A study of instructions for group work in 2nd year non english major classrooms at thai nguyen university

Rationales of the study

In recent years, the demand for English learning has led to significant efforts to enhance the quality of English teaching Teaching English is a multifaceted process influenced by various factors According to Larsen-Freeman (1991), language teaching encompasses three key areas: language learner/learning (how to learn), language/culture (what to learn), and teacher/teaching (how to teach) (Johnson, 2002) Since the 1960s, research on classroom discourse has surged, shifting the focus from traditional teaching methodologies to the importance of teacher talk and instructions in the classroom.

Effective instruction is crucial in language teaching, as it significantly impacts the success of a classroom Pedagogical theory suggests that the quality of instructions provided by the teacher largely influences the organization of classroom activities and the support offered to students, ultimately determining the overall effectiveness of the learning experience.

In Vietnam, English has emerged as an essential international language and a mandatory subject in most educational institutions Proficiency in English is crucial for securing better job opportunities and passing academic exams At Thai Nguyen University, educators are enhancing the quality of English teaching through various methods, particularly group work, which fosters a learner-centered approach This technique encourages student collaboration, boosts confidence, creativity, and promotes autonomy by allowing decision-making within groups However, many teachers encounter challenges in effectively organizing and managing group work, particularly in providing clear instructions.

A study of teachers’ instructions for group work in 2 nd year non-English major classrooms at

Thai Nguyen University students often lack confidence in using English, which impacts the effectiveness of group work instructions in class The large class sizes, common in non-English major courses, contribute to noise and a diverse range of student abilities, hindering their comprehension of instructions Improving understanding of these instructions is crucial for students to successfully complete group tasks and enhance their learning Therefore, research on teachers' instructional methods for group work is essential from both theoretical and practical viewpoints This study aims to enhance the understanding of effective instruction for group work in non-English major classrooms, facilitating a more dynamic and engaging learning environment.

Aims and significance of the study

This study aims to examine the use of instructions for group work in second-year non-English major classrooms, providing real evidence of their effectiveness By identifying the factors that influence instructional effectiveness, the research seeks to offer suggestions for improving group work instructions, ultimately assisting teachers in enhancing their instructional practices.

The examination of teachers' instructions for group work among second-year non-English majors at Thai Nguyen University (TNU) is crucial for several reasons Firstly, it highlights the importance of effective instructions, which are essential for guiding students in collaborative tasks This understanding can enhance teaching strategies and ultimately improve student engagement and learning outcomes.

At Thai Nguyen University, the success of group work relies on effective guidance from instructors, who provide essential information including time constraints, group sizes, and specific tasks for each student This underscores the importance of meticulously planned instructions when organizing group activities, as well as the necessity for a clear procedural framework in delivering these instructions.

To help students succeed in their tasks, teachers must provide systematic explanations and possess strong organizational skills Creating a friendly and cooperative classroom environment is essential for encouraging students to engage in their studies Additionally, effective use of eye contact and body language is crucial; for instance, teachers can use gestures to select students or indicate group sizes, and eye contact can help manage noise levels and assess understanding However, many teachers lack the habit and skills to effectively utilize body language and eye contact, which can hinder their teaching effectiveness.

The research highlights the instructional methods employed by teachers at Thai Nguyen University, along with the attitudes of both teachers and students towards effective instructions These findings enable educators to select appropriate techniques and procedures to enhance the effectiveness of 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 divide classes into small groups, allowing students to collaborate on activities simultaneously This study will focus specifically on instructional strategies for grouping students into pairs, trios, quartets, or quintets, as these are the most common group sizes for classroom activities at Thai Nguyen University.

The participants in this study were 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 the perspectives 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 context, 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 receive a questionnaire to evaluate their understanding and adherence to the teacher's instructions The use of questionnaires is advantageous due to their simplicity in design and efficiency in collecting substantial information quickly, making data processing straightforward (Dornyei, 2003).

