.

Speaking skill is defined as “the range of exercise types and activities with a communication approach is unlimited, provided that such exercises and activities enable learners to attain the communicative objectives of the curriculum, engage learners in communication and require the use of such communicative processes as information sharing, negotiation of meaning, and interaction” (Richard and Rodgers,

Simbolon (2015) claims that speaking or speaking is a language skill that is developed in a child's life The speaking skill can be acquired through the ability to listen When the child is listening, eating at the same time will learn speaking skills The ability to speak in English has a significance role in daily conununication Speaking skills can be gained by utilizing tluee steps, introducing a new language, training the new language, and communicative activities through the new language.

2.2 REMEW OF PREVIOUS RELATED STUDIES

A considerable amount of literature has been published on Group work in speaking English, and the majority of studies have applied this technique to students at university For instance, Jayanth & Soundiraraj (2016) The research aimed to enhance the speaking skills of ESL learners through the implementation of group work activities Twenty-five students from an engineering institute were chosen to take part in the study After taking the test, these students were divided into small groups and provided with focused coaching to foster their active engagement in group work tasks.

RESEARCH GAP

Many previous studies have focused on using group work to improve university students' self-confidence in speaking English In this study, the researcher will utilize group work to enhance secondary school students' self-confidence m speaking English in a remote border area of a small province in Vietnam.

THEORETICAL FRAMEWORK

2.4.1 Self-perception of L2 competencein speaking English

According to Leblanc & Painchaud (1985), self-perception of L2 communication competence is a valuable method for assessing learners' proficiency levels without the need for the time and expense of administering a test (as cited in MacIntyre, Noel & Clement, 1997) Saville-Troike (2003) defined communicative competence as a speaker's knowledge to communicate appropriately within a specific speech community, (as cited in Lange & Paige, 2003, p.4) while Savignon's study (1983) defined "communicative competence is relative, not absolute, and depends on the cooperation of all the participants involved" (as cited in Brown, 2006, p.219).

Mccroskey and Mccroskey (2013) developed a self-perceived communication competence measure to evaluate an individual's communicative skills through conununication activities This scale was modified and implemented in the study to answer the research questions.

The significance of L2 competence, according to Dornyei (1994), is to enhance students" confidence in studying a language In other words, the higher the learners" L2 competence, the more confident they are in their ability to learn a language Additionally, Saville-Troike (2012) found that students with stronger L2 competence are less apprehensive and more self-confident when participating in English classes Moreover "communicative competence is to enable US to convey and interpret messages and to negotiate meanings interpersonally within specific contexts" (Hymes,

2.4.2 The importance of self-confidence in learning English

Clement, Dornyei, and Noels (1994) “emphasized the importance of self confidence in influencing attitude and effort in L2 learning” (p.422) This attitude is also shown in actively engaging with, supporting, and learning from peers and teachers Self-confidence impacts learners' willingness to join learning activities and motivates them to participate in educational activities Moreover, when faced with challenging learning situations, they feel comfortable sharing then- difficulties with others to seek support and continue theữ learning journey.

Dornyei (2001) stated that you can employ your most creative motivational ideas, but if your students have basic doubts about themselves, they will be unable to bloom' as learners To clarify, the more confident the less anxious learners are Learners' anxiety stops them from blooming their ideas even outstanding participants Learners will only want to expand and highlight their ideas in speaking only if they feel comfortable and confident about what they are about to say.

According to Mercer and Williams (2014), “students who consistently felt very confident didn't worry much when speaking English, whether in class or in real-life situations They had positive attitudes toward their English class, showing motivation and a desire to learn the language” (p.22)

Brown (1994) believes that it is difficult for foreign language learners to speak the language or express themselves freely and fluently without a certain level of self confidence Having self-confidence helps learners speak better, as they believe in themselves, which leads to improved conununication and expression with some degree of self-confidence.

2.4.3 The significance of group work

Brown (2000, p.179) mentioned a cluster advantages of group work as below.

* Group w ork results in the developmentof an interactive language

Group work provides opportunities for students' initiation, for face-to-face give and take, for practice in the negotiation of meaning, for extended conversational exchanges.

* Group work provides awelcoming affective environment

Students that meet the qualifications become active participants in the small group work process It also has a motivation-boosting impact When students work in small groups, they form a conununity, collaborating to achieve common goals.

* Group work fosters learner autonomy and responsibility

When working in a group, each member of the group shares some responsibility for action and progress.

* Group work is a step toward individualizing instruction

The range of competence levels across the class is the most noticeable individual variation being able to achieve by using group work.

According to Harmer (1998), group work allows students to reach more self- determination by allowing them to make then- own decisions about how to study without excessive teacher control “Small group work contributes to creating contact and strengthening individuals when they are active in their learning owhig to communication growth”, (Medermotte, 2003, p.14) The more learners communicate with their classmates in a small group, the less they rely on their teacher.

Group work, according to Frey, Fisher and Everlove (2009) “group work has the benefit of provoking students' interest and inquiry because when students interact face- to-face in a team, they can create excitement, eagerness, or even curiosity about what they want to know and share with then- peers” (p.3) Furthermore, working in this manner involves more students directly; more students speak while the teacher speaks less; students can assist one another; and the atmosphere is calmer and favorable to good language acquisition (Lewis & Hill, 1985).

Brown (2002) "offered group work to develop mteractive languages"(pl78) According to Exley & Dennick (2004), allows students to explore ideas and concepts with then- peers and teachers A succession of tough questions from peers and the teacher can inspire learners to think deeply Questioning and answering among learners or between learners and teachers generates critical thinking Additionally, when a significant number of students participate in small group work, they create greater output and corrections are more likely (Hedge, n.d, p.14) The limited number of participants has a major impact on the amount of time spent talking and discussing.Brown (2000) mentioned that " group work encourages students to have positive views toward speaking" (p.178) Working in a product-oriented group necessitates each member's equal responsibility and contribution They are forced to learn more actively and successfully when they have a positive mindset As a result, working in a group can extend their positive attitudes and help them complete then jobs more effectively Exley & Dennick (2004) also stated the significance of attitudes in developing useful skills They said that students in a small group can be encouraged to talk, think, and share much more readily than in a larger group.

2.4.4 Conditions to have a successful group work

Because GW is so important in accomplishing educational goals, the teacher must make certam that the GW arrangement stays on track in order to achieve maximum performance Exley & Dennick (2004) came up with a list of characteristics for successful group:

To aid teachers in avoiding problems in teaching and assisting students in achieving diverse learning experiences, it is critical to understand what the teacher is teaching and how it fits into the overall curriculum.

It is critical for a group to have detailed or basic knowledge and information about the pupils with whom they are working Teachers should take the time to leam their students' names, levels, and colleges, since this will enhance interpersonal engagement and relationships between them and then learners.

A good organizational structure learning that is followed by sequences from beginning to end is required for successful group work Introduction, warm-up, and ice-breaking, as well as the foundation of lilies and learning outcomes, are all examples of good organization.

CONCEPTUAL FRAMEWORK

Dornyei's study (2001) suggested that the ways to promote students' self confidence were providing experience of success, encouraging the learners and reducing anxiety (as cited in Osboe, Fujimura & Hirschel, 2007) Therefore, to improve self-confidence, it is a must to eliminate anxiety and increase communicative competence.

