INTRODUCTION
Rationale of the study
Interaction is now acknowledged as the most effective method for language learning, making group work essential for students This collaborative approach creates valuable opportunities for meaningful interaction, enhancing the overall learning experience.
Numerous studies have explored the effectiveness of group work in English language teaching and learning Researchers have investigated various aspects, including the role of group activities in language education, challenges faced in implementing group work, students' attitudes towards it, and the correlation between participation in group activities and academic achievement These findings will be further elaborated in the literature review, highlighting the significant efforts made to assess the impact of group work on the learning process.
At Thanh Thuy High School, my experience as a teacher has revealed that not all students and teachers embrace group work, leading to passive participation among students despite various encouragements and teaching methods Recognizing the value of group work in enhancing English learning, I am eager to explore the factors that influence student participation in these activities from their own perspectives This understanding will enable me to design effective group activities tailored to boost student engagement and participation.
This case study focuses on 11th graders at a high school in Phu Tho, examining their participation in group work activities during English language classes The research aims to enhance understanding of students' involvement levels and the factors influencing their participation, ultimately assisting teachers in developing strategies to boost student engagement in group interactions.
Aims of the study
This research investigates the extent of student participation in group work activities and identifies the factors influencing their involvement Based on the findings, the researcher proposes effective activities to enhance group collaboration.
The research questions
In order to get the above aims, the research was designed and conducted to seek answers to the following research questions:
1 How do students participate in group work activities in English language classes and why do they participate that way?
2 What types of group tasks encourage students‟ better participation?
Methods of the study
This descriptive case study utilized qualitative methods to gather information addressing the research questions Data was collected from two primary sources: questionnaires and interviews, ensuring a comprehensive understanding of the topic.
The scope of the study
A study was conducted with 58 high school students (27 females and 31 males) at Thanh Thuy High School in Phu Tho province, focusing on their participation in classroom interactional activities The research aimed to analyze how this participation impacted their English language skills.
The significance of the study
This study aims to explore student involvement in group work activities and the factors influencing their participation It highlights the definition and benefits of group work, enabling students to understand and effectively implement this learning method Given that high school students are often unfamiliar with collaborative learning approaches from their secondary education, they face various challenges, which are addressed in this research Ultimately, the study seeks to assist both students and teachers in utilizing group work activities more effectively.
This study aims to inspire students' creativity in group projects by providing valuable insights that encourage effective planning for enhancing language learning Additionally, it will equip students with an understanding of innovative teaching and learning approaches.
Organization of the thesis
The thesis is organized as follows:
CHAPTER 1: INTRODUCTION – introduces the rationale; aims of the study; research questions; significance of the study; and the thesis structure
CHAPTER 2: LITERATURE REVIEW – reviews and presents relevant theories and studies to the study
CHAPTER 3: METHODOLOGY – describes the research design, the participants selection, date collection procedure, date collection instruments
CHAPTER 4: FINDINGS AND DISCUSSION – presents an analysis of the data and discusses the results of the study
CHAPTER 5: CONCLUSIONS – summarizes the study, limitations of the study and suggestions for further research.
LITERATURE REVIEW
The Sociocultural perspectives on language learning: the role of social
Sociocultural theory (SCT) highlights the crucial role of interpersonal, cultural-historical, and individual factors in human cognitive development According to Tudge and Scrimsher (2003), interactions with individuals in one's environment, particularly with adults and more capable peers, are essential for stimulating developmental processes and fostering cognitive growth Thus, SCT posits that a child's cognitive development is fundamentally shaped by social interactions.
Sociocultural theory, developed by Russian psychologist Vygotsky in 1978, emphasizes the critical role of social interaction in cognitive development Vygotsky's research highlights how collaborative learning and cultural context significantly influence the way individuals think and learn.
In a child's cultural development, every function manifests twice: initially on a social level and subsequently on an individual level This progression occurs first through interactions with others (interpsychological) and later within the child themselves (intrapsychological) This pattern is evident in various cognitive processes, including attention, logical memory, and concept formation, indicating that all higher functions arise from actual relationships between individuals.
Sociocultural theory suggests that children are highly impressionable, allowing them to swiftly adopt speech patterns, behaviors, written language, and other symbols from their environment Through interactions with parents, teachers, and their surroundings, children gradually associate new information with meanings, ultimately integrating it into their knowledge framework.
