Rationales of the study
English has emerged as a crucial global language, prompting Vietnam's Ministry of Education and Training to prioritize foreign language instruction, particularly English In recent years, English has become a vital and mandatory subject for Vietnamese students, with many citing "Better English, better careers" as their motivation for learning This international language not only prepares students for future careers by providing essential cultural and social knowledge but also keeps them informed about current issues Furthermore, as Vietnam's engagement in regional and global arenas grows, the demand for English speakers has surged, enabling effective communication and access to the latest technologies.
The teaching and learning of English has garnered significant attention, leading to notable changes in curriculum, studies, and teaching methods focused on the four essential English skills Speaking, regarded as "the most important aspect of learning a second language" (Nunan, 1989), remains a challenge for Vietnamese learners, particularly at Vung Cao Viet Bac High School, where students often struggle with motivation and confidence in speaking English Many students come from mountainous areas in northern Vietnam, excelling in grammar but facing difficulties in verbal communication due to limited practice opportunities To address this issue, it is crucial to provide students with more chances to engage in meaningful conversations in realistic English-speaking contexts Implementing group work activities, as advocated by Nunan and Lamb (1996), fosters collaborative learning and enhances classroom dynamics, ultimately aiming to improve students' fluency and effectiveness in English communication.
This thesis aims to identify effective methods for teaching speaking skills to learners and enhance their proficiency in this area By encouraging group work, students become more engaged in their learning and gain valuable opportunities to practice a foreign language These factors, among others, are the primary motivations behind the researcher's choice of this study.
“ A study on using groupwork activities to improve speaking skill for the members of an
English club at Vung Cao Viet Bac high school”
Aims of the study
This study investigates the implementation of group work activities in speaking exercises among members of the English club at VCVBHS The primary objective is to analyze how these collaborative activities enhance speaking skills within the club.
+ To clarify how groupwork activities are used in speaking lessons of the students in the English club at VCVBHS
+ To investigate the difficulties of using groupwork activities to improve speaking skill for students of the English club at VCVBHS.
Significance of the study
This study explores the effectiveness of group work activities in enhancing English speaking skills, offering language teachers a solid rationale for implementing such activities in the classroom It also provides valuable suggestions for ESL teachers to create successful group work experiences by identifying common challenges faced by both educators and students As a result, teachers gain a deeper understanding of the benefits of group work in the teaching and learning process.
Students will enhance their learning and speaking skills by collaborating with their peers, recognizing and utilizing each other's strengths Engaging as active participants and decision-makers in oral group work activities fosters planning and discussion abilities This study highlights the importance of group work in ESL classrooms and offers valuable insights into effective strategies for improving speaking activities.
Research questions
The above aims of the study are to answer the two following research questions:
1 How groupwork activities are used in speaking lessons of the students in the English club at VCVBHS?
2 What are the difficulties the teachers and the students in the English club at VCVBHS face when using groupwork activities?
Based on the research questions and study results, the author provides recommendations to enhance the effectiveness of group work activities in speaking lessons, aiming to support students at VCVBHS in improving their speaking skills within the English club.
Scope of the study
This study focuses on the use of group work activities in speaking exercises within the English club at VCVBHS It aims to identify the challenges faced by both teachers and students during these activities and to provide recommendations for enhancing their effectiveness The research is based on data collected from fifty English club students and four English teachers overseeing the program, with the goal of improving students' speaking skills in a limited timeframe.
Methods of the study
This study utilizes both quantitative and qualitative research methods to provide a comprehensive understanding of the investigation Qualitative data is collected through semi-structured interviews, while quantitative data is obtained from questionnaires administered to 50 students in the English club Additionally, informal conversations with four teachers overseeing the English club contribute to the qualitative insights.
To collect data on students' opinions regarding group work activities aimed at improving their speaking skills, a questionnaire was designed This method ensured the privacy of respondents, allowing for honest feedback that would enhance the study's findings The questionnaire was efficiently administered, making it easy to reach the intended participants Prepared in Vietnamese, it enabled students to respond based on their comprehension of the questions The researcher often repeated instructions in Vietnamese to ensure clarity, thereby increasing the reliability of the instrument and allowing students to provide accurate feedback.
Four English teachers were interviewed following group work activities in class, utilizing a semi-structured format with twelve pre-prepared questions and additional spontaneous inquiries The researcher aimed to gather insights and validate questionnaire results, as highlighted by Moser and Kalton (1971), who describe interviews as a method for obtaining relevant information and personal opinions This approach allowed for an in-depth exploration of the teachers' responses, capturing their thoughts and emotions regarding the effectiveness of group work in enhancing speaking skills.
Design of the study
The thesis has three main parts as follows:
This part presents the rationale, the aims, the scope and the design of the study
This part consists of four chapters:
This part summaries all the major findings and suggestions The limitations of the study and suggestions for the further studies are also included in this part.
LITERATURE REVIEW
Speaking skill
Speaking skills are a productive ability that relies on various factors such as knowledge, confidence, self-esteem, and enthusiasm (Mc Cathy, 1993) Mastering a second language involves additional requirements, including exposure, consolidation, motivation, and acknowledgment These essential determinants can be fostered within a supportive ESL classroom environment, enhancing the learning experience.
For beginners, speaking activities often seem more challenging and intimidating than writing Unlike writing, which is typically a solitary academic skill, speaking engages a larger audience that can either motivate or discourage learners A supportive and attentive audience can boost a learner's confidence, while distracting individuals may hinder their willingness to participate in speaking activities.