Group work is an excellent technique for learners to progressively overcome their anxiety about speaking English (Fatimah & Sitti, 2019) It was successful in reducing students' speaking anxiety by encouraging student interaction (Aulia, Lengkanawati & Rodliyah, 2019) When group work is properly applied and implemented in the classroom, it can generate interactions between learners that have the potential to decline and lower students' anxiety, as well as alleviate frustration with speaking As a result, it encourages students to speak and makes them feel more at ease when speakmg (Cooper, Downing & Brownell, 2018; Soumia & Ibrahim, 2016)

According to John (2017), group work is a fantastic technique to improve speaking skills by allowing students to converse more in speaking activities It is an excellent method for improving students' language skills and enhancing their speaking involvement in the classroom in an interactive setting (Nguyen, T.D.H, 2020) and is being heralded as a miracle for assisting shy children in becoming more vocal in the learning process (Hadfield, 1992, as cited in Dorney, 2001).

Speaking English by using the group work technique has a positive effect on the academic achievement of students in terms of developing self-confidence and cooperation among learners (Madjid, 2019) Besides that, it also greatly improved their English communicative competence, including grammatical competence, sociolinguistic competence, and strategic competence (Xue & Mo, 2013) Group work also fosters a classroom envfronment that encourages student participation and activities while reducing anxiety and boosting self-confidence (Dorney, 2001; Brown, 2006).

The use of group work to teach English has a positive impact on a student's academic progress It also fosters self-confidence and cooperation among learners (Madjid, 2019) It also increases English conununication competence in terms of grammatical competence, sociolinguistic competence, and strategic competence (Xue,

Mo, 2013) Group work also creates an environment in the classroom that stimulates student engagement and activities while lowering anxiety and increasing self confidence (Dorney, 2001; Brown, 2006).

According to Maxwell (1996, 2005, p 39), the conceptual framework of the study is a set of ideas, presumptions, expectations, beliefs, and theories underpinning and directing your research A preliminary hypothesis of the phenomenon that one is interested in examining, it is an idea or model of what is out there that the researchers aim to explore, as well as what is gomg on with these things and why This theory guides the remaining design elements, aiding researchers in goal assessment and goal refining The development of pertinent and realistic research questions, the choice of suitable methodologies, and the identification of potential validity threats to then- findings The purpose of the current study is to assess the current level of students' self-confidence in learning English speaking skills and evaluate the effectiveness of

GW in enliancing students' self-confidence in speaking English This proposed conceptual framework is used to create questionnaires for students and teachers, as well as to respond to the study's research questions.

The conceptual framework of this study is presented in Figure 1 as follows.

Fig ure 1 Conceptual framework for the study

METHODOLOGY

RESEARCH METHOD

This study employed mixed methods, which combine qualitative and quantitative approaches to investigate the effectiveness of GW in enliancing students’ self confidence in English speaking Mixed methods provide a comprehensive view of the research problem by integrating the strengths of both qualitative and quantitative methods to produce the most accurate research results The quantitative data collected will provide measurable evidence of the effectiveness of GW, while the qualitative data provide insights mto the experiences and perceptions of students attending GW in English-speaking classrooms.

RESEARCH POPULATION AND SAMPLE

The research population of this study includes 168 ninth-grade students and 5 teachers at PBA These students are 16 years old and are learning English as a second language.

Sampling was used to choose the participants for the questionnaire survey The researcher used the sample size formula (commonly known as Slovin’s formula) developed by Slovinin 1960 (Tejada & Punzalan, 2012) to select participants for the survey Based on the populationsize of 168 students (with e = 0.05), we have a sample size of 118 students as follows:

(Symbol meaning: n = sample size; N = population size; e = error margin)

In addition, the researcher also selected all 5 English teachers who are currently teaching English to 9th-grade students to participate in the questionnaire survey for teachers.

In the study, there were a total of 118 samples representing 168 students of ninth- grade at PBA After the research process, to achieve a good sample and adapt the requirements of the study, the researcher eliminated samples that did not comply with one of the following criteria:

+ The students' answer sheets were not complete.

+ The students answered but did not submit forms.

RESEARCH LOCALE

PBA has been chosen as the research locale for the study The school is in Binh Hoa Hamlet, Phuoc Binh Commune, Trang Bang Town, Tay Ninh Province PBA is located in the center of 3 communes (Phuoc Chi, Binli Thanh, and Phuoc Luu) The school was established from 1977 until now The school has a total of 671 students, 36 teachers, 1 principal, and 1 vice principal The school's English teaching staff consists of 5 teachers who are highly regarded for theh professional competence and teaching experience They understand the real situation and know how to adjust teaching methods to suit the conditions and levels of students Long-term engagement with students helps them grasp the difficulties they face, resulting in a more effective approach and easier knowledge absorption The school's facilities are quite spacious, with 15 classrooms and functional rooms such as a computer room, an audio-visual room, an equipment room, and a library room to serve students well while studying at PBA.

DATA COLLECTION AND PROCEDURE

3.4.1.1 Description of the research instrument

This study uses mixed methods, which combine qualitative and quantitative approaches to investigate the effectiveness of GW in enliancing students’ self confidence in English speaking The research employs quantitative methods as the primary approach, supplemented by qualitative teclmiques to provide a comprehensive analysis Tashakkori and Creswell (2008) define mixed methods as follows: "Research in which the investigator collects and analyses the data, integrates the findings, and draws inferences using both qualitative and quantitative approaches or methods in a single study or program of inquhy." (p.4) Quantitative research is useful for statistically based generalizations and synthesizing enormous volumes of data On the other hand, a qualitative method approach is utilized to acquire in-depth data for a comprehensive comprehension of the evaluation and suggestions for improvement Creswell (2009) confirmed that mixed methods is "a step forward, utilizing the strengths of both qualitative and quantitative research".

This study focused on using tliree sets of questionnaires administered to teachers and learners at PBA The data were collected by means of a questionnaire survey, which according to Brown & Rodgers (2002), is widely used to measure belief systems They state that "surveys are any procedures used to gather and describe the characteristics, attitudes, views, opinions, and so forth of students, teachers, administrators, or any other people who are important to a study" (p 142) Richards and Lockhart (1994) also argue that questionnaires are useful for gathering information about several aspects of teaching and learning, such as beliefs, attitudes, motivation, and interests One questionnaire was administered to teachers, and two questionnaires were administered to learners in this study The teacher's questionnaire included an open-response item in the form of short answers However, the questionnaires for both groups of respondents mainly consisted of items with nearly identical answers in the form of multiple choice, ranking, and a five-point Likert scale (from 1 to 5 scale from strongly disagree, disagree, neutral, agree to strongly agree) which will be analyzed in detail in the part of data collection instillments in this chapter According to Brown & Rodgers (2002), "Likert scales are generally useful for gettmg at respondents' views, judgments, or opinions about almost any aspect of language leaniing" (p.120) The data were compiled, and coded data were then converted to numbers and percentages for analysis In this study, the researcher collected data through a survey and by observing English classes.