From the perspective of sociocultural theory, learning is a dynamic process that requires participation in socially-mediated activities within the zone of proximal development (ZPD) Consequently, instruction should be focused on the ZPD, as defined by Vygotsky (1978, pp 86-87).
The zone of proximal development (ZPD) refers to the gap between an individual's current problem-solving abilities and their potential capabilities when supported by adults or more skilled peers This concept highlights that individuals can perform certain tasks with assistance that they are not yet able to accomplish on their own The term "proximal" signifies that these skills are within reach, requiring additional guidance and practice for the individual to achieve independent mastery.
Vygotsky emphasized the importance of peer interaction in the learning process, advocating for the pairing of more skilled students with those who are less proficient This approach fosters the acquisition of new skills among children In the context of classroom teaching, Vygotsky outlined a three-stage learning process that enhances educational outcomes.
1 The presence of someone with the knowledge and skills to guide the learner;
2 Social interactions that allow the learner to observe and practice their skills; and
3 Scaffolding, or supportive activities provided by the mentor or teacher that help guide the learner through the ZPD
In summary, the sociocultural theory emphasizes that learning is changing participation in situated practices As such, this study aims to explore the students‟ participation in group work.
Group work
In this study, we adopt Brown's (2000) definition of group work, which emphasizes that individuals collaborate and rely on each other to achieve a common goal This interconnectedness means that any event affecting one group member impacts the entire group This definition is particularly relevant in EFL classrooms, where students work together in small groups to reach shared learning objectives in various tasks and activities.
Forsyth (2006) builds on Brown's definition of a group, describing it as two or more individuals linked by social relationships He emphasizes that a group must meet three essential criteria: the number of individuals, the connections between them, and the nature of their relationships.
2.2.2 The role of group work activities in language teaching
A literature review shows that the benefits of group work in EFL can be classified into three categories These are discussed below
Group work activities can promote students’ responsibility and autonomy
Students collaborate effectively, sharing ideas and striving to achieve common goals in group activities A key responsibility for each learner is to take charge of their group's tasks, fostering a sense of accountability for both themselves and their peers This creates a supportive environment characterized by friendly assistance and strong personal interdependence among group members.
Group and pair work are essential for fostering idea sharing and knowledge exchange among students (1998) During reading activities, students can collaboratively decipher text meanings, while discussions allow them to generate new ideas together According to Chirac and Hempel (2008: 26-27), such collaborative efforts not only promote independent thinking but also enhance students' argumentative skills and critical thinking abilities This study demonstrated that student collaboration significantly boosts productivity and improves learning outcomes.
Group work increase students’ talking time and oral fluency
According to Ur (1996), small group interactions in the classroom enhance student engagement and are crucial for developing speaking fluency In a class divided into five groups, students have five times more opportunities to speak compared to larger classes, making this approach highly effective for language practice.
Group work activities significantly enhance student motivation by providing opportunities for language practice and fostering active participation According to Richards and Loc Khart (1994), students engage more deeply in the learning process and benefit from idea sharing within their groups Doff (1988) also highlights that group work reduces anxiety, allowing students to feel more comfortable expressing themselves compared to speaking in front of the entire class This approach is particularly beneficial for shy students, who may hesitate to contribute in larger group settings.
Group work helps to provide mutual learning and student-student interaction
From a sociocultural perspective, group work plays a vital role in cognitive development by facilitating social interaction, which is essential for learning Lightbrown & Spada (2006) highlight that effective learning occurs when individuals engage with peers within their zone of proximal development (ZPD) Consequently, cooperative learning creates valuable opportunities for social interaction in the classroom, particularly important for English as a Foreign Language (EFL) learners, who often face limited interaction opportunities outside of the classroom The sociocultural implications of group work in second or foreign language learning will be explored in detail in the following section.
Group work in language classrooms significantly enhances students' language skills by fostering collaboration and social interaction By dividing the class into smaller groups, learners create a supportive environment where they can share personal insights and collectively reach conclusions, enriching their learning experience.
Group work significantly enhances second language learning, but organizing these activities poses challenges for educators Issues may arise when dominant students overshadow their peers, leading to discomfort within the group Therefore, the success of group work in fostering student learning largely hinges on effective organization and the suitability of tasks assigned to the students.
While group work offers several advantages, it also presents notable challenges According to McGraw and Tidwell (2001), students frequently encounter issues like unequal contributions, ineffective communication, diverse cultural work styles, insufficient leadership, differing work ethics, and varied grading expectations In severe instances, these problems can lead to team disintegration Additionally, Group Work (n.d.) and Fisher et al (1994) highlight that group dynamics can sometimes benefit certain students while disadvantaging others.