Effective speaking skills are crucial for learners, as they play a vital role in professional success and active participation In today's job market, every profession demands a certain level of communicative competence and interpersonal abilities Speaking in the workplace takes various forms, including discussions, presentations, negotiations, and debates Professions such as medicine and IT also necessitate clear communication with clients, while fields like teaching, journalism, politics, and public relations rely heavily on effective speaking Therefore, ESL speaking classes must evolve beyond basic pair work by mid-semester to adequately prepare students for these demands in a competitive environment.
1.1.2 Concepts of speaking (spoken language)
Speaking is of the most fundamental of human communication, and because we do it constantly Different linguists have different concepts of speaking but they all agree with this idea
Speaking is defined as the act of conveying information and expressing thoughts and feelings through spoken language (Oxford Dictionary of Current English, 2009) According to Brown (1994), it is an interactive process that involves the construction of meaning through the production, reception, and processing of information.
Speaking is a crucial skill that deserves as much focus as literary abilities, as learners often need to communicate confidently for basic transactions In the realm of language teaching and learning, speaking is recognized as a skill that requires practice and mastery Unlike written language, which is defined by well-structured sentences and organized paragraphs, speech has its own unique skills, structures, and conventions.
Speaking is understood through various concepts, primarily as an action, a process, and a skill In this study, the focus will be on "speaking" as a skill within the framework of language teaching and learning.
Speaking has the following characteristics:
The form and meaning of speech are influenced by the context, including the participants, their shared experiences, the physical setting, and the intent behind the communication While speech is often spontaneous, open-ended, and dynamic, it can also exhibit predictable patterns.
Effective speaking in English requires learners to master not only the mechanics of language, such as grammar, pronunciation, and vocabulary, but also to understand the context and purpose of their communication This mastery is a key aspect of communicative competence According to Ur (1996) and other linguists, speaking skills consist of two interrelated components: accuracy and fluency Accuracy is crucial for assessing linguistic ability and preventing communication breakdowns, which involves minimizing errors in grammar, vocabulary, and pronunciation On the other hand, fluency is essential for expressing ideas smoothly, allowing speakers to communicate without excessive pauses or hesitation.
To effectively teach and learn speaking skills, both educators and students must focus on key speaking features Teachers should implement appropriate practice activities and suitable teaching approaches to enhance speaking skills Additionally, students will gain significant benefits from engaging in these activities.
Lastly, speech has its own skills, structures, and conventions different from written languages A good speaker synthesizes this array of skills and knowledge to succeed in a given speech act
Speaking is essential for effective communication, possessing unique characteristics that set it apart from other skills By analyzing the techniques of proficient speakers, utilizing various speaking tasks in the classroom, and addressing the specific needs expressed by learners, educators can enhance students' speaking abilities and overall oral proficiency.
1.2.4 The importance of speaking skill in language teaching and learning context
Effective language learning is enhanced by mastering the four key skills: speaking, listening, reading, and writing Among these, strong speaking abilities enable individuals to communicate quickly and efficiently.
Many language learners view speaking ability as the primary indicator of language proficiency, prioritizing fluency in conversation over reading, writing, or comprehension This emphasis on speaking can lead to demotivation if learners lack opportunities to practice in the classroom However, with the right activities and teaching methods, speaking can become an enjoyable and engaging aspect of language learning, enhancing motivation and creating a dynamic classroom environment According to Penny Ur (1996), successful speaking activities depend on factors such as learner attendance, participation, motivation, and appropriate language levels In a learner-centered approach, teachers act as facilitators, allowing students to dominate speaking time, while ensuring that all learners participate equally By incorporating motivating tasks, teachers can effectively engage students in communication and help them achieve specific objectives, while also focusing on phonological aspects like pronunciation and fluency.
The way speaking skills are taught significantly impacts language learners Language teachers must create optimal learning conditions to enhance student engagement According to Byrne (1986), developing oral skills serves as a strong motivational factor for learners Teachers should demonstrate continuous progress in language acquisition, balance controlled practice with opportunities for free expression, and guide learners on effectively utilizing their existing knowledge.
In conclusion, teaching and learning speaking skills are crucial for enhancing learners' ability to communicate effectively in various contexts Both educators and students must recognize the significance of these skills Engaging in diverse activities aimed at improving accuracy and promoting fluency enables learners to not only acquire the language but also to realize their progress as they apply their skills in real-world situations.
1.2 Group work in a speaking lesson
Group work is a crucial element in enhancing communication skills among learners Over time, various individuals have proposed different methods for effective group collaboration According to Johnson, Johnson, and Smith (1991, p 15), group work is defined as
"group work, in language class, is a co- operative activity, during which students share aims and responsibilities to complete a task assigned by the teacher in groups or in pair"
Summary
This literature review explores fundamental issues related to speaking skills and group work activities, providing a theoretical foundation for the current study It begins by outlining key concepts and characteristics of speaking as a crucial language learning strategy The review then defines group work, discusses effective organization methods, and highlights the benefits of incorporating group work activities in language teaching Lastly, it addresses the roles of both teachers and students within group work settings, emphasizing their importance in enhancing language learning outcomes.
In this chapter, the author emphasizes the significance of speaking skills and group work activities in English language teaching and learning Group work is particularly beneficial as it enhances students' speaking abilities, fosters creativity and autonomy, and contributes to effective teaching practices To support her study, the researcher establishes a foundational theoretical framework and synthesizes the data and findings gathered throughout the research process.