The questionnaires are used to find relevant infonnation to support the study There were three types of questionnahes: two for 118 students and the other for 05 teachers The questionnaires were written both in English and Vietnamese for students (see Appendix 1,2,3,4) and written in English for teachers (see Appendix 5).

The first questionnaire was unlocked by the employment of the preliminary questionnaire to evaluate students' self-confidence in learning English speaking skills The questionnaire to learners was designed in a clear and simple way and was distributed in Vietnamese version in order to ensure that the informants can understand clearly and express their ideas precisely The questionnaire was composed of two main parts with 20 items in total, students' perceptions of communicative competence and students' anxiety.

The first part of the questionnaire is composed of 10 items for asking students' perceptions of communicative competence.

The second part of the questionnaire is composed of 10 items for asking students' anxiety.

Through this questiomiaire, the researcher was able to evaluate the current level of 9th - grade students' self-confidence in learning English speaking skills at PBA.

The questionnaire was completed by 118 students from four classes The researcher conducted data collection in each class through Google Forms When giving a questionnaire, the researchers with the support of English teachers always tried to explain the meaning of items that might be confusing for all the students.

The second questionnaire: (Students’ questionnaire)

The second questionnaire was used to find out students' perceptions, as well as the advantages and the disadvantages of usmg GW in speaking classes The results of the questionnaire survey allow the researcher to evaluate the effectiveness of GW in improving students' confidence when speaking English.

The questionnaire to students was designed in a clear and simple way and was distributed in Vietnamese version in order to ensure that the informants can understand clearly and express their ideas precisely The questionnahe was composed of three main parts with 22 items in total, students' perceptions towards GW, advantages and disadvantages of using GW in speaking classes.

The first part of the questionnaire is composed of 6 items for asking students' perceptions towards GW.

The second part of the questionnaire is composed of 10 items for advantages of using GW in speaking classes.

The thud part of the questionnaire is composed of 6 items for disadvantages of using GW in speaking classes.

Through this questionnahe, the researcher was able evaluate the effectiveness of

GW in improving students' confidence when speaking English at PBA.

The questionnaire was completed by 118 students from four classes The researcher conducted data collection in each class through Google Forms When giving a questionnaire, the researchers with the support of English teachers always tried to explain the meaning of items that might be confusing for all the students.

The third questionnaire: (Teachers’ questionnaire)

The thừd questionnaire was designed for teachers The teacher questionnaire is closely related to the one given to the learners It also consists of four main parts.

The first part of the teacher's questionnaire is designed to evaluate students' perceptions and participation in speaking classes This part consists of 3 items.

The second part of the teacher's questionnaire consisting of 10 items is designed to identify some benefits of GW in speaking classes.

The third part of the teacher's questionnaire consisting of 6 items is designed to identify some limitations of GW in speaking classes.

The final part of the teacher's questionnaire consisting only one item is designed to asks the teachers to give some suggestions on how to make good use of GW in speaking classes.

In order to have a thorough and deep understanding on using GW to Enliance Students’ Self-Confidence in Speaking English, class observation was to be used apart from using questionnahes to survey Class observation is one of the methods which facilitates data enrichment by adding more information about certain activities (Schumuck, 1997) and observation also increases the reliability of collecting data (Marshall & Rossman, 1995) The reason motivating the researcher to employ this tool was that Kumar (1996) credited that observation is the most appropriate method of data collection in situations where full and/or accurate information cannot be elicited through questioning because participants are either unwilling or unaware of the answer Therefore, observation was a very powerful tool for the researcher to have an insight into the study situation. hl addition, according to Kumar (1996), another reason for Handling observation is that it is a systematic data-collecting teclmique that involves watching individuals in their natural environment of in a naturally occurring situation The processes under observation are normal and not contrived They can range from individual cases to groups and whole communities Observation allows for a more in-depth and comprehensive understanding of a phenomenon, situation, or setting, as well as the behavior of the people in that setting The data collection is laborious and time consuming and may have to be repeated to ensure reliability (Kumar, 1996).

Below are the headings of the observation:

- The types of group work used by teachers in teaching English speaking skills.

- The current level of students' self-confidence in learning English speaking skills.

- The effectiveness of GW in enhancing students' self-confidence in speaking English.

- Challenges faced by teachers and students when using group work in English teaching and learning.

Cronbach's alpha value analysis was used to examine the internal consistency of the survey questionnaire regarding reliability According to Hair et al (2010), Cronbach's alpha coefficient measures the internal reliability of items on a scale The value of Cronbach's alpha ranges from 0 to 1, with the levels classified as follows:

0.9 < a < 1: excellent 0.8 < a < 0.9: good 0.7 < a < 0.8: acceptable 0.6 < a < 0.7: questionable 0.5 < a < 0.6: poor a < 0.5: unacceptable Internal consistency means that the observed variables on a scale must have a strong positive correlation, explaining the same concept Cronbach's alpha is an index that measures this internal consistency Thus, if a scale has a closer positive correlation between observed variables, the more consistent it is, the higher the Cronbach's alpha coefficient will be According to Hair et al (2010) instructions, using Cronbach's alpha coefficient helps the researcher determine the reliability of the scales in the questionnaire and provide improvement measures if necessary.

The condition for removing items (responses) from the questionnafre is that responses with a Cronbach's alpha value > or = 0.7 will meet the requirements and be retained Items (responses) with Cronbach's alpha value < or = 0.3 will be deleted from the data analysis table scale.

Reliability of the questionnaire for students and teachers

Table 1 The questionnaire’s reliability for students

The reliability of the parts hl the Table 1 questionnaire is as follows:

Students’ perceptions of communicative competence 0.920

Students’ perceptions towards group work 0.935

Advantages of using group work in speaking classes 0.607

Disadvantages of using group work in speaking classes 0.793

• Students’ perceptions on communicative competence: a = 0.920, showing very good reliability.

• Student’s Anxiety: a = 0.819, which is considered good.

• Students’ perceptions towards group work: a =0.935, showing very good reliability.

• Advantages of usmg group work in speaking classes: a =0.607, showing low reliability and needs to be improved.

• Disadvantages of using group work in speaking classes: a = 0.793, which is quite good.

The reliability of the questionnaire for students revealed the following findings:

• The scales "Students’ perceptions of communicative competence" and

"Students’ perceptions towards GW" are highly reliable and can be used immediately without further adjustment.

• The scale "students' anxiety" has good reliability and is appropriate for use to improve reliability.

• The scale "Advantages of Using Group Work in the Speaking Classroom" scale must be reviewed and adjusted.

• The scale "Disadvantages of using group work in speaking class" has quite good reliability but can also be considered for improvement if possible.

Table 2 The questionnaire's reliability for teachers

Teachers’ perceptions towards group work 0.620

Teachers measure advantages of using group work in speaking classes 0.719

Teachers measure disadvantages of using group work in speaking classes 0.625

The reliability of the parts hl the Table 2 questionnahe is as follows:

• Teachers’ perceptions towards group work: a = 0.620, showing acceptable reliability.

• Teachers measure the advantages of using GW in speaking classes: a = 0.719, which is considered good.