Observation of the teachers‟ classes will be carried out over a period of two months to obtain information about their actual teaching practices Specific episodes of events

Thai Nguyen University observed during the lesson will be used to generate discussion topics during 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 covers essential concepts related to communicative teaching theory, emphasizing the role of teacher talk and the benefits of group work It discusses the organization of group activities, the nature of instructional methods, and key principles for effectively giving instructions during group work.

Chapter 2 offers a comprehensive overview of the selected teachers and students, detailing the classroom conditions, timetable, and the dynamics of their relationships at TNU Additionally, this chapter presents the data collection methods and the statistical results obtained from the study.

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

I.1.1 An overview of communicative language teaching

Since the late 1960s, the rise of Communicative Language Teaching (CLT) has transformed the British language teaching tradition, introducing innovative principles that emphasize the importance of communication in language learning CLT challenges traditional assumptions about what is learned and how it is acquired, positioning language as a tool for communication Its rapid acceptance and endorsement by leading methodologists, applied linguists, and educational institutions have solidified its status as the dominant approach in British language teaching.

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 as a tool for communication According to Richards and Rodgers (2001), CLT is characterized by specific 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 (Hymes, 1972, cited in Richards and Rodgers, 2001) 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 in language acquisition.

Effective communication requires a speaker to master not only the grammatical structures of a language but also the appropriate context for their use Understanding what to say, who to address, and the right timing and setting is essential for impactful communication.

Apart from those definitions, Canale and Swain (1980) also described the concept of

Communicative competence encompasses four key dimensions: grammatical competence, which includes grammatical and lexical skills; sociolinguistic competence, the ability to use language appropriately in social contexts; discourse competence, which involves understanding the underlying messages in coherent and cohesive texts; and strategic competence, the capacity to use communicative strategies effectively to initiate and redirect conversations.

 Assumption of how to teach

If the first assumption in CLT is concerned with what should be taught, (in this case, that is communicative competence), then the second assumption is related to how the

Thai Nguyen University teaching should be carried out In other words, syllabus theory and syllabus models are the secondcentral point that is mentioned in CLT

Wilkin D.A significantly contributed to communicative development with his innovative syllabus models, culminating in his 1976 book, "Notional Syllabus." This model, as noted by Richards (2001), aims to illustrate a functional approach to language in syllabus design, categorizing elements into notional aspects (such as frequency, motion, and location) and communicative functions (including requests, offers, apologies, and complaints) Essentially, a notional syllabus integrates grammatical and lexical components with essential concepts, notions, and topics that learners need for effective communication.

2001) Wilkin' viewpoint of syllabus model is also strongly supported by Brumfit and Roberts (1983: 85)

The modern 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 functional-based textbooks could be inadequate and misleading in presenting language as interaction, emphasizing the importance of context in conveying meaning Without addressing context, learners' development of communicative competence may be hindered Thus, while the notional syllabus addresses discourse components, it often neglects the discourse itself Widdowson (1979) similarly critiqued Wilkins' notional syllabus model, suggesting it merely replaces one type of list (grammar items) with another (notions and functions), focusing more on products than on communicative processes.

There are diverse opinions regarding the notional syllabus, but these differing viewpoints play a crucial role in the ongoing evolution of Communicative Language Teaching (CLT), which remains the most popular approach today.

A key aspect of Communicative Language Teaching (CLT) is its focus on learner-centeredness, where students engage more actively and participate fully compared to traditional methods This shift necessitates a redefinition of teacher roles, as each learner is recognized for their unique interests, styles, needs, and goals, which should inform instructional design (Richards and Rodgers, 2001) Consequently, in a learner-centered approach, teachers adapt their instruction to accommodate these individual 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 classroom communicative activities, teachers should adhere to specific principles when selecting appropriate techniques The upcoming section will delve into the concepts surrounding communicative activities.