RESEARCH METHODOLOGY
An overview of the English club at VCVBHS
At our school, English is a mandatory subject, and students are highly enthusiastic about learning it To cater to this interest, the English club was established on October 10, 2010, with an initial membership of ten students The club is overseen by the leaders of VCVBHS and the English teaching staff To enhance its effectiveness and attract more participants, the club adopted the slogan "Learning English with fun" and convenes bi-weekly meetings During these sessions, teachers present engaging and controversial topics from the English textbooks (levels 10, 11, and 12) to facilitate group discussions, debates, and presentations Currently, the club boasts a membership of 50 students.
A speaking club offers students an excellent opportunity to enhance their English speaking skills by providing a casual environment for language learners to practice together regularly, outside of traditional classroom settings Speaking is a crucial element of language, allowing individuals to express their feelings, opinions, and thoughts through conversation.
The English club offers students valuable opportunities to enhance their speaking and listening skills, along with improving vocabulary and pronunciation Its primary goal is to provide a recreational and supportive environment where students can practice English through diverse activities, thereby developing their analytical skills and communicative competence By simulating real-life situations, the club encourages students to express their personal views and participate in cooperative tasks, fostering an engaging atmosphere for language learning.
The English Club offers students a dynamic environment to engage with the English language in an enjoyable way Here, students can practice various skills through real-life scenarios, allowing them to tailor their English knowledge to express their unique ideas and opinions effectively.
The subjects of the study
At Vung Cao Viet Bac High School, over two thousand students study, yet only fifty participate in the English club, which requires members to excel academically and have a passion for the language Many of these students are ethnic minorities from remote mountainous areas, leading to their timidity in class; they often remain quiet and hesitant to engage in English discussions or seek clarification Despite having studied English for at least four years, their proficiency remains limited, as they struggle with participation in lessons and prefer using Vietnamese during group work Although they possess a basic understanding of English grammar, their lack of confidence hampers their speaking abilities, resulting in a disconnect between their grammatical knowledge and practical communication skills.
The English club comprises 50 students from grades 10, 11, 12, and the pre-university system, with a majority being female The study includes 32 female and 18 male participants aged between 16 and 19, all of whom have been learning English since secondary school.
The quality of English teaching at VCVBHS is significantly influenced by its dedicated teachers, with 12 educators in the English group, of which four are actively involved in the English club and participated in a recent study Notably, the youthful age of these teachers sets this group apart, as nearly half are currently pursuing MA courses, balancing their teaching responsibilities with further education All teachers are committed to enhancing their professional skills and knowledge to provide high-quality lessons for their students.
The study focuses on four English teachers at our school, all of whom instruct students in grades 10, 11, and 12 while also overseeing the English Club The participants' ages range from 25 to 36 years, with three teachers boasting over five years of teaching experience and one having two years Among them, one teacher holds a postgraduate degree, two are currently pursuing postgraduate studies, and one is a university graduate Additionally, all teachers have prior experience with group work activities from their time as students.
Research questions
The study has to answer the following questions to achieve its aims:
1 How groupwork activities are used in speaking lessons of the students in the English club at VCVBHS?
2 What are the difficulties the teachers and the students in the English club at VCVBHS face when using groupwork activities?
Data collection instruments
A survey questionnaire was employed to gather data on the effectiveness of group work activities in enhancing speaking skills among students in the English club at VCVBHS Designed specifically for students, the questionnaire included 14 questions and was distributed to 50 participants The quantitative analysis of the responses facilitated easy summarization and data collection, with the survey questionnaires available in the appendices.
To ensure the reliability and validity of the samples, the questionnaire was distributed directly to learners in the English club during their break time in the speaking class, allowing them to focus on answering questions related to their recent experiences Prior to the survey, the researcher explained the study's purpose and significance, addressing any potential misunderstandings about the questions In addition to the written instructions provided on the handout, oral instructions in Vietnamese were given to eliminate any ambiguity.
The survey questions are grouped according to each specific purpose
Firstly, question 1, 2 and 3 are designed to find out the students’ and teachers’ opinions on learning and teaching English speaking skill
The article examines various methods for enhancing speaking skills in students, focusing specifically on the benefits of group work activities as perceived by both students and teachers Questions 4 and 5 seek to explore these opinions, highlighting the effectiveness of collaborative learning in improving speaking abilities.
Next, question 6, 7, 8, 9, 10 and 11 are used to ask the students’ and teachers’ organization of groupwork activities in speaking lesson
The implementation of new teaching methods often encounters various challenges within different institutions Questions 12 and 13 aim to identify the specific difficulties faced by both teachers and students when engaging in group work activities.
Finally, question 14 is about the students' suggestions to make groupwork activities in speaking lessons effective
In addition to questionnaires, qualitative data for this study were gathered through interviews with four teachers The researcher developed fourteen pertinent questions to collect information that would complement the findings from the questionnaires.
The face-to-face format of the interviews allowed interviewers to clarify any misunderstandings from the interviewees Conducted as informal conversations, the 20-minute interviews involved four teachers and were guided by a set of open-ended questions The recorded interviews were subsequently transcribed for analysis.
Summary
This chapter provides an overview of the English club, outlining the study's subjects, research questions, and data collection instruments To ensure the reliability and validity of the data, the author employed two methods: survey questionnaires and interviews The subsequent chapter will focus on data analysis and discussions related to teaching and learning English speaking skills.