• Teachers measure the disadvantages of usmg group work in speaking classes: a = 0.635 which is considered acceptable.

The reliability of the questionnaire for students revealed the following findings:

• The scale " Teachers’ perceptions towards group work” indicates that the questions in this section have acceptable reliability but can reach a good level Through Cronbach's alpha value, it can be seen that the questions in this section are still not suitable for measurmg teachers' perceptions toward GW The researcher needs to review the questions to adjust and improve reliability.

• The scale "Teachers measure advantages of using group work hl speaking classes " has good reliability and is appropriate for use Cronbach's alpha shows that the questions have good reliability and are suitable for measuring the advantages of GW The indicator shows that the questions given in this part are well-suited to help assess the reliability of GW.

• The scale " Teachers measure disadvantages of using group work in speaking classes

" shows that the level of reliability in measuring the disadvantages of GW is appropriate However, to achieve a higher level of reliability, the researcher should make adjustments to the questions.

PRESENT A TION, ANAL YSIS AND INTERPRETA TION OF DA TA

PRESENTATION OF DATA

In this study, qualitative research method was conducted to support the process of implementing the topic Through an overview of previous research related to the topic, background theory, and theoretical basis of the research, the researcher proposes a research model and research scale for the variables in the model Then, the researcher used the qualitative research method through classroom observation during the internship period at PBA The researcher was able to find several issues to support the quantitative research.

The findings from the observation checklist provide a clear picture of the use of

GW activities in teaching English-speaking skills and the current level of student self confidence at PBA.

The types of GW used by teachers in teaching English speaking skills: The

"Jigsaw" activity was utilized in all observed classes (9A1, 9A2, 9A3, 9A4), where students worked in groups to complete different parts of a task and then shared their findings with one another The "Think-Pah-Share" method was also widely applied, allowing students to think about a topic, discuss with a partner, and then share with the larger group The "interview" method and "small group discussions" were frequently used, enabling students to practice speaking and listening skills Finally, "Paữ Work" activities, such as role-playing and dialogues, helped students interact on a more personal level.

The current level of students' self-confidence in learning English speaking skills: Students generally felt comfortable speaking m front of then- peers, with many frequently volunteering to do so They demonstrated a strong grammatical foundation and were able to confidently self-assess their speaking abilities However, students were still not confident when speaking in front of the whole class, showing that they were not ready to participate in large group activities.

The effectiveness of GW in enhancing students' self-confidence: GW significantly improved students' fluency in speaking More students were willing to speak in front of the class, and the quality and quantity of English interactions increased markedly Students provided positive feedback about the group work activities and overall felt more confident when speaking English.

The challenges faced by teachers and students Some students tended to revert to their native language during GW activities, and managing the time allocated for these activities posed a challenge Unequal paificipation was observed, with some students dominating discussions while others were reluctant to participate Additionally, students occasionally did not fully understand the group work activities due to unclear explanations from teachers, and some did not grasp the objectives and benefits of GW

In conclusion, the observation checklist provided detailed insights into the use of GW in teaching and its impact on students' self-confidence in speaking English It also highlighted challenges that need to be addressed to enhance teaching effectiveness.

Quantitative research method collected data and divided it into 11 tables and 1 figure for analysis, including:

- Two data tables to analyze the reliability of Cronbach's alpha (a) for teachers and students.

- Two data tables to analyze students’ perceptions on communicative competence and students’ anxiety for research question 1.

- Six data tables to analyze perceptions, advantages and disadvantages of GW for research question 2.

- One exploratory factor analysis data table to find the differences between students' and teachers' perceptions after using GW.

- One analysis chart table for the impact on students' perceptions before and after the experiment.

ANALYSIC OF DATA

The first Questionnaire (Students’ questionnaire)

Table 3 Students ’ perceptions on communicative competence

Analysis of mean value (M) and standard deviation (SD) in Table 3:

Ill data analysis Table 3, the average of standard deviation was 0.95, which was within the average threshold This showed that student responses had a moderate level of variability The standard deviation in Table 3 ranged from 0.8 (QI, Q2) to 1.1 (Q10) This indicated that some responses had higher variability than the rest In particular, Q10 had the highest standard deviation of 1.1, showing the greatest dispersion of data in students' answers on students’ perceptions of communicative competence.

The SD indicated the degree of uniformity and difference in students' responses The mean values ranged from 2.9 (Q10) to 3.6 (Q8) The total mean value was 3.2 This M showed that students' general level of confidence in learning English speaking skills was above average (with a mean value of 3.2 pointing towards the opinion of agreement).

The M value mdicated that students' levels of agreement with the claims were above average With Q8 achieved the highest M value (3.6), which showed that students quite agreed that they prefer to speak English with their friends On the contrary, Q10 has the lowest M value (2.9), showhrg that students were less confident when speaking English in front of the class SD represented the degree of variation in students' answers With Q10 had the highest SD (1.1), showing a large difference in students' confidence when speaking English in front of the class In contrast, QI and Q2 had the lowest SD (0.8), indicating a high degree of homogeneity in responses regarding vocabulary and pronunciation By analyzing M value and SD, it has helped the researcher better understand students' perceptions of English communication competence, thereby identifying students' weaknesses and strengths to make suitable recommendations.

Analysis of mean value (M) and standard deviation (SD) in Table 4:

The average of SD in Table 4 is 1.0, which was within the high threshold in students’ responses, hl addition, it also shows high data fluctuations in the data table The standard deviation ranged from 0.8 (QI 1 Q12, Q14) to 1.1 (Q13) The data below showed that some responses had higher variability than the other responses Especially, Q13 had the highest standard deviation of 1.1, showing the greatest dispersion of data in students' responses on students’ anxiety.

The M values range from 3.2 (Q16) to 3.8 (Qll, Q14, Q15) The M value represented the level of agreement of responses for each specific question about students' anxiety The Total M value was 3.6 This demonstrated that students' anxiety when learning English speaking skills was quite high The Total M value, teachers may need to give specific strategies and suitable teaching methods to help students feel more confident in English classes.

Qll, Q12, and Q14 showed that the M value reached the highest level of 3.8, along with a low SD of 0.8, showing that the students' answers were highly consistent Students' responses indicate that they have anxiety about learning to speak English in classes Q13, Q16, Q17, Q19, and Q20 presented that the M values ranged from 3.2 to 3.5, along with a high SD from 1.0 to 1.1, indicating high fluctuations in students' anxiety levels Q15 and QI8 had an average SD of 0.9, and the M value ranged from 3.3 to 3.8, showing that the students' anxiety level was at an average level Through the M and SD, the researcher found that students at PBA have high levels of anxiety when participating in English speaking classes.

In summary, Table 3 and Table 4 show that students' perception of conununication competence is above average, pointing towards an agreeable answer based on the Likert scale Moreover, the data analysis in the table shows that students often feel confident when communicating with then friends but are not confident when speaking in fiont of the class There are differences in the level of anxiety among students These findings can help English teachers develop methods to increase students' confidence and reduce anxiety while teaching English speaking skills in the classrooms.