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 that teaching grammar was unnecessary, suggesting that learners would naturally develop the ability to use a second language by focusing on meaning during communication However, this perspective has faced significant challenges in recent years, leading 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 types of classroom activities and their execution significantly impact language learning Effective teaching promotes both learning and language acquisition, with learning encompassing various activities and acquisition occurring during content-focused interactions The acquisition process is fundamental to the communicative approach, as evidence shows that without practical language use for communication, language teaching becomes less effective.

Communicative activities, as defined by Harmer (1991), engage students in meaningful communication and encourage diverse language use These activities are essential in language classrooms, fostering individual language application and promoting a sense 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

Harmer (1991) categorizes communicative activities into oral and written forms Oral activities include reaching a consensus, discussions, relaying instructions, communication games, problem-solving, personal storytelling, simulations, and role-play In contrast, written activities encompass relaying instructions, writing reports and advertisements, cooperative writing, exchanging letters, and journaling Engaging in both types of communicative activities enables students to effectively use and personalize the language Successful participation in these activities requires active involvement from students, which will be explored in the following section.

Group work in communicative language teaching

I.2.1 The definition of group work

Recent recommendations for group work in second language classrooms emphasize its effectiveness, as noted by Flander (1970), Adams, McLean, and Castanos (1976), and particularly Adrian Doff (1988), who defines it as a process where the teacher divides the class into small groups to collaborate simultaneously.

Joe Landsberger (1996) emphasizes that the philosophy of group work is rooted in shared values, resources, and methods For a group to be truly effective, both the collective and individual members must be open to embracing and respecting the differences among them.

The primary goal of group work is to achieve a successful outcome, but the essence of teamwork lies in the collaborative effort of all members Effective collaboration is crucial, as the lack of participation from even one individual can strain the entire group and negatively impact the final result.

All-class teaching is often undervalued, yet it plays a crucial role in fostering unity and ensuring that no student is left behind It keeps learners engaged, especially when they anticipate being called upon However, pair or small group work is essential for in-depth discussions and encourages participation from those hesitant to speak in larger settings In subjects like foreign languages, group work is vital for providing necessary practice Additionally, regular changes in group composition enhance negotiation and cooperative skills, while group projects can boost motivation, as students strive to showcase their work to the entire class.

Recent recommendations by Flander (1970), Adams, McLean, and Castanos (1976), and notably Long, Porter, and Patricia (1985) emphasize the importance of group work in the classroom These researchers present several pedagogical arguments advocating for collaborative learning, particularly in the context of second language acquisition There are at least five compelling reasons to implement group work in language learning environments.

To effectively implement group work in secondary language classrooms at Thai Nguyen University, it is crucial to first examine the key arguments supporting its use This foundational understanding will facilitate the acceptance and application of collaborative learning strategies among educators and students alike.

Group work significantly enhances language practice opportunities for second language learners, addressing the issue of limited speaking time in overcrowded classrooms Many students struggle to achieve proficiency due to insufficient opportunities to use the new language, as traditional teacher-centered classrooms often result in the teacher speaking for most of the class time, leaving students with minimal chances to engage Research indicates that when lessons are structured around group activities, individual speaking time can increase dramatically—from one hour to five and a half hours—when students work in smaller groups rather than participating in lockstep practice This increased interaction allows learners to talk, discuss, and collaboratively solve tasks, ultimately leading to improved learning outcomes.

In a teacher-centered classroom, the structured format restricts both the quantity and quality of student interactions Lessons led by the teacher often rely on conventional dialogues, where one student asks display questions—such as "Do you come to class at 7:00?"—that have a single correct answer The responding student confirms their answer, often receiving validation from the teacher, which limits opportunities for authentic conversation.