“difficulty in grading individual input” and “time consuming for both students and faculty.”
Research has shown that several factors contribute to teachers' reluctance to implement group work in their classrooms Concerns include the fear that many students may not engage in the activity, become distracted, or revert to using their native language instead of the target language.
The reason most commonly cited by teachers why they do not use group work is classroom management For example, Davis (1997), Brown, (2001), Alley
Teachers often struggle with maintaining discipline during group work due to insufficient preparation and a lack of clear instructional strategies (Ramirez, 2005) Many educators implement group activities without a well-defined rationale, leading to superficial engagement and limited effectiveness (Davis, 1997; Brown, 2001) Consequently, the outcomes of these group tasks are often diminished because of inadequate planning and understanding of the technique's true objectives.
Group work offers a student-centered approach that can be challenging to implement, especially in large classes According to Davis (1997, p 267), this method poses difficulties for some teachers.
The traditional teacher-centered classroom often views educators as the primary source of knowledge, leading to a perception that allowing students to work independently undermines this role This belief is especially prevalent among less experienced teachers However, Ramirez (2005) highlights that during group work, the teacher remains the director and manager, emphasizing the importance of guiding students in collaborative settings Despite this, the notion that group work disrupts traditional teaching methods may foster negative attitudes towards collaborative learning.
To address discipline issues in group work, research indicates the importance of providing clear instructions, implementing teacher training on effective group work strategies, and ensuring meticulous planning Additionally, it is crucial to justify the use of group work for specific activities and to assign distinct roles to group members (Pasigna, 1997; Brown, 2001; Hess, 2001; Shamim et al., 2007).
Participation as learning
Class participation plays a crucial role in enhancing student learning by enabling them to articulate their ideas clearly and ask questions that deepen their understanding of the subject matter This interactive engagement not only benefits students but also serves as a valuable feedback mechanism for teachers, allowing them to identify areas of confusion and tailor their instruction to meet students' needs Consequently, the dynamic exchange between lecturers and students is essential for effective learning, highlighting the significance of participation in the educational process.
Research indicates that active participation in classroom discussions significantly enhances students' academic achievement and satisfaction with the learning process (Jong, 1994; Astin, 1999) Engaging actively in discussions is essential for effective learning and contributes to students' educational success and personal development (Tatar, 2005) This involvement fosters critical thinking skills and promotes intellectual growth, highlighting the importance of student engagement in their educational journey.
The undeniable relationship between student participation in the classroom and academic achievement highlights the importance of engagement in learning Active participation allows students to contribute to discussions, practice problem-solving, organize concepts, formulate arguments, and evaluate diverse perspectives Research by Lahaderne (1967) indicates that teaching processes directly impact academic success, while Cobb (as cited in Abu Bakar, 1986) found a correlation between student behaviors in mathematics and their overall achievement Consequently, fostering student participation is a crucial instructional strategy that schools can implement to enhance learning outcomes (Abu Bakar, 1986).
According to Hull (1985, cited in Horder 2010), adults learn most effectively when engaged in group activities Collaborative learning not only fosters higher-order thinking skills but also enhances knowledge retention compared to solitary study.
Hicks (1955) and Palinscar (1986) emphasized that engaging students in discussions where they share their opinions and ideas allows teachers to convey information effectively while also assessing students' understanding of the lessons (as cited in Chu and Kim, 1999).
Classroom participation significantly enhances students' academic performance by fostering critical thinking, active learning, and essential communication skills Research by Scepansky (2003) indicates that students who engage more in class tend to exhibit higher levels of openness and conscientiousness This active involvement not only promotes a positive learning environment but also equips students with the necessary skills for successful careers and disciplined discussions.
Ewens (2000) emphasizes that fostering classroom participation, as opposed to traditional lecture methods, enhances reflective thinking and problem-solving skills, including application, analysis, synthesis, and evaluation Additionally, information acquired through discussion tends to be retained more effectively than that learned through lectures.
Based on the literature and selected past research, it can be concluded that student‟s participation in the classroom will ensure the effectiveness of the learning process.