The second Questionnaire (Students’ questionnaire)

Table 5 Students’ perceptions towards group work

Analysis of mean value (M) and standard deviation (SD)in Table 5:

In data analysis Table 5, the average of SD was 0.9, which was within the average threshold This showed that student responses had a moderate level of variability The SD in Table 5 ranged from 0.8 (Q24, Q25, Q26) to 1.0 (Q21, Q23) This indicated that some responses had higher variability than others In particular, Q21 and Q23 had the highest SD of 1.0, showing the greatest dispersion of data in students' responses on the best ways to learn English speaking and using Vietnamese in GW The SD indicated the degree of uniformity and difference in students' responses.

The M values ranged from 3.0 (Q23) to 3.9 (Q26) The M value represented the level of agreement in responses to each specific question about students’ perceptions towards group work The M value indicated that students' levels of agreement with the claims were above average The total M value was 3.6, showing that students generally had positive perceptions of GW Q26 achieved the highest M value (3.9), showing that students strongly agreed that group work was useful in English-speaking classes Q22 had the lowest M value (3.0), showing that students used English in GW SD represents the degree of variation in students' answers Q22 had the highest SD (0.9), showing that there was heterogeneity among students m using English in GW Some students were primarily using English, while others were using Vietnamese In contrast, Q24, Q25, and Q26 had the lowest SD (0.8), indicating that most students had the same opinion about using GW in English speaking classrooms at PBA Knowing about students' perception toward GW is of great importance for the implementation of GW in speaking classes.

Table 6 Advantages of using group work in speaking classes

Analysis of mean value (M) and standard deviation (SD) in Table 6:

The average of SD was 0.8 in table 6, it indicated the low dispersion of the data and it was at the average level The SD hl ranged from 0.8 (Q28, Q30, Q34) to 0.9 (Q29, Q31, Q32, Q33) The SD fluctuations have shown that some responses were more variable than others Specifically, Q29, Q31, Q32, and Q33 had the highest SD of 0.9, showing the greatest dispersion of data in the advantages of using group work in English speaking classes at PBA.

The total M value was 3.8 This proved that the students' answers were agreeable The Total M value shows that teachers have successfully chosen to use GW in teaching English-speaking skills to help improve students' self- confidence The M values were between 3.6 (Q31) and 4.0 (Q35, Q36) The M value represents the level of agreement of the answers to each specific question about GW's benefits In general, most students showed a positive perception towards the advantages of GW hl English speaknig classes.

Table 7 Disadvantages of using group work in speaking classes

Analysis of mean value (M) and standard deviation (SD) in Table 7:

The advantages play a vital role in reinforcing the speaking teachers' confidence in applying the method However, there are no good things that can be achieved easily Simply putting students hl groups does not guarantee that students will learn and things will go smoothly Besides the benefits that appropriate application of GW can possibly bring, collaboration among students of motivations, learning styles can surely create problems.

In data analysis Table 7, the average of SD was 0.9, which was within the average threshold This showed that student responses had a moderate level of variability The SD in Table 7 ranged from 0.8 (Q37, Q38, Q40) to 1.2 (Q42) This indicated that some responses had higher variability than others In particular, Q42 had the highest SD of 1.2, showing the greatest dispersion of data in students' responses about working in groups as time-consuming.

The M values ranged from 2.7 (Q42) to 3.9 (Q37) The M value represented the level of agreement in responses to each specific question about the disadvantages of using GW in speaking classes The total M value was 3.3, indicating that students' responses were average Q26 achieved the highest M value (3.9), showing that students strongly agreed that group work was useful in English-speaking classes Q42 had the lowest M value (2.7), presenting that students do not think using GW is time consuming SD represents the degree of variation in students' answers Q42 had the highest SD (1.2), and there was heterogeneity among students' responses Some students may think GW is time-consuming while others think GW saves time In contrast, Q37, Q38, and Q40 had the lowest SD (0.8), indicating that most students had the same opinion about the disadvantages of using GW in speaking classes at PBA.

In summary, Table 5, Table 6 and Table 7 show that The effectiveness of GW to enhance students' self-confidence in speaking English Most responses were directed towards agreement Furthermore, the data analysis in the tables shows that tlirough

INTERPRETATION OF DATA

hl summary, the chapter has presented the analysis of the data collected from the research instruments, i.e the pre-questionnaứe, and the post-questionnaire Further discussion of findings has also been included so that insights into those results can be obtained Through these findings, some recommendations for teachers and students would be made in the next chapter.

4.3.1 Regarding students’ perceptions on communicative competence

The reliability of the questionnaire for students' perceptions towards GW with Cronbach's alpha (a) was 0.920, showing that the questiomiaire had veiy high reliability and was suitable for identifying students' perceptions.

The analysis of students' responses reveals an average level of overall confidence in then- communicative competence in English, with a total M of 3.2 In general, students are confident in their ability to communicate in English and confident in their vocabulary and pronunciation skills; however, they are a bit less confident in theữ ability to understand English grammar Students have a moderate level of confidence when speaking English with teachers and acquamtances, and they feel comfortable speaking English in a familiar envứonment Confidence tends to decrease in group environments When communicating with friends, confidence is highest, with an M value of 3.6 However, confidence drops significantly when students speak in front of the class This indicates that although students generally feel comfortable talking to friends and teachers, they are not confident when speaking in public.

The reliability of the questionnaire for students' anxiety with Cronbach's alpha (a) was 0.819, showing that the questionnaire had good reliability and was suitable for identifying students' anxiety.

The analysis of students' anxiety reveals that they experience high levels of anxiety when they make mistakes, such as while speaking in English, when they don't understand what the teacher is saying, when they speak without preparation, and when they forget what they want to say Teachers' negative feedback is a particular source of anxiety for students These fears can prevent students from participating in English- speaking classroom activities This suggests that anxiety can affect cognitive functions, such as the ability to remember when stressed Moreover, students are also afraid of being laughed at by then classmates, which reduces their confidence and reduces their opportunities to practice and develop then speaking ability The data highlight that anxiety is a significant barrier to learning and participating effectively in English-speaking classrooms Solving these problems requires creating a friendly, supportive classroom environment free of negative comments so that students can be confident when participating in English-speaking activities in class with then friends and teachers.

4.3.3 Regarding teachers’ and students’ perceptions towards group work in speaking classes

The reliability of the questionnaire for students and teachers had a high difference in Cronbach's alpha (a) For students' perceptions towards GW with Cronbach's alpha (a) was 0.935, showing that the questionnaire had very high reliability and was suitable for identifying students' perceptions For teachers’ perceptions towards GW with Cronbach's alpha (a) was 0.620, mdicating that the reliability was acceptable but changes are needed to achieve better results.

The analysis of students’ responses reveals their positive perceptions towards

GW and their preference for this form of learning Through Q21 and Q43, all teachers and students agreed that GW was one of the best ways to learn speaking English skills Teachers expressed a higher level of agreement than students did The majority of teachers stated that students actively participate in GW, with an M value of 4.4 and an

SD of 0.9 Teachers' evaluations helped reinforce learners' confidence in active GW participation A possible explanation for this through Q24, Q25, and Q26 is that students admit their confidence level can be improved when working in groups Students are no longer afraid of making mistakes and think that GW is very useful in English speaking classes When asked students to choose a language to use in speaking classes, Vietnamese is chosen more often than English All surveyed teachers also agreed students' efforts in using English for GW Overall, most students highly appreciated the positive effects of working together on then- learning outcome However, applying this form of GW still has shortcomings that need to be overcome.