DATA ANALYSIS
The students’ and teachers’ opinions on learning and teaching English speaking
1 Why do you learn speaking skill? a English speaking is compulsory at your college 24 b You just want to pass the oral exam 16 c Speaking is necessary for your future job 92 d You are interested in the skill 90 e Others 6
2 How much do you feel interested in speaking in class? a Very interested 64 b Rather interested 32 c Little interested 4 d Not interested at all 0
3 How is speaking skill important to you? a Very important 74 b Important 16 c Little important 10 d Not important at all 0
Table 1 Students’ opinions on learning English speaking skill
According to the statistics presented, a significant majority of students (92%) believe that speaking skills are essential for their future careers, with 90% expressing a genuine interest in developing these skills Only 24% reported learning speaking skills due to English being a compulsory subject at their college, while a mere 16% aimed to improve their speaking solely to pass oral tests Interestingly, 64% of students indicated they were very interested in speaking skills, and 32% found them interesting, leaving only 4% with minimal interest Additionally, 74% of students acknowledged the importance of speaking skills, 16% deemed them important, and only 10% considered them of little importance, with no students viewing speaking skills as unimportant.
In a recent interview, all four teachers unanimously emphasized the significance of teaching English speaking skills, recognizing its vital role in enhancing students' proficiency in reading, writing, and listening While three teachers expressed a strong preference for teaching speaking, one teacher indicated a lesser enthusiasm for this skill compared to others.
The study highlighted the significance of speaking skills for students in the English club at VCVBHS, with many expressing that learning to speak English is both essential and engaging Despite this, a lack of genuine interest in mastering speaking skills was noted among some students, and not all teachers favored teaching this aspect of the language.
The students and teachers' opinions on the benefits of groupwork activities
Question 4 How often does your English teacher use groupwork activities in your speaking lesson?
Table 2 The teachers’ frequent use of groupwork activities
When being asked for the teachers’ frequent use of groupwork activities, 46 out of
A significant 92% of students reported that teachers frequently incorporated group work activities into speaking lessons, highlighting the importance of these exercises for preparing students for oral tests and future job communication In contrast, only 8% of students indicated that group work was used occasionally in speaking lessons.
In a recent interview with teachers regarding the implementation of group work activities, all participants confirmed their consistent use of these methods in the classroom They emphasized that students benefit significantly from group work, deeming it essential for enhancing speaking lessons.
All teachers consistently incorporated group work activities into their speaking lessons, recognizing their importance Both students and educators acknowledged the necessity and benefits of these collaborative activities in enhancing student success.
Question 5 What do you like most when taking part in groupwork activities?
% a It increases the students’ speaking time 66 b It promotes the students’ independence, cooperation and motivation 64 c Shy and passive students have more opportunities of expressing themselves
56 d Students solve tasks better and faster 80 e Students can learn from each other and help each other when other students get stuck in expressing
100 f Students learn more about how to share the responsibilities 92 g It frees the teachers from their hard-working and can relax 42 h Others : - have more comfortable environment
Table 3 The students and teachers' opinions on benefits of groupwork activities
Statistics reveal that nearly all students recognize the benefits of group work activities, with 100% agreeing that collaboration allows them to learn from and support each other Additionally, 92% reported improved skills in sharing responsibilities, while 80% noted enhanced problem-solving speed and effectiveness A significant 66% of students appreciated the ample opportunity to practice speaking English in group settings Furthermore, 64% indicated that group work fosters independence, cooperation, and motivation, particularly benefiting shy and passive students, with 56% feeling more empowered to express themselves Additionally, 42% acknowledged that group work alleviates teachers' workloads, allowing them to relax Some students (26%) highlighted other advantages, such as a more comfortable learning environment and increased knowledge acquisition.
Teachers highlighted several benefits of group work activities for students, aligning with student feedback These benefits include increased practice time for English, a more relaxed and comfortable speaking environment, boosted confidence for shy students, quicker and more effective task completion, opportunities for peer learning, and improved responsibility sharing among group members.
According to the interview results for the teachers, three of the four teachers claimed that most of their students liked the groupwork activities they were applying in speaking lessons
Obviously, it could be said that a majority of the students had much interest in the groupwork activities being implemented in their speaking lessons.
The students’ and teachers’ organization of groupwork activities in speaking
6 In which stages of speaking activity do students like to use groupwork activities? a Pre-speaking 30 b While-speaking 65 c Post-speaking 5
7 In pre-speaking stage, how do your
English teachers prepare for groupwork activities? a Let the students choose the speaking topics 28 b Give clear instructions 78 c Provide the vocabulary and functional language the students need
8 In while-speaking stage, what do your teachers often do when the students take part in groupwork activities? a Go around, monitor and give help students if necessary
100 c Remain in the teachers’ seat and observe 12 d Interrupt and show students’ mistakes when they are working in groups
9 What do the teachers do in post- speaking stage? a Evaluate and comment the results of groupwork activities
86 b Ask each group to present their results in front of the class
100 c Correct students’ mistakes 42 d Provide feedback, praise and encourage students 80
11 How do you work when practising in groups? a work with great interest 76 b remain timid and silent all the time 0 c chat with other group members about another topics
Table 4: Organization of groupwork activities in speaking activity
To gather insights on the organization of group work activities by teachers and students, the researcher posed questions 6 to 11 According to Table 4, a significant majority of students (65%) identified while-speaking activities as the most suitable for group work This phase is crucial as it provides students with additional opportunities to practice their speaking skills, gain knowledge, and learn from their peers.
In the pre-speaking stage, only 30% carried out their tasks in group work and they rarely used it in post-speaking stage
In interviews with teachers regarding the stages of speaking lessons, it was found that group work activities were frequently utilized Half of the teachers, specifically two, incorporated group work during the while-speaking stage Additionally, one teacher employed group work in the pre-speaking stage to warm up students, while another used it in the post-speaking stage.