Effective communication at Thai Nguyen University is hindered by a pseudo-communication model, where students provide quick, superficial answers that lead to disengagement This dynamic emphasizes form over substance, diminishing the importance of students' contributions In contrast, group work fosters genuine interaction, allowing students to engage in meaningful conversations rather than isolated responses Collaborating in small groups enhances discourse competence and encourages students to adopt various roles, enabling them to practice diverse language functions With appropriate materials and problem-solving tasks, group work cultivates essential skills for communicative competence in a second language, significantly improving the quality of student dialogue.

Group work plays a crucial role in individualizing instruction, especially in large, teacher-centered classrooms where individual differences among students often go unnoticed These differences encompass various factors such as age, cognitive stage, gender, attitude, motivation, aptitude, personality, interests, cognitive style, and prior language learning experience Ideally, instruction should reflect these differences in pacing, linguistic and cultural content, intellectual challenge, presentation style, and assigned classroom roles While group work may not address all individual needs, it allows small groups of students to engage with different materials tailored to their specific requirements, enabling simultaneous learning experiences that cater to diverse learning styles.

Thai Nguyen University recognizes the importance of engaging all students, particularly those who may not share the same challenges as their peers By implementing group work, the institution takes a significant step towards personalizing instruction, a widely accepted educational approach that remains underutilized by many educators and textbooks.

Group work fosters a positive emotional environment, particularly beneficial for shy or linguistically insecure students who often face stress in teacher-centered classrooms Research indicates that when students hesitate or struggle to respond, teachers may inadvertently interrupt or redirect questions, which can heighten anxiety In contrast, small group settings provide a more intimate and supportive atmosphere, allowing students to express uncertainty and engage in self-contradictory dialogue without the pressure of immediate accuracy This freedom encourages richer interactions and personalized, creative conversations, aligning with the goals of aural-oral language classes.

Recent psycholinguistic research highlights the benefits of group work in second language teaching, particularly in the context of non-native conversations This evidence supports the pedagogical arguments for collaborative learning Therefore, it is essential for Vietnamese teachers and learners of English to explore and understand this rationale for incorporating group work into their language education practices.

Concerning the psycholinguistic rationale, many linguists like Long (1985), Adams,

McLeans and Castanos (1976) investigated the quality of speech in teacher-led discussions versus small group discussions Their findings revealed that student participation was significantly higher in small groups, allowing for a greater variety of language use that encompasses a wider range of social and interpersonal functions This suggests that group work may be a more effective approach to facilitating second language learning compared to traditional teacher-led instruction.

Pica and Doughty (in press) compared the grammatical accuracy of student output during teacher-fronted discussions and small group discussions focused on decision-making tasks Their findings revealed that students achieved similar levels of grammatical accuracy in both unsupervised group work and teacher-led activities Furthermore, the study indicated that students engaged in more speaking during teacher-fronted discussions.

Teacher’s instructions for a successful group work

I.3.1 Teacher’s instructions and its relation to teacher talk

Classroom process research, as described by Gaies (1983), focuses on communication within the classroom and 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 is crucial for both classroom organization and the acquisition process, as it directly influences the success of teaching plans Moreover, it serves as a primary source of comprehensible target language input for learners, with the quantity and quality of teacher talk being key determinants of classroom success or failure.

According to second language acquisition theory, ample and high-quality input is essential for effective language learning, as there can be no learning without it In non-supportive environments, such as language classes, instruction often becomes the primary source of target language input (Stern, 1983: 400) The classroom serves as the main resource for language learners, with teacher talk, especially instructions, acting as crucial input Stern's teaching-learning model highlights two key factors: the language teacher and the language learner.

Both teachers and learners possess unique characteristics that influence language education, including age, gender, prior education, and personal traits Most importantly, language teachers contribute their own linguistic background, which plays a crucial role in the teaching process.

Thai Nguyen University emphasizes the importance of professional training for linguists and educators, highlighting the value of prior language teaching experience and theoretical understanding of language, learning, and instruction (Stern, 1983: 500) These attributes significantly influence the various characteristics and styles of teacher talk, as well as the effectiveness of teachers' instructions 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 utilize English as much as possible, fulfilling two key roles: it acts as both the subject matter and the medium of instruction While the purpose of language as content is clear, its role as a teaching medium requires further exploration According to the Oxford Advanced Learner's Encyclopedic, teacher instruction is defined as the process of imparting knowledge or teaching.