4.3.4 Regardingteachers’ and students’ perceptions towards the advantages of group work in speaking classes.

The reliability of the questionnaire for students and teachers in measuring advantages of using GW has a difference in Cronbach's alpha (a), but this difference is not too large Regarding students' measure, the Cronbach's alpha (a) was 0.607, showing that the reliability was at an acceptable level but needs to be changed to achieve better results For teachers' measure of GW, Cronbach's alpha (a) was 0.719, indicating that the questionnaire is highly reliable and suitable for measuring advantages of usmg GW in speaking classes.

It can be inferred from the data analysis that both students and teachers appreciate the benefits of group work in speaking and also in other aspects like their social skills, and psychological support.

Most students and teachers agreed that working in groups could assist learners considerably in generating ideas, developing English skills, and discussing new topics When students interact with their friends, they can learn new information and new ways of expressing or organizing ideas from others It helps them unlock their hidden ideas and prepares them for the speaking activities.

Moreover, working in groups, students are more confident to speak and cormect with their friends Students can also have better relationships with their classmates As a result, most students thought that working in groups could help them improve then- speaking In addition to the connection support that GW provides to students, a survey conducted by both teachers and learners revealed the social and psychological benefits of group work Being involved in class activities with theữ friends, sharing study responsibility, persuading others, solving arising problems, and reaching a common goal help learners integrate several skills that they would not use in other forms of learning GW also boosts interaction in language classrooms It creates a nonthreatening environment for learners to develop communicative skills and thus offers many more opportunities for learners to initiate conversation.

Tlirough GW students can then become more confident with their friends and develop their social skills Moreover, by working with their peers, learners can receive not only encouragement and approval from their teachers but also from their partners, which motivate them more in then study Hence, learners can have more fun in their study GW also helps foster better relationship among peers and connection with then- class Sharing the group task, caring about how others feel about then- contribution, learners can develop a better sense of responsibility in their learning GW places more responsibility on each group member as they are expected to take an equal part in the group success.

4.3.5 Regardingteachers’ and students’ perceptions towards the disadvantages of group work in speaking classes

The reliability of the questionnaire for students and teachers in measuring disadvantages of using GW has a difference in Cronbach's alpha (a), but this difference is not too large Regarding students' measure, the Cronbach's alpha (a) was 0.793, indicating that the questionnaire is highly reliable and suitable for measuring advantages of usmg GW hl speaking classes For teachers' measure, Cronbach's alpha (a) was 0.625, showing that the reliability was at an acceptable level but needs to be changed to achieve better results.

Besides the advantages that appropriate use of GW is expected to yield, according to students and teachers, the most serious downside of GW is the use of native language With Q3 of students' and Q56 of teachers' agreement, the corresponding M values were 3.9 and 4.2.

Talkative members are next in line To be more specific, Q40 of students and Q59 of teachers corresponding M values were 3.7 and 4.2 agreed that talkative members constituted a big problem in a successful group process These members often took control and talked too much, leading to the remaining members not having the opportunity to speak while participating in GW.

When asked whether group work was time-consuming, teachers agreed that organizing students to work in groups took a lot of time, while students stated that GW did not take much time This is really a matter worth considering because teachers need to cover most of the syllabus during the course Therefore, teachers often favor whole-class teaching since it gives them more control of everything However, whole class teaching gives learners fewer opportunities to participate Actually, real pair and group activities need not take up a lot of time Group activities should not drag on so long; otherwise, they may be regarded by teachers as time-consuming In some activities, teachers should have an alternative plan to cany it out as a whole-class activity.

SUMMARY, CONCLUSION AND RECOMMENDA TIONS

CONCLUSION

As mentioned previously in chapter 1, the objectives of the study are to assess the current level of students' self-confidence in learning English speaking skills and to evaluate the effectiveness of GW in enhancing students' self-confidence in speaking English The study also suggests how to make good use of GW in the context of PBA.

The study reviewed previous studies on the topic, the theoretical basis system, and relevant research background theories This provides the study with a foundation upon which to propose a research model and research scale for the application of GW in enhancing students' self-confidence Next, qualitative and quantitative research methods are employed, in which qualitative research is conducted by observing the classroom to determine the research model and official research scale of the topic Quantitative research was conducted to assess the current level of students' self confidence in learning English speakmg skills and to evaluate the effectiveness of GW in enhancing students' self-confidence in speaking English at PBA Data processing used Smart PLS software, which included techniques such as checking the reliability of Cronbach's alpha scale, exploratory factor analysis, and testing multiple regression models (determining students' cognitive impact before and after the experiment) The findings of this research identify and clarify the research objectives on the issues of students' perceptions of communicative competence, students' anxiety, teachers' and students' perceptions towards GW, teachers' and students' perceptions towards the advantages of GW, teachers' and students' perceptions towards the disadvantages of

GW, the difference between students' and teachers' perceptions after using GW, and the effect of students' perceptions before and after the experiment Based on the research results, the researcher proposes effective ways to use GW to improve students' self-confidence when speaking English.

The findings of the study show the positive perceptions of both teachers and students towards the use of GW in speaking classes Both teachers and students perceive the benefits of GW to enliance students' self-confident in speaking English However, it still has disadvantages in its application to speaking classes due to the

RECOMENDATIONS

As the current study was qualitative and quantitative, in which quantitative research is considered the main approach It is recommended that further research using qualitative methods to achieve the best results Besides, the following researchers can implement the activity with participation at different levels, such as 6th grade, 7th grade, 8th grade or whole levels, instead of focusing on only the intermediate levels in this study Because the group activities were limited, it is suggested that the following research be expanded to include many more activities in order to more closely examine the benefits and drawbacks of group work in the learning speaking process Therefore, future studies can overcome these limitations, thereby improving the use of GW in English teaching.

As indicated in the data, the use of Vietnamese is considered the most serious drawback of GW It is tempting to use Vietnamese to take shortcut and solve the problems It is really a waste since GW is recommended by many experts as an excellent way to provide learners with a more natural setting and opportunities for learners to practise oral skills in English However, since the purpose of GW here is to increase students' self confident in learning speaking, teachers should not put too much pressure on learners' use of English Students sometimes use their mother tongue because they are eager to communicate but do not know how to make use of the language they know Teachers should encourage students to use English as much as possible If all group members try to express their ideas about the topic in English, they can confident to speak in front of the class.

Students uncooperative behaviors are normally considered a sign of opposition However, students do not cooperate simply because they are not clear about the activities Sometimes, the activities may require more than they are able to handle Another time, the activities seem too simple to arouse their interest Students may also be too shy to express themselves or they just prefer to keep silent The teachers should encourage learners and be careful not to intimidate them Gradually, the peer pressure will help increase their involvement and participation in activities It is also necessary for teachers to understand students' need, mterest and level of proficiency After a period of adjustment at the beginning of each course, teachers need to adapt their lesson plan and in-class activities to students' need As for dominant students , teachers can tactfully intervene to assign suitable roles for then- group members By taking turns being the group leader, secretary, or presenter, the responsibility can be shared more equally among group members.