In the pre-speaking stage, a significant majority of students reported that teachers effectively prepared for group work activities, with 78% and 52% indicating that clear instructions and essential vocabulary were provided Additionally, 38% and 28% noted that teachers skillfully grouped students and allowed them to select their speaking topics However, only 6% of students felt that other preparations, such as setting time limits or carefully selecting tasks, were implemented by the teachers.
During interviews, teachers emphasized their practice of providing clear instructions and essential vocabulary to students, often grouping them strategically and allowing topic selection for speaking activities In the while-speaking stage of group work, 100% of teachers reported actively circulating the classroom to offer assistance and gather feedback notes In contrast, only 12% and 2% of teachers chose to remain seated and observe or to interrupt and correct students' mistakes during group activities The teachers explained that they prefer to reserve corrections for later discussions with the entire class, believing it to be a more effective approach.
In the post-speaking stage, 100% of students reported that teachers required them to present their results in front of the class Additionally, 86% of students noted that teachers evaluated and commented on group work results, while 80% mentioned receiving feedback, praise, and encouragement Furthermore, 42% of students indicated that teachers corrected their mistakes.
In response to the question about activities during the while-speaking and post-speaking stages, 75% of teachers reported that they provided clear instructions, offered essential vocabulary and functional language, and actively monitored student performance Additionally, teachers frequently assisted, praised, and encouraged students to enhance their speaking skills.
According to Table 4, a significant majority of students (76%, or 38 out of 50) reported engaging enthusiastically in group practice sessions Additionally, 18% of the students (9 out of 50) indicated that they frequently discussed unrelated topics with their group members, while 6% (3 out of 50) admitted to speaking Vietnamese during discussions Notably, none of the students were consistently timid or silent throughout the activities.
Question 10 What kind of groupwork activities do you want to participate in your club?
% a Discussion 48 b Interviews 46 c Role play 76 d Games 88 e Oral presentation 40 f Others 28
Table 5 Kinds of groupwork activities that students want to participate in
Question 10 helps teachers know about the kinds of groupwork activities that students were fond of participating in The collected data shows that games (88%) and role play (76%) are those that students liked to take part in most They highly recommended games in speaking activities to cheer up the stressful atmosphere and paid their attention to the main speaking activities Many students did not like the discussion, interviews and oral presentation very much (48%, 46% and 40% in turn) This can be completely explained that the students in the English club were at the low level of English proficiency, so they were not competent enough to take part in such challenging activities
In a recent survey, teachers highlighted their effective use of various group work activities in speaking lessons, including discussions, interviews, role play, games, oral presentations, conversations, and brainstorming, all aimed at enhancing students' communicative competence Notably, 100% of teachers favored role play, while one in four preferred discussions and interviews, believing these were more suited for advanced English learners The remaining three teachers opted for games and oral presentations as part of their teaching strategies This trend indicates a positive shift towards adopting innovative methods to improve students' oral skills in English.
3.4 Difficulties the teachers and students have faced when using groupwork activities
12 Do you have any difficulties when working in groups? a Yes, often 28 b Yes, sometimes 68 c Yes, but rarely 4 d No, never 0
13 What are the factors that cause the difficulties? a The teacher’s low proficiency and experience in English and methodology
34 b The students’ different level 94 c The student’s passive and lazy learning styles with overload work
76 d Speaking topics are not interesting 18 e The vocabulary and structure are poor, and they lack knowledge of science, society & life
Table 6 The difficulties students had when working in group work
According to the data, all students reported experiencing difficulties with group work, with 68% indicating they faced challenges sometimes, 28% often, and only 4% rarely The primary reasons for these difficulties included differing skill levels (94%) and passive learning styles exacerbated by excessive workload (76%) Additionally, 34% attributed their struggles to the teacher's low proficiency, while 28% cited poor vocabulary and structural knowledge Other factors included a lack of knowledge in science and society, uninteresting topics (18%), and issues such as group members not understanding each other, laziness, anxiety over making mistakes, and external pressures Only 14% of students identified other contributing factors to their difficulties.
Teachers faced significant challenges when conducting group work in speaking lessons, citing issues such as excessive noise and the use of Vietnamese by students Many expressed difficulty in managing overcrowded, multi-level classes and noted a lack of time to review group outcomes or address individual mistakes Additionally, some students displayed a lack of motivation, while others struggled with limited vocabulary and knowledge in various subjects Teachers also recognized that ineffective grouping—pairing high-achieving students together or grouping timid students—contributed to the ineffectiveness of group activities.
3.5 The teachers’ solutions to overcome their difficulties
All of the teachers interviewed said that they always managed to overcome the difficulties to make the organization of group work in speaking lesson more successful and efficient
All teachers actively adapted speaking tasks to suit their students' needs and sought assistance from faculty and administration They made significant efforts to enhance group work activities, requesting additional guidance for overcoming challenges While two out of four teachers resorted to disciplinary actions for unmotivated students, the others employed strategies such as engaging students in discussions about their issues, allowing them to select topics and groups, and ensuring equal opportunities for all to share their ideas Prior to group work, teachers provided clear instructions, suggested ideas to facilitate expression, and offered essential vocabulary and structures Following each speaking activity, they delivered constructive feedback and assessments to improve student performance Ultimately, the teachers are committed to making group work activities effective and successful.
All teachers (100%) reported success in implementing solutions to overcome challenges, indicating that these strategies facilitated their ability to address difficulties effectively This outcome highlights the effectiveness of group work activities in enhancing their speaking lessons.
3.6 The students' suggestions to make groupwork activities in speaking lessons effective
Question 14 What are your suggestions to make groupwork activities in speaking lessons more effective?