The Longman Dictionary of Contemporary English defines "instruction" as a statement or order guiding someone on what to do, and also as the intentional direction of the learning process, which is a key activity for teachers alongside planning and management Educators have created various instructional models aimed at enhancing classroom learning, with Joyce, Weil, and Calhoun (2003) categorizing them into four main types: behavioral systems, information processing, personal development, and social interaction Each model targets different learning outcomes, highlighting the importance for teachers to align recommended practices with specific goals This connection is often overlooked, leading discussions on best practices to focus on desired outcomes rather than the methods to achieve them.

Instruction is a complex and essential aspect of the learning process, encompassing various forms of guidance It should be evaluated in relation to desired student learning outcomes, including the alignment of taught objectives with tested objectives Additionally, effective instruction must account for classroom management to control student behavior, recognize individual differences among students, and integrate school processes.

This research focuses specifically on the instructions utilized for group work, highlighting the critical role teachers play in its effectiveness The success of group activities is significantly influenced by the teacher's language, instructions, and overall approach As G.S Hughes (1981) points out, teachers employ a variety of instructional forms, including commands, requests, and suggestions, to facilitate group work Consequently, instructions for group work encompass a broad range of sentences that educators use to organize collaborative activities effectively.

This study focuses on classroom group work, encompassing activities conducted in pairs, triads, groups of four, or even larger groups within the class The research aims to investigate the effectiveness of instructional methods utilized for each type of group activity organized in the classroom.

I.3.3 The importance of instructions in organizing group work

Effective group work relies on clear instructions from teachers to prevent frustration among students Ambiguous directions can lead to confusion and wasted time, causing students to doubt the teacher's organizational abilities To enhance collaboration, instructions must explicitly outline the task, clarify the teacher's expectations, and specify the level of autonomy students have in organizing the task and assigning roles Additionally, including time constraints in the instructions is crucial, as it helps students manage their time effectively.

Thai Nguyen University wisely if they cannot plan ahead Numerous studies have identified “time on task” as a factor critical to student achievement In fact, instructions should also include a

A "sponge" activity serves as an extension task for teams that finish their initial assignments, offering them the opportunity to tackle more challenging problems or engage in discussions on complex issues.

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 When teachers use language that relates to real-life situations, such as giving instructions for an exercise, they create opportunities for meaningful exchanges with students For instance, asking learners to "Open your book at page…" and checking their understanding fosters genuine communication To prevent overwhelming students with excessive vocabulary and complex structures, teachers should carefully consider the language they use Jim Scrivener (1994) proposed five steps for giving instructions that help simplify language and improve clarity in the classroom.

- 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 instruct a group activity, teachers should follow a five-step process that includes pre-stage, while-stage, and post-stage preparations It is essential for educators to simplify their language and communicate naturally, minimizing the use of excessive commands Additionally, incorporating gestures, facial expressions, and appropriate intonation can significantly enhance the clarity and effectiveness of their instructions.

When deciding whether to use the mother tongue in group work instructions, many teachers often repeat complex instructions in translation This approach allows stronger students to engage with the L2 first, while weaker students benefit from understanding the instructions in their native language, potentially helping them recognize the function of the foreign language Additionally, students may use their mother tongue to demonstrate and verify their understanding of classroom activities or to assist their peers However, conducting activities in a foreign language presents challenges, as it requires not only general language proficiency but also an awareness of the specific language needs within the classroom and the teacher's ability to provide clear, comprehensible input.