Another way to make sure that students will make the most out of GW is that teachers should monitor the group process closely Teachers can go around providing timely assistance or making clear some instructions Positive feedback is an important part in encouraging learners to stick to the habit of speaking English, cooperating in groups Teachers should give positive feedback on a group performance including then- equal share of group task, their use of English during discussion This subtly encourages friendly competition.

No matter how hard teachers try to motivate and assist students in learning, it is then- efforts that help them become successful language learners To improve confidence in speaking English, students should actively participate in group activities and exchange ideas with friends Students must actively equip themselves with what they need in order to become more confident in speakmg English Trying to use English in group discussions will help students practice and get used to speaking English, thereby increasing their confidence Students support each other in groups, seek help from other members when they feel less confident, and are open to constructive feedback to improve their speaking skills Joining English clubs or groups outside of class can expand your opportunities to practice and become familiar with different conununication situations Maintaining a positive and confident attitude when participating in group activities will create a more friendly learning envữonment Students' interest, responsibility, and hard work contribute to their success in learning a foreign language in general and speaking skills in particular.

PEDAGOGICAL IMPLICATION

It is confirmed that self- confidence in speaking has increased as a result of eliminating anxiety and reinforcing the capacity for interaction in learning involvement Shyness in speech and powerless engagement have both been used to demonstrate a slew of issues caused by a lack of self-confidence Rather, without self confidence in the speaking process, students stiuggle to blossom in their critical thinking and understanding of the lesson's objectives.

As a matter of fact, teachers are responsible for figuring out appropriate approaches to provoke students' self-confidence in learning English in general and speaking in particular One of the most productive strategies to be vigorously considered in terms of enhancing self-confidence must be GW-based activities due to their evident advantages When applied in an educational setting, this technique can motivate teachers and students to make noticeable progress in their speaking abilities. First, it is advisable that teachers be well prepared for the implementation of group work in their teaching They should be aware of their roles at each stage of group work They no longer serve as the main knowledge delivery, but they contribute to a less controlled, active role in teaching instead Student-centered learning must come first, aiming to generate the best interaction and achieve lesson objectives They must create as many opportunities for students' interactions as possible in order to help them become more self-confident in then speech.

Second, teachers should work to boost students' self-confidence in speaking by reducing anxiety and expanding then knowledge and skills It is supposed that the teacher has to strictly track the students' learning progress and record minor changes to timely support them Teachers should pay special attention to less competent students or newcomers who find working in a group difficult or uncomfortable, and provide them with additional encouragement and motivation to help them overcome the issues Third, a teacher should build good rapport to create a comfortable classroom environment where students can easily inquire or ask questions In such an enviromnent, students will not be discouraged or shy to speak and communicate with their peers or teacher

The limitations could not be avoided as the study employed a mixed method First of all, as there was only 9th grade in charge of participating in this study, the findings could not be generalized to the whole population Moreover, the sample of teachers and students is relatively small in number and may be unable to represent the whole population The researcher conducted the study in a short period of tune, so the study was limited in describing the whole picture of GW As a result, implementing group work to boost self-confidence in speaking English in studies is just one example in a specific setting, not the entire story of GW implementation in EFL language education in general.

To determine the current level of students' self-confidence in learning English speaking skills at Phuoc Binli A Secondary School.

To evaluate the impact of Group Work activities on students' self-confidence in speaking English at Phuoc Binh A Secondary School, assessing the extent to which it boosts their confidence levels.

Expected content to be implemented.

Processing data collected from surveys

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APPENDICES APPENDIX 1 Questionnaire for students (Evaluation of Students’ Self Confidence)

This questionnaire is designed to collect data for the study about “Using group work to enhance students’ self-confidence in speaking English at Phuoc Binh A Secondary School”.

Please answer the questionnaire below by checking (V) the appropriate choices Your answers will be anonymous and used for research purposes only.

I highly appreciate the time and thought that it takes to complete this questionnaire and thank you for your cooperation and contribution.

2.1 am good at English pronunciation.

4.1 can speak English with my teacher.

5.1 can talk with an acquaintance.

6.1 can talk with a small group of

7.1 can talk with a big group of

8.1 prefer to talk with my friend.

9.1 actively participate in English speaking activities.

English in front of the class. n Students ’ Anxiety Strongly disagree

11.1 worry about making mistakes in English class.

12.1 am frightened when I don’t understand what teacher is saying in English class.

13.1 am afraid that other students are better at speaking than I am.

14.1 am worried when I have to speak without any preparation.

15.When I speak, I usually forget what I know.

16.1 volunteer answering questions in front of class.

17.1 am afraid of getting negative feedback from teacher.

19.1 am afraid that the other students will laugh at me when I speak English.

Thank you for the thought and time You have put into completing this questionnaire

APPENDIX 2 Questionnaire for students (Evaluation of Students’ Self Confidence)

PHIỂU KHẢO SÁT Dành cho học sinh (Đánh giá sự tự tin của học sinh)

Phiếu khảo sát này nhằm mục đích thu thập dữ liệu cho đề tài nghiên cứu “Sừ dụng hoạt động nhóm nham nâng cao sự tự tin khi nói Tiếng Anh của học sinh tại trường THCS Phước Bình A”.

Các em vui lòng cho biết ý kiến của các mình một cách trung thực nhất Ý kiến của các em sẽ được giữ kín và chi được sử dụng cho mục đích nghiên cứu.

Trân trọng cám ơn sự hợp tác của các em.

I Nhận thứccủa học sinh về năng lực giao tiếp

Bình thường Đồng ý Hoàn toàn đồng ý

1 Tôi có vốn từ vựng tiếng Anh phong phú

2 Tôi phát âm tiếng Anh tốt

3 Tôi hiêu rõ ngữ pháp tiếng Anh

4 Tôi có thê nói tiếng Anh với giáo viên cũa mình

5 Tôi có thê nói Tiếng Anil với một người quen

6 Tôi có thê nói chuyện với một nhóm nhỏ các bạn học tiếng Anil

7 Tôi có thê nói chuyện với một nhóm lớn các bạn học tiếng Anh

8 Tôi thích nói Tiếng Anh với bạn cùa minh hơn

9 Tôi tích cực tham gia các hoạt động nói tiếng Anil

10 Tôi có thê nói tiếng Anh một cách ựr tin trước lớp n Nỗi lo cùa học sinh Hoàn toàn không đồng ý

Bình thường Đồng ý Hoàn toàn đồng ý

11 Tôi lo lang về việc mắc lỗi trong lóp học tiếng Anh

12 Tôi sợ khi không liiêu những gì giáo viên đang nói trong lớp học tiếng Anh

13 Tôi sợ rang những học sinh khác nói tiếng Anh tốt hơn tôi

14.Tôi lo lắng khi phải nói mà không chuẩn bị gi trước

15 Khi nói, tôi thường quên những gì minh biết

16 Tôi tự nguyện trả lời câu hói trước lớp

17 Tôi sợ nhận phản hồi tiêu cực tìr giáo viên

18 Tôi có thê đặt câu hỏi cho giáo viên

19 Tôi sợ rang những học sinh khác sẽ cười nhạo tôi khi tôi nói tiếng

TRÂN TRỌNGCẢM ƠN sự GIÚP ĐỠ CỦA CÁC EM!