Students‟ attitudes towards group work
Despite the proven benefits of academic group work, student opinions on participation vary significantly, with many expressing dislike for it (Butts, 2000) This presents a challenge for instructors who recognize the advantages of incorporating group work into the curriculum but are hesitant due to students' negative attitudes, which may undermine group effectiveness To enhance student attitudes towards group work, it is crucial to investigate the underlying issues affecting these perceptions Understanding these factors can help address student concerns and develop strategies to improve both attitudes and the overall effectiveness of group work.
Recent studies indicate that student attitudes towards group work are shaped by various factors, which can be categorized into two main types: individual characteristics, such as gender and education level, and group dynamics, including the interpersonal relationships that evolve over time and the distribution of tasks within the group.
Students' attitudes toward group coursework significantly impact their performance on assessed tasks, influenced by educators and mixed messages about the purpose of group work (Mutch, 1998) The way coursework is implemented also plays a crucial role (Willcoxson, 2006) Negative attitudes from educators, often stemming from recurring group conflicts, can affect students' perceptions of teamwork benefits and fairness in grading (Chapman and Van Auken, 2001) However, when lecturers engage in discussions about group management and incorporate peer evaluations, students tend to develop more positive attitudes toward group coursework (Chapman and Van Auken, 2001) Additionally, Pffaf and Huddleston (2003) highlight that some conflicts may arise from educators' practices, such as assigning groups without student input, inadequately addressing social loafing, and neglecting peer evaluations.
Overview of the research projects related to the thesis topic
Recent studies, including one by Li and Campbell (2008), have explored the effectiveness of group work in English teaching, particularly among Asian students This research involved twenty-two participants and utilized face-to-face semi-structured interviews The findings highlighted both the advantages of group work and the challenges that can hinder group dynamics, such as individual attitudes, willingness to cooperate, group composition, competing time demands, differing abilities, and cultural values among group members.
A study by Chen and Hird (2006) investigated the behavior of 36 Chinese non-English major students in group settings during EFL lessons at Normal University Utilizing tape recordings of group discussions and interviews, the researchers highlighted the challenges in generalizing student interactions in English classrooms The findings indicate that many aspects of group work remain unexplored, emphasizing the need for further research on how students engage and collaborate in these settings.
A study by Payne and Monk-Turner (2006) explored student perceptions of group work after completing a semester-long project, involving 145 upper-division sociology and criminal justice students at a large regional university The findings indicated that small groups tend to function more effectively than larger ones; however, this dynamic can hinder the performance of weaker members, as more capable individuals often dominate task execution.
Jeremy Harmer (2007) emphasizes the value of group activities for students, suggesting that they can collaboratively create and perform stories in smaller groups He notes that students are more likely to engage and communicate effectively in small groups compared to larger ones Additionally, Harmer points out that students often prefer to work alongside friends during group activities, as they appreciate receiving individual attention from their teachers.
Davis (1997) conducted action research highlighting challenges in the design and implementation of group activities, proposing solutions for post-observation adjustments within a task and content-based framework for language instruction The findings revealed that teachers struggled with maintaining class discipline during group work, often due to inadequate preparation or instruction on the strategy For many educators, group work was merely about assembling students without a clear plan or rationale for its use in specific activities or tasks.
Nihalani et al., (2010) also pointed out that group performance will reflect the groups‟ member level in stead of the whole group together when one group member dominates the group
Research indicates that group work activities in English teaching offer both benefits and drawbacks for students This study aims to explore student participation in these activities and identify the motivations behind their involvement The findings will help educators implement group work more effectively in English language classrooms.
RESEARCH METHODOLOGY
Introduction
This chapter outlines the methodological orientation of the study, focusing on the case study approach and the rationale behind this choice It details the research designs employed, including the selection process and the development of tools for data collection and analysis Additionally, the chapter addresses the ethical considerations associated with the study and concludes with a brief summary of its key points.
The case study methodology
Case studies have emerged as a prominent research method in contemporary society, yet researchers hold varying interpretations of what constitutes a case study Yin (2003) defines a case study as "a contemporary phenomenon within its real-life context," highlighting the blurred boundaries between the phenomenon and its context, where the researcher has limited control (p 13) This definition underscores the legitimacy of case studies as empirical inquiries that seek to address "how" or "why" questions related to the phenomenon of interest, making it particularly useful for program evaluation Furthermore, Yin emphasizes the importance of diverse data collection and analysis methods in case studies, which incorporate multiple variables and utilize various lines of evidence for triangulation, while also relying on pre-existing theoretical propositions to guide the research process.