Percent (%) a Provide a promoting lead-in 22 b Provide necessary vocabulary and structures in preparation stage for groupwork activities, and suggest the ideas
100 c Set limit time for groupwork activities 38 d Give clear instructions 74 e Create a competitive and comfortable atmosphere 100 f Go around, observe and give help if necessary 92 g Give feedback, praise and encouragement 100
- Teachers should call any members in a group to present in front of the class, not only the group leader
- Teachers should not to interrupt to correct when students are speaking
Table 7 The students' suggestions to make groupwork activities in speaking lessons effective
According to Table 7, 100% of students expect their teachers to provide essential vocabulary and structures during the preparation stage for group work activities, fostering a competitive yet comfortable atmosphere, and offering feedback, praise, and encouragement Only 22% expressed a desire for a promoting lead-in from their teachers A significant majority, 92%, believe that teachers should circulate, observe, and offer assistance when needed, while 74% emphasized the importance of clear instructions Additionally, 38% of students feel that group work activities in speaking lessons would be more effective with time limits set by teachers Many students suggested that teachers should call on any group member to present in front of the class rather than just the group leader and preferred that teachers refrain from interrupting to correct students during their speaking.
3.7 The teachers' suggestions to help students use groupwork activities in speaking lesson effectively
To enhance the effectiveness of group work activities, teachers recommend providing students with clear instructions, essential vocabulary, and structures before group engagement Forming groups of three or four students with diverse strengths allows for mutual support and learning Additionally, it is crucial to motivate students and implement appropriate consequences for disengagement Teachers should actively circulate to assist students as needed To further improve speaking skills, they suggest conducting oral tests to encourage focus on speaking, along with increased investment in facilities such as radios, dedicated English practice rooms, projectors, and additional boards.
The students' suggestions to make groupwork activities in speaking lessons
Question 14 What are your suggestions to make groupwork activities in speaking lessons more effective?
Percent (%) a Provide a promoting lead-in 22 b Provide necessary vocabulary and structures in preparation stage for groupwork activities, and suggest the ideas
100 c Set limit time for groupwork activities 38 d Give clear instructions 74 e Create a competitive and comfortable atmosphere 100 f Go around, observe and give help if necessary 92 g Give feedback, praise and encouragement 100
- Teachers should call any members in a group to present in front of the class, not only the group leader
- Teachers should not to interrupt to correct when students are speaking
Table 7 The students' suggestions to make groupwork activities in speaking lessons effective
Table 7 reveals that 100% of students expect their teachers to provide essential vocabulary and structures during the preparation stage for group work activities, fostering a competitive and comfortable environment while offering feedback, praise, and encouragement Only 22% of students expressed a desire for a promoting lead-in from their teachers A significant majority, 92%, believe that teachers should circulate, observe, and assist when necessary, while 74% emphasized the importance of clear instructions Additionally, 38% indicated that group work in speaking lessons would be more effective with time limits set by teachers Students also suggested that teachers should call on any group member to present in front of the class, rather than just the group leader, and they preferred that teachers refrain from interrupting to correct errors during speaking.
The teachers' suggestions to help students use groupwork activities in speaking
To enhance the effectiveness of group work activities, teachers emphasize the importance of providing clear instructions, essential vocabulary, and structures prior to group tasks They recommend forming groups of three or four students with diverse strengths to facilitate mutual support and learning Additionally, teachers should motivate students and implement appropriate consequences for those who are disengaged Regularly circulating to assist students is crucial, along with introducing oral tests to encourage focus on speaking skills Lastly, investing in facilities such as radios, dedicated English practice rooms, projectors, and extra boards can significantly improve students' speaking abilities.
Summary
This chapter provides an overview of the English club at VCVBHS, outlining the study's subjects and data collection instruments, including survey questionnaires and interviews to ensure reliable and valid data It details the analysis of both the survey and interview results, while also considering suggestions from teachers and students to enhance the effectiveness of group work activities in speaking lessons This foundational chapter sets the stage for the major findings and recommendations regarding the use of group work to improve speaking skills, which will be explored in Chapter Three.
FINDINGS AND RECOMMENDATIONS
Research question 1: How groupwork activities are used in the speaking lessons of
of the students in the English club at VCVB high school?
At VCVB High School, all four English club teachers effectively implemented the communicative approach in their speaking lessons, emphasizing the significance of group work activities to enhance students' speaking skills These activities provided students with opportunities to engage in diverse communicative tasks, fostering teamwork, critical thinking, and the articulation of ideas during discussions The teachers meticulously prepared for group work by offering clear instructions, essential vocabulary, and functional language, while also thoughtfully grouping students and allowing them to select their discussion topics During the speaking activities, teachers actively monitored student performance and provided assistance when needed In the post-speaking phase, they offered constructive feedback, encouragement, and opportunities for students to present their views to the class, ultimately evaluating the effectiveness of the group work activities.
Interviews with four teachers managing the English club at VCVBHS revealed a preference for group work activities, including games, role play, oral presentations, and group discussions, to enhance students' oral skills The teachers noted that these interactive methods not only captured students' attention but also increased participation and fostered a practical communicative environment.
Students engaged in group work during speaking lessons, showing high interest and participation across all stages: pre-speaking, while-speaking, and post-speaking Most students recognized the benefits of these activities for enhancing their speaking skills and expressed a desire to partake in various group work formats, including oral presentations, games, discussions, and role plays Following each activity, they reported noticeable improvements in their speaking abilities.