20 Tôi sợ tham gia các hoạt động nói tiếng Anh

APPENDIX 3 Questionnaire for students (ENGLISH VERSION)

This questionnaire is designed to collect data for the study about using group work to enhance students’ self-confidence in speaking English at Phuoc Binh A Secondary School.

Please answer the questionnane below by checking (^) the appropriate choices Your answers will be anonymous and used for research purposes only.

I highly appreciate the time and thought that it takes to complete this questionnaire and thank you for your cooperation and contribution.

21.1 think that working in groups is one of the best ways to learn

22.1 mostly use English in group work.

23.1 mostly use Vietnamese in group work.

24 When I work in groups, I feel more confident.

25.1 am not afraid of making mistakes when working in groups

26.1 think that group work is very useful in English speaking classes.

II Advantages of using group work in speaking classes

27.1 can speak with more confidence when discussing the topics.

28.1 can integrate several skills such as: Listening, Speaking,

29.1 become more motivated to improve my speaking skills.

30.1 am more confident in expressmg my ideas than I would in front of the whole class.

31.1 feel more relaxed and fun than working on my own.

32.1 can have better relationships with my classmates.

33.1 feel more connected with my class.

34.1 can learn much from my friends (theh ideas, experience, field of interest, etc.)

35.1 am more responsible for my learning.

36.1 can be better prepared for real-life tasks requiring group work skills.

III Disadvantages of using group work in speaking classes

Vietnamese so we can't practice communicating in English.

38 We don't understand the teacher's instruction clearly.

39 Some members don't want to participate in the discussion because they are shy, selfish, or just lazy.

40 Some members are too talkative and want to take control.

41.1 don't see the purpose of working in groups.

22 Working in groups is time consuming.

Thank you for the thought and time You have put into completing this questionnaire

APPENDIX 4 Questionnaire for students (VIETNAMESE VERSION)

PHIÊU KHẢO SÁT Dành cho học sinh

Phiếu kliảo sát này nhằm mục đích thu thập dữ liệu cho đề tài nghiên cứu

“Sữ dụng hoạt động nhóm nhằm nâng cao sự tự tin khi nói Tiếng Anil của học sinh tại trường THCS Phước Bình A”.

Các em vui lòng cho biết ý kiến của các mình một cách tiling thực nhất Ý kiến của các bạn sẽ đirợc ghì kín và chi được sử dụng cho mục đích nghiên cứu.

Trân trọng cám ơn sự hợp tác cùa các em.

I Nhận thức của học sinhvề việc áp dụng hình thức làm việc theo nhóm

21 Tôi nghĩ rang làm việc nhóm là một trong những cách tốt nhất đê học nói tiếng Anh

22 Tôi chù yếu sữ dụng tiếng Anh trong khi làm việc nhóm

23 Tôi chủ yếu sừ dụng tiếng Việt trong klii làm việc nhóm

24 Khi tôi làm việc trong nhóm, tôi cảm thấy tự tin hơn

25 Tôi không sợ mac lỗi khi làm việc nhóm

26 Tôi nghĩ rằng làm việc theo nhóm rất hữu ích trong các lớp học nói tiếng Anh

II Lọi ích của làm việc theo nhóm tronglớp học nói.

27 Tôi có thê nói chuyện tự tin hơn khi thảo luận về các chù đề

28 Tôi có thê phối hợp nhiều kỹ năng chăng hạn: nghe, nói, đọc, viết

29 Tôi có động lực đê cải thiện kỹ năng nói của mình hơn

30 Tôi ựr tin khi thê hiện ý kiến của minh hơn klii tôi phải nói tnrớc cà lớp

31 Tôi cảm thay thir giãn và vui vẻ hơn là khi tôi làm việc một mình

32 Tôi thân thiết với các bạn cùng lớp hơn

33 Tôi cảm thấy gắn bó với lớp hơn

34 Tôi có thê học hỏi nhiều điều từ bạn bè của mình (ý tường, kinh nghiệm, lĩnh vực họ quan tâm )

35 Tôi có trách nhiệm hơn với việc học của mình

36 Tôi có thê chuân bị tốt hơn cho

TRÂN TRỌNGCẢM ƠN sự GIÚP ĐỠ CỦA CÁC EM! công việc thực tế đòi hòi kỹ năng làm việc nhóm

III Khó khăn của làm việc theo nhóm tronglóp học nói

37 Chúng tôi đã thảo luận chủ yếu bằng Tiếng Việt nên kliông thê luyện tập giao tiếp bằng tiếng Anh đirợc

38 Chúng tôi kliông hiêu rõ hướng dẫn của giáo viên

39 Vài thành viên không muốn tham gia vào cuộc thảo luận vì họ nhút nhát, ích kỳ hay đơn giản là lười

40 Một số thành viên quá nói nhiều và muốn nam quyền kiêm soát

41 Tôi không thấy được mục đích của việc làm việc nhóm

42 Làm việc nhóm rất mất thời gian

This questionnaire is designed to collect data for the study about using group work to enhance students’ self-confidence in speaking English at Phuoc Binh A Secondary School.

Please answer the questionnaire below by checking the appropriate choices or write your answers in the space provided.

Your answers will be anonymous and used for research purposes only I highly appreciate the time and thought that it takes to complete this questionnaire and thank you for your cooperation and contribution.

I Teachers ’ Perceptions towards group work

43/ Do you think that working in groups is one of the best ways for learners to learn English? a Strongly disagree b Disagree c Neutral d Agree e Strongly agree

44/ What language do learners often use in group work? a Mostly English b Mostly Vietnamese c More than 50% in English d More than 50% in Vietnamese

45/ What do you think of learners' participation in group work? a Most are veiy active b Most are active c Most are passive d Most are very passive

IL Advantages of using group work in speaking classes

46/Learners can be more confidence when discussing the topics

47 Learners can integrate several skills such as: Listening,

48/ Learners become more motivated to improve my speaking skills

49/ Learners can be more confident in expressing my ideas than they would in front of the whole class

50/ Learners feel more relaxed and fun than working on then- own

51/ Learners can have better relationships with their classmates

52/ Learners feel more comiected with their class

53/ Learners can learn much from their friends (then ideas, experience, field of interest, etc.)

54/ Learners become more responsible for then learning

55/ Learners can be better prepared for real-life tasks requiring group work skills

II.Disadvantages of using group work in speaking classes

56/ Learners’ use of native language

57/ Learners don't understand the teacher's instruction clearly

58/ Some members don't want to participate in the discussion because they are shy, selfish, or just lazy

59/ Some members are too talkative and want to take control

60/ Learners don’t see the purpose of working in group

61/ Working in groups is time- consuming

IV.Suggestions on how to make good use of group work in speaking classes

62/ Could you please give some suggestions on how to make good use of group work in speaking classes?

Thank you for the thought and time You have put into completing this questionnaire