2003, pp 13-14) This attention shows that his approach is meticulous about the cohesion and consistency among the design components and phases of case study as a research strategy
In terms of the definition of case, Stake (1995) agrees with Louis Smith‟s
(1978) rendition: researchers should view case as “a bounded system” and inquire into it “as an object rather than a process” (p 2)
According to Merriam (1998), the essence of case study research lies in the clear delimitation of the case, aligning with Smith's (1978) concept of a case as a bounded system and Stake's perspective of a case as an integrated system Merriam emphasizes that a case is defined as a singular entity or unit, characterized by specific boundaries (p 27).
A case study is conducted to gather information from one or more cases, focusing on the "how" and "why" aspects of these cases It can involve single or multiple-case designs, where multiple-case studies follow a replication strategy rather than a sampling approach Often, multiple cases are examined to explore a common phenomenon, but when replication is not possible, researchers must rely on single-case designs.
This article explores the research into high school students' participation in group work activities in Phu Tho, utilizing a case study approach The methodology is chosen for its relevance, and the discussion includes two key components: the identification of the case and the theoretical foundations supporting the research Additionally, the article outlines the overall structure of the study, providing a comprehensive framework for understanding the findings.
I aimed to explore how students engage in group work during language lessons and the reasons behind their participation Instead of conducting a comprehensive survey across the school, I opted for an interpretive research approach, favoring qualitative methods that align with the exploratory nature of my inquiry.
Yin (2003) identifies four types of case study designs: single holistic, single embedded, multiple holistic, and multiple embedded designs Holistic designs focus on a single unit of analysis, while embedded designs involve multiple units He emphasizes that researchers should choose a design that best addresses their research questions, taking into account the strengths, limitations, and potential pitfalls of each approach Additionally, Yin outlines three main approaches to case study design: exploratory, descriptive, and explanatory In this research, a descriptive approach was utilized.
The case study research methodology was chosen to explore student participation in group work during English language lessons This comprehensive approach allows for a systematic examination and description of the phenomenon within its real-life context, specifically in the actual classroom setting (Yin, 2003, p 14).
The case study research strategy serves as an effective methodological framework for conducting mixed-method research in the social sciences, as highlighted by Merriam (1998) and Yin (2003) It allows for the integration of diverse qualitative and quantitative evidence, facilitating the triangulation of experiential data (Yin, 2003) This method is particularly suitable for addressing "how" or "why" questions regarding contemporary events that are beyond the investigator's control The current study aligns with this approach by exploring how students engage in group work activities and the reasons behind their participation While focusing on a specific context—classroom-based English language lessons—the research necessitates the collection and analysis of data from various sources, including student responses to questionnaires and interviews.
Research procedures
Yin (1994) identified five components of research design that are important for case studies:
4 The logic linking the data to the propositions
5 The criteria for interpreting the findings
This study employs a single case study approach, which is well-suited to the phenomenon under investigation Based on the theoretical framework of case study designs, it is classified as a descriptive case study with an embedded case study design.
3.3.1 The context of the study
Founded over fifty years ago, Thanh Thuy High School is a prominent educational institution in Phu Tho province, currently offering 27 classes primarily for non-major English students Despite facing various challenges in the modern era, the school places significant emphasis on English due to its growing importance and necessity As a result, English is a compulsory subject in the curriculum, aimed at helping students develop general English knowledge and proficiency in the four key language skills.
English teaching and learning at Thanh Thuy occurs in classrooms equipped with essential tools, including blackboards, tables, and desks Some classrooms also feature additional resources like cassette players, projectors, and speakers to enhance the learning experience.
As for class size, the number of students in each class is often about 45 students This leads in lots of difficulties in teaching and learning
The English 11 textbook, published by the Vietnamese Education Publishing House, consists of two main components: a workbook and a student’s book It features twelve units, each divided into four lessons, with the first page outlining the unit objectives Each lesson includes a dedicated grammar section titled "Language Focus," positioned after the reading, speaking, listening, and writing lessons, where grammar rules are explained and practiced through various tasks Additionally, a grammar task precedes the "Language Focus," and while the primary grammar section is separate, other grammar exercises are scattered throughout the textbook Finally, a three-page "Grammar Summary" at the end of the book provides an overview of the essential grammar rules covered.
This textbook not only covers essential grammatical concepts but also focuses on enhancing students' vocabulary and communication skills, making it an ideal resource for non-English major students at Thanh Thuy High School.