The informants

The study involves nine teachers, identified as T1 through T9, who were organized into three groups All participating teachers expressed enthusiasm for the research and welcomed the author's observation of their lessons over the course of one semester Detailed profiles of the teachers are presented 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 These students exhibited a diverse range of language proficiency levels, with some having seven years of English education in secondary school, while others had only three years of exposure During their first and second years at the university, they study general English using the textbook "New Headway – Elementary" by John and Liz Soars (1995).

Data collection instruments

In the study, the author utilizes a combination of qualitative and quantitative methods to gather data that addresses the research questions Larsen Freeman and Long (1991:14) emphasize that these two paradigms should not be viewed as competing approaches.

Thai Nguyen University emphasizes that both research paradigms are complementary, making the choice between them unnecessary They argue that combining these approaches can yield significant benefits, leading to more in-depth data for analysis in this study.

This research is a case study conducted at Thai Nguyen University, aimed at understanding a specific phenomenon within its unique context As defined by Gillham (2001: 1), a case study involves an in-depth exploration of a particular subject to gain insights and understanding.

 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 various types of evidence present in the case setting, which must be analyzed and compiled to effectively address the research question.

According to McDonough and McDonough (1997), case study research transcends traditional qualitative and quantitative methodologies, as it allows for the examination of complex scenarios that cannot be captured through large-scale random sampling In educational settings, specifically classrooms, the challenges of randomly selecting teachers and controlling numerous influencing variables make case studies a more practical choice for in-depth analysis This is why case studies were selected for this research.

Since the study aims to investigate the teacher‟s instruction - giving procedures, a post – lesson questionnaire was administered to the students in the observed class to get

Thai Nguyen University evaluates the adherence to teacher instructions by analyzing the outcomes of students' performance To gather this data efficiently, the author employs a questionnaire, which is favored for its ease of construction and ability to collect substantial information swiftly, as noted by 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 actual teaching practices The observation process involved three key steps: pre-lesson, during the lesson, and post-lesson In the pre-lesson phase, the author discussed the teachers' objectives and reviewed their lesson plans During the lesson, an observation sheet was utilized to document the instructional procedures Finally, the post-lesson step facilitated a discussion for exchanging ideas between the observers and the teachers.

To gather insights into 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 assess teachers' self-evaluations of their teaching practices, with a 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, one of the thirteen faculties of Thai Nguyen College of Education, was founded in 1995 There are 83 teachers in the faculty, of which thirty

Thai Nguyen University English teachers face the challenge of instructing non-English major students from various departments, as enrollment numbers have steadily increased With thirty teachers managing approximately 1,000 students annually, class sizes average between 50 to 60 students This overcrowding diminishes the effectiveness of language instruction and poses significant challenges for educators in handling diverse and large classes.

Non-English major students at the University 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 testing approach may influence students' learning strategies and their perception of the significance of engaging in classroom activities.

CHAPTER THREE: RESULTS AND DISCUSSIONS

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 the most positive evidence of effective group work instruction, although there is limited evidence of maintaining student engagement Alongside the other two groups, group 2 accounted for 4 out of 9 observed periods where the teacher considered students' specific knowledge and experiences, provided necessary explanations, and connected lessons to students' backgrounds.

Teachers in group 2 demonstrate the most effective pacing during instruction, with 4 out of 9 periods showing clear evidence of appropriate pacing, despite one period having limited evidence In contrast, group 3 teachers, who are less experienced, exhibit less success with only 2 out of 9 periods evidencing effective pacing to engage students, while 2 periods show no evidence at all Group 1 maintains a normal pacing, with 8 out of 9 lessons providing substantial evidence of effective pacing to keep students engaged.

Demonstrations and models play a crucial role in effective instruction and group activities Teachers must recognize that not all students are fully engaged; some may be distracted by private conversations or their own thoughts, leading to a lack of attention to the lesson.