Research question 2: What are the difficulties the teachers and the students in the
The survey results reveal that the majority of students in the English club at VCVBHS recognize the significance of speaking skills for their future careers and oral examinations, a sentiment echoed by their teachers.
In the English club at VCVBHS, both teachers and students highly valued speaking skills and group work activities, recognizing their crucial role in mastering a foreign language Participants agreed that group work significantly motivated and enhanced students' English speaking abilities A survey revealed preferred group work activities, highlighting key factors that contribute to the success of speaking lessons, which became the focal point of the study.
Teachers and students alike have recognized the significant benefits of group work activities in enhancing English language teaching and learning Both parties have actively sought to leverage the advantages that these collaborative activities offer, fostering a more effective educational experience.
Despite the efforts of teachers and students at VCVBHS to enhance the effectiveness of group work activities, challenges persist in their implementation within the English club.
Students faced several challenges that hindered the effectiveness of group work activities A predominant issue was their passive learning approach, coupled with feelings of shyness and fatigue from excessive workloads Many students only engaged with the material they were specifically assigned and often neglected their homework During group discussions, some remained silent or resorted to speaking Vietnamese due to a fear of participating in speaking activities This reluctance stemmed from a lack of interaction in the classroom, both between teachers and students and among peers, which led to feelings of embarrassment and anxiety about making mistakes while expressing themselves in English.
The English club faced challenges due to students from varying grade levels, resulting in differing English proficiency This disparity led to weaker students relying heavily on their more proficient peers, who often felt hesitant to collaborate Consequently, group activities became slow and ineffective, hindering overall progress and participation.
Students exhibited limited vocabulary and structural knowledge, resulting in a lack of understanding of scientific, societal, and life-related topics Consequently, they struggled to comprehend the content and were unable to articulate their ideas and thoughts fluently.
The overcrowding of students in speaking lessons significantly hindered effective teaching, as teachers struggled to engage with each individual, leaving some students without the support they needed This lack of attention allowed mistakes to go unchecked and led to instances of students chatting in Vietnamese Additionally, the disparity in student motivation—where some were lazy and irresponsible while others dominated the group—complicated collaboration during group work, ultimately reducing its effectiveness.
The English club faced challenges due to the varying skill levels of students from grades 10, 11, and 12 Teachers struggled to effectively group students and design appropriate group work activities that catered to each individual's proficiency Additionally, they aimed to enhance students' English vocabulary, grammar, and knowledge across subjects such as science, society, and life.
Teachers observed that group work activities benefited stronger students more than weaker ones, as talkative and articulate students often dominated discussions Consequently, weaker students tended to rely heavily on their more capable peers, leading to passivity during lessons.
4.3 Some recommendations to make groupwork activities effective and successful in speaking lessons and to help students to improve speaking skill
To enhance student participation and improve the effectiveness of group work activities in the English club at VCVBHS, it is essential to implement strategic changes By adopting these recommendations, the club can create a more engaging environment that fosters collaboration and significantly boosts students' speaking skills.
To enhance students' speaking skills in English, it is essential for teachers to provide necessary vocabulary, structural knowledge, and relevant scientific and cultural insights By supplying materials and suggesting reference sources related to the topics at hand, teachers empower students to gain a comprehensive understanding of vocabulary and cultural context This preparation fosters students' confidence, enabling them to articulate their thoughts more fluently and accurately, ultimately leading to improved speaking proficiency and reduced errors in their communication.
The second thing is that the teachers should group good students with weak students so that good students can help and assist weak students in every activities
Teachers' observation and management of group activities are essential for enhancing their effectiveness in facilitating collaborative learning By circulating among groups, educators can monitor student performance, encourage the use of the target language, minimize distractions, and provide constructive feedback This proactive approach not only supports students in their learning process but also helps teachers refine their strategies for group work.
Teachers should prioritize assessing individual student performance and providing constructive feedback and encouragement It is essential for groups to be aware of each member's progress Following speaking activities, teachers' assessments, along with encouragement and praise, serve as effective motivators for students to strive for better results in their studies.
To foster a cooperative atmosphere in the classroom, teachers should encourage self-learning among students, allowing them to express their ideas freely without fear of judgment This environment benefits all students, particularly those who may be less confident, by providing opportunities to engage in activities that enhance their cooperative skills and participation Self-learning is crucial for developing speaking skills, as students must actively practice both at home and in class To improve their speaking abilities, they should read extensively for information and practice pronunciation, learning from their own mistakes and those of their peers, even in the absence of teachers.
Summary
This chapter presents key findings regarding the use of group work activities in speaking lessons, highlighting the challenges faced by both teachers and students Additionally, the researcher offers recommendations aimed at enhancing the effectiveness of group work in these lessons It is anticipated that these suggestions will be beneficial for educators.
Conclusions
The instruments for data collection of this study have shown the necessary findings that have been analyzed and discussed for the following final conclusions
A study involving 50 students and 4 English teachers at Vung Cao Viet Bac High School explored the effectiveness of group work activities in enhancing students' speaking skills within the English club Utilizing survey questionnaires for students and interviews for teachers, the research revealed a generally positive perception of group work among participants, who recognized its significance for improving speaking abilities However, both teachers and students faced challenges; teachers noted that varying student proficiency levels hindered effective implementation, while students struggled primarily with a lack of confidence, vocabulary, and structural knowledge in English Despite acknowledging these difficulties, both groups found it challenging to overcome them, indicating that substantial time and effort from both teachers and students would be necessary for improvement.