At Thanh Thuy High School, two teachers are responsible for teaching English in separate classes The male teacher holds a Master’s degree in English education, while the female teacher possesses a Bachelor’s degree Despite their differing qualifications, both educators bring valuable experience to their roles, having taught English for several years.
10 to 15 years However, both of them are very good at teaching English with a flexible approach and always care about their students
In this study, Grade 11 Class A consists of 34 students (14 females and 20 males), while Class B has 24 students (13 females and 11 males) Overall, there are 27 female and 31 male students participating Notably, only those students who responded to the questionnaire in the first week were invited to take part in the study, with Class A contributing 10 participants and Class B contributing 24.
Figure 1 showed the distribution of students in the two classrooms
Figure 3.1: Number of students by Level of Study and Gender Students Participation
Data collection
This study utilized a case study approach, employing a questionnaire to gather data on the attitudes of 58 non-English major high school students In addition to the questionnaire, a semi-structured interview tool was used to collect supplementary data to effectively address the research questions.
In short, the main data collection instruments of this study include questionnaire, and interviews
In this research study, a questionnaire was employed to efficiently gather extensive data, utilizing closed-format multiple-choice questions to help students express their attitudes related to their ideas To enhance the authenticity and validity of the results, an open-format question was also incorporated.
To gather students' perspectives on group work in the classroom, it is essential to utilize a well-designed questionnaire that includes both closed and open-ended questions, as highlighted by Gilbert (2008) and Cohen et al (2007) This approach enhances the validity and reliability of the research However, it is important to acknowledge the potential weaknesses of questionnaires, as students may not always provide honest responses, which can ultimately impact the overall results of the study (May, 2001).
The study utilized a questionnaire featuring five research-related questions, comprising four close-ended and one open-ended question, to assess changes in students' perceptions of group work over time After each weekly experimental lesson, students—defined as individuals who engaged in group work activities—were given five minutes to complete the questionnaire individually The analysis included the fully completed surveys of 58 students over a five-week period.
The factors covered by the questions and the style can be summarized as follows:
No Question Aim Factors Covered Style
1 Qs 1: Define the number of group work activities in each lesson
Number of group work activities
2 Qs 2: Collect the role of students in group work activities
The MCQ section allows students to select multiple positive aspects of group work from a list of six options This format encourages participants to reflect on the benefits of collaboration and teamwork, highlighting the value of diverse perspectives and shared responsibilities in achieving common goals.
3 Qs 3: Collect the contribution of students in group work activities
The third question of the questionnaire assesses students' contributions to group work This section is designed similarly to the second question, but it focuses on a different theme.
4 Q.4: Collect the self-evaluation of students about their level of participation
Evaluate the level of students‟ participation
LSQ (1: very much - 2: Much – 3:: Little - 4: Not at all)
5 Q.5: Collect reasons for participating or not participating in group work activities
Find the reasons to help students participate in group work activities
Notations: MCQ - Multiple Choice Question, LSQ – Likert Scale Question,
To enhance our understanding of potential improvements in the product range, semi-structured interviews were conducted with 12 students from two regular classes, designated as class A and class B These students were identified as frequent participants in group work activities and actively contributed to their groups throughout the five-week study period.
Cohen et al (2007) emphasize that standardized interviews enhance the comparability of respondents' answers, leading to more comprehensive data and reduced bias This interview format also aids researchers in logically organizing and analyzing their findings (The Open University, 2001) Additionally, it effectively captures students' genuine feelings about the subject under investigation (Punch, 2009) In this study, a standardized open-ended interview was conducted with 12 students from two classes at Thanh Thuy High School, utilizing a predetermined list of open-ended questions.
The interview protocol has three following open-ended questions:
Em hãy nhớ lại và miêu tả việc tham gia các hoạt động theo nhóm trên lớp của em theo các ý sau:
1 Mức độ tham gia nhóm của em có thay đổi không? Tại sao?
2 Cảm nhận của em về mức độ tham gia các hoạt động nhóm cho việc học tập của em?
3 Em học được gì qua hoạt động nhóm về môn Tiếng Anh cũng như áp dụng vào các môn khác ngoài Tiếng Anh?
The interview questions were crafted in Vietnamese to facilitate accurate responses from participants Utilizing their native language enabled students who struggled with English to provide valuable insights related to the research topic.