Thai Nguyen University is that many students may not be clear about their tasks immediately after the instruction Therefore, teachers‟ demonstrations or models could be of great help

Table 2 indicates that teachers in group 2 consistently incorporate demonstrations or models in their lessons, as all observed sessions provided evidence of this practice In contrast, teachers in groups 1 and 3 occasionally skip this important 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 an appropriate level of language for students' proficiency, characterized by slower rates, clear enunciation, and simple sentence structures suitable for beginners In contrast, group 3 showed only 2 out of 9 lessons with limited evidence of appropriate language use and 1 lesson with no evidence The older teachers in group 1 struggled with paraphrasing, as evidenced by 3 out of 9 lessons showing limited evidence and 5 lessons showing some flexibility in their instructions Group 3 faced similar challenges, with 2 lessons offering limited evidence and 6 lessons providing some evidence of flexibility However, 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 successful instruction flexibility.

Experienced teachers in group 1 demonstrated a strong authoritative tone in their instruction, utilizing it in 7 out of 9 observed lessons In contrast, groups 2 and 3 did not exhibit this skill as effectively, although group 3 managed to showcase the authoritative tone in one lesson, despite having limited evidence in another.

Teachers in group 1 exhibited less clarity in pronunciation and enunciation compared to those in groups 2 and 3, who demonstrated clear evidence of correct pronunciation in 5 out of 9 and 4 out of 9 lessons, respectively Two teachers from group 1 had previously taught Russian over a decade ago before transitioning to English, a subject that gained prominence at the university Despite their efforts, their Russian accents continued to influence their English pronunciation, leading to less successful outcomes than anticipated Some attributed their challenges to age-related factors affecting their ability to pronounce words accurately.

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)

Teachers in groups 1 and 2 demonstrated strong confidence and effective use of eye contact when giving instructions, as evidenced in table 4 They engaged the entire class through eye contact and utilized gestures to enhance clarity and pacing of their instructions This confidence may stem from their teaching experience, which they can take pride in In contrast, teachers in group 3, being younger and less experienced, showed less proficiency in these areas.

At Thai Nguyen University, the teaching experience revealed limited engagement with students through eye contact, observed in only 3 out of 9 lessons One teacher acknowledged her lack of confidence, noting that the students' eye contact sometimes disrupted her thought process during lessons, resulting in unexpected outcomes Additionally, she mentioned a reluctance to use body language, feeling awkward and likening her attempts to that of a clown, which further hindered effective communication with her students.

III.1.1.4 Observation of the nine classrooms in details

This section analyzes the observation of nine randomly selected classrooms, focusing on those studying the same textbook material for easier comparison In addition to the previously outlined observation checklist, the author aims to closely examine the instructional methods employed 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 review the previous lesson on the "going to" structure Students summarized its usage and were equipped with essential vocabulary to practice effectively.

In this stage, the teacher arranged an activity for the students to practice using

The teacher organized students into groups by having three classmates at the same desk work together, which streamlined the process and allowed for easier management This approach benefited students as they collaborated with familiar peers, fostering comfort and teamwork However, this familiarity could also lead to boredom and a lack of curiosity about their partners, presenting both advantages and potential drawbacks in the learning experience.

The lesson featured three engaging communicative activities designed to enhance students' use of "going to." In the first activity, students practiced this structure using information from their textbooks The second activity involved a group questionnaire, where students discovered common plans with their partners For the third task, groups of three took turns at the board, with one member describing pictures, another drawing them, and the third writing sentences This interactive approach was both interesting and entertaining, capturing students' attention and encouraging active participation.

RESULTS AND DISCUSSIONS

Tiêu đề	A Study Of Instructions For Group Work In 2nd Year Non English Major Classrooms At Thai Nguyen University
Tác giả	Nguyễn Thị Hiền Hạnh
Người hướng dẫn	Phạm Minh Hiền, M.A.
Trường học	Vietnam National University, Hanoi University of Languages and International Studies
Chuyên ngành	English Teaching Methodology
Thể loại	thesis
Năm xuất bản	2010
Thành phố	Hanoi

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Số trang	93
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