Both teachers and students identified effective solutions for enhancing speaking skills through group work, rooted in practical teaching experience Key strategies included equipping students with relevant vocabulary and knowledge, thoughtfully grouping them for activities, providing encouragement and compliments, fostering a cooperative classroom environment, and promoting self-directed learning These approaches emerged as the most impactful for improving student engagement and speaking proficiency.
Speaking is often regarded as the most challenging skill in the English teaching-learning process due to its reliance on vocabulary, grammatical structures, and cultural understanding This complex skill enables students to articulate their thoughts and ideas, transforming them into visible and tangible expressions.
The completed thesis aims to assist teachers in overcoming challenges students face in speaking lessons while enhancing their speaking skills Implementing group work activities emerges as an effective strategy for improving the speaking abilities of high school students This approach provides learners with opportunities to exchange information, share knowledge and ideas, and support one another in a natural and creative manner.
The study highlights that implementing group work activities significantly benefits both teachers and students in enhancing English speaking skills The researcher aims to introduce engaging methods for teaching speaking at Vung Cao Viet Bac High School, enabling students in the English club to improve their skills through collaborative learning For students, group work fosters independence, cooperation, and motivation, while also increasing their speaking time and expanding their vocabulary and knowledge of daily life It provides opportunities for self-expression and enhances both speaking skills and communicative competence For teachers, these activities alleviate their workload, allowing them to focus more on student support, create diverse and engaging group work tasks, and deliver more successful and effective lessons.
This study aims to benefit not only English teachers at VCVBHS but also language educators facing similar challenges It focuses on the implementation of group work activities to enhance speaking skills and supports the ongoing efforts to innovate English teaching methods at the school.
Limitations of the study
While the study benefits from robust data collection methods, including observations and survey questionnaires for both students and teachers, it is important to acknowledge its limitations Factors such as time constraints, insufficient resources, and the researcher's expertise have contributed to several drawbacks in the study's overall effectiveness.
The limited number of informants in the survey may restrict the generalizability of the findings Additionally, the researcher faced constraints in academic language proficiency and experience conducting the study Furthermore, the author's practical teaching experience with students of varying grades and levels, as well as subject matter knowledge, is also limited Consequently, this study serves as a foundation for future research.
Suggestions for further research
This study concentrated on three specific challenges related to using group work to enhance students' speaking skills within a limited timeframe Future research will delve deeper into one of two key issues: either exploring effective methods for engaging all students at VCVBHS in group work activities or developing strategies to increase student participation in these collaborative tasks.
Researchers can enhance English language instruction by incorporating not only group work but also pair work and communicative language teaching methods These approaches can effectively support the development of essential skills such as listening, reading, and writing.
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APPENDIX 1 Survey questionnaire for students
This questionnaire aims to identify effective techniques for enhancing the speaking skills of students in the English club at Vung Cao Viet Bac High School Your participation in this survey would be greatly appreciated and should only take a few minutes to complete.
Thank you for your cooperation!
Please complete your personal profile
Please circle or tick for each response that best corresponds to your view
1 Why do you learn speaking skill? You can tick more than one answer: a English speaking is compulsory at your college b You just want to pass the oral exam c Speaking is necessary for your future job d You are interested in the speaking skill e Others
2 How much do you feel interested in speaking in class? a Very interested b Rather interested c Little interested d Not at all
3 How is speaking skill important to you? a Very important b Important c Little important d Not important at all
4 How often does your English teacher use groupwork activities in your speaking lessons? a Always b Often c Sometimes d Never
5 When taking part in groupwork activities, what make you like it most? a It increases the students’ speaking time b It promotes the students’ independence, cooperation and motivation c Shy and passive students have more opportunities of expressing themselves d Students solve tasks better and faster e Students can learn from each other and help each other when other students get stuck in expressing f Students learn more about how to share the responsibilities g It frees the teachers from their hard-working and can relax h Others ( please specify) ………
6 In which stages of speaking activity do students like to use groupwork activities? a Pre-speaking b While-speaking c Post-speaking
7 In pre-speaking stage, how do your English teachers prepare for groupwork activities? a Let the students choose the speaking topics b Give clear instructions c Provide the vocabulary and functional language the students need d Group students cleverly e Others
8 In while-speaking stage, what do your teachers often do when the students take part in groupwork activities? a Go around and monitor students’ activities b Help students if necessary c Remain in the teachers’ seat and observe d Interrupt and show students’ mistakes when they are working in groups e Do nothing
9 What do the teachers do in post-speaking stage? a Evaluate and comment the results of groupwork activities b Ask each group to present their results in front of the class c Correct students’ mistakes d Provide feedback, praise and encourage students
10 What kind of groupwork activities do you want to participate in your club? Put a tick next to the activities a Discussion b Interviews c Role play d Games e Oral presentation f Others
11 How do you work when practising in groups? a work with great interest b remain timid and silent all the time c chat with other group members about another topics d speak Vietnamese during discussion
12 Do you have any difficulties when working in groups? a Yes, often b Yes, sometimes c Yes, but rarely d No, never
13 What are the factors that cause the difficulties? a Teachers’ low proficiency and experience in English and methodology b The students’ different level c The students’ passive and lazy learning style with overload work d Speaking topics are not interesting e Others (please specify): ………
14 What are your suggestions to make groupwork activities in speaking activitiess more effective? a Provide a promoting lead-in b Provide necessary vocabulary and structures in preparation stage for groupwork activities, and suggest the ideas c Set limit time for groupwork activities d Give clear instructions e Create a competitive and comfortable atmosphere f Go around, observe and give help if necessary g Give feedback, praise and encouragement h Others : ………
Thank you very much for your cooperation