Data collection occurred in the third month of the second semester of the 2018-2019 school year, coinciding with a period when students acquired most of the Grade 11 curriculum This timing allowed students to assess their English proficiency, reflect on their participation in various activities, and evaluate the impact of those experiences.
The procedure for collecting data contains three stages as following:
Stage 1: Delivering questionnaires to 58 grade 11 students after each experimental lesson (one lesson per week) Before answering the questions, they were informed in Vietnamese the purpose, methods and requirements of the study to make sure they got the idea about what they would have to do and were willing to take part in the study Then, the students completed the questionnaires It is very important to note that before participating in groupwork activities and answering questionnaire, students were instructed about the ways to work in group activities and how to evaluate their work in each learning period While students were completing the questions, anything that they wondered was clarified by the author
Stage 2: After collecting and analyzing data from questionnaires, it was time to design and carry out the interviews with 12 students who reported that they participated enthusiastically in group activities Interviews were conducted in a small room at the school and lasted approximately 15 minutes each Answers were recorded by note-taking and 12 interviews were also filmed with consent
Stage 3: The numeric data and qualitative data gathered from questionnaires in stage 1, interviews in stage 2 were recapitulated and analyzed.
Summary
This chapter introduces the research design utilized in the study, detailing the population and sample selection It outlines the research methodology, which incorporates both library and field research for data collection The field research employs quantitative and qualitative methods, including questionnaires and interviews The collected data is then analyzed, discussed, and presented in the results section.
FINDINGS AND DISCUSSION
Data analysis
4.1.1.1 The role of students in group work activities
Question 2 in the questionnaire aims to examine the roles that individual students reported they played in group work activities It is important to note that before participating in group activities, students were informed about how to divide the work and the role in each activities From the line chart, it is evident that the majority of students worked as a thinker ( 75 times) for five weeks in class A, following by analyst with 48 times
Similarly, the number of thinkers in class B is also the highest, with 48 times and following by the students working as analysts ( with 45 times)
There are also other roles, including leader, presenter, summarizer, checker and secretary
Figure 4.1 and figure 4.2 show the role of students in group work activities
Figure 4.1: The role of students in group work activities in class A
Figure 4.2: The role of students in group work activities in class A
4.1.1.2 The contribution to the group activities
Student participation in classroom activities refers to their involvement in various tasks, which encompasses developing and planning projects, engaging in discussions, collaborating with peers, facilitating conversations, assisting others in contributing, and delivering presentations to the entire class.
Based on the findings from the questionnaire, the analysis of five experimental lessons revealed that students in class A were notably active in developing ideas and planning projects, with 64 and 59 instances of participation, respectively Additionally, they engaged in discussions with peers 51 times, though some students showed passivity in leading and facilitating discussions, participating only 20 times In class B, cooperation and idea discussion emerged as the most frequent activities, with 56 and 54 instances of involvement, respectively However, similar to class A, students in class B displayed a tendency to be passive in leading discussions, facilitating conversations, and presenting to the entire class.
Figure 4.3 and Figure 4.4 indicate the forms of contribution to group work activities by class through the observation weeks
Figure 4.3: The contribution to the group work activities of students in class A
Figure 4.4: The contribution to the group work activities of students in class B 4.1.1.3 Frequency of participation by class
Questionnaires in classroom were delivered to students for the five weeks of lectures ( one lesson per week) The result was found by counting the total number
2 Discussing the ideas with others
5 Helping other members to participate
6 Giving presentation to the whole class
2 Discussiong the ideas with others
3 Co- operating with other group members
5 Helping other group member to participate
During each teaching period, Class B students demonstrated active engagement throughout the five weeks, as indicated by the questionnaire results Nonetheless, some students exhibited passive participation.
A, most students said that they had contributed to the group work much and very much ( more than two- third of the students in class) The most passive week were in week 1 and week 2 with 10 students and 11 students (more than 30 percent) respectively participated very little and even did not do anything at all However, this number tended to decrease in the following weeks
Figure 4.5 indicates the self-evaluation about group work participation of students by class A throughout the observation weeks
Figure 4.5: Frequency of participation by class A
The line graph illustrates the participation levels of students in group work activities for class B over a five-week period Notably, a significant number of students reported a high level of participation, surpassing the figures of the other three participation categories.
From the data obtained, the number of students who said that their level of participation was little and not at all followed a fairly similar pattern over the first
Week 1 Week 2 Week 3 Week 4 Week 5
Over a two-week period, the number of passive students decreased from 4 (16.7%) in week 4 to 3 (12.5%) in week 5, while the number of active students steadily increased from approximately 17 in week 1 to around 21 by week 5.
Figure 4.6 indicates the self-evaluation about group work participation of students by class B throughout the observation weeks
Figure 4.6: Frequency of participation by class B 4.1.1.4 Reasons of active and passive participation
Question 5 in the questionnaire asks the students about the degree of their participation according to their self- evaluation The data on questionnaire in the two classrooms was also analyzed to find out the reasons which made students active and passive in participating in group work activities The result of the questionnaires shows that there are five reasons the students gave for their participation: (1) the aim of getting knowledge and increasing English skills, (2) the aim of getting good grade, (3) attracted by interesting activities, (4) well-prepared for the lesson, (5) the aim of improving presentation skills/ groupwork skills It can
Week 1 Week 2 Week 3 Week 4 Week 5
The chart indicates that students in Class A actively participated in group work activities primarily to enhance their knowledge and improve their English skills, with this being the most common motivation over five weeks Grades significantly influenced participation, particularly during weeks 3 and 5 Additionally, many students were drawn to engaging activities, especially in week 3, where nearly half expressed interest Well-prepared lessons also contributed to increased student engagement, as participation rose from 2 students in week 1 to 15 in week 5 Furthermore, students recognized that group work activities enhanced their presentation and collaboration skills, notably in week 4, where 14 students acknowledged this benefit.
Figure 4.7: Reasons of active participation by class A
In a recent survey, students identified several reasons for their passivity in group work activities, including a lack of knowledge or ideas, conflicts among group members, insufficient group work skills, and the perception that the activities are boring.
The following chart shows the reasons of passive participationby class A In detail,
Week 1 Week 2 Week 3 Week 4 Week 5
Getting knowledge and increase English skills
Well- prepared for the lesson
Over the course of five weeks, the challenges faced by students in improving their presentation and group work skills significantly diminished Initially, 17.6% of students reported a lack of knowledge and ideas, which decreased to just 5.9% by week 5 Similarly, conflicts among group members dropped from 17.6% to 2.9% during the same period Additionally, issues related to a lack of group work skills and unengaging activities contributed to student passivity, but this trend also saw a decline, with only 1 to 2 students expressing these concerns from weeks 3 to 5.
Figure 4.8: Reasons of passive participation by class A
A questionnaire conducted in class B indicated that a majority of students (23) actively participated in group work activities during the first week, motivated by their desire to gain knowledge and enhance their English skills However, this number declined significantly over the subsequent weeks, with only 5 students remaining engaged by week 5 Additionally, grades emerged as a key motivator for student participation, alongside other factors such as the nature of the activities, class preparation, and the goal of improving presentation and teamwork skills.
During the initial three weeks, students exhibited passivity in participation primarily due to insufficient knowledge and inadequate group work skills Furthermore, conflicts among group members and the nature of the assigned tasks contributed to this lack of engagement.
Week 1 Week 2 Week 3 Week 4 Week 5
Lack of knowledge/ ideas conflicts among members in the group
The activities are boring also contributed to students‟ passive participation
Figure 4.9 and figure 4.10 described the reasons for participation in group work activities of students in class B
Figure 4.9: Reasons of active participation by class B
Figure 4.10: Reasons of passive participation by class B
Week 1 Week 2 Week 3 Week 4 Week 5
Getting knowledge and increase English skills
Well- prepared for the lesson
Improve presentation skills/ groupwork skills
Week 1 Week 2 Week 3 Week 4 Week 5
Lack of knowledge/ ideas conflicts among members in the group
Table 4.1: Summarizing the results of questionnaires in five weeks
1.Number of activities and task types
Comparing: finding similarities and differences
Problem- Solving + Creating and enacting role plays +
2.The role of students in group work activities
3.The contribution of students in group
Discussing the ideas with others 17 17 29 19 23
Co-operating with other group members
4.Frequence of participation in groups
Reasons for the students‟ participat ion
Getting knowledge and increasing English skills
Well-prepared for the lessons 4 8 13 11 17
Improving presentation skills/ group work skills
Conflicts among members in groups 9 6 3 4 2
Lack of group work skills 9 6 3 2 3
Table 4.1 presents the questionnaire results from 58 students over five weeks, indicating that all students were assigned at least one role and contributed to group work However, participation varied significantly, with 17 students being passive in week 1 and 15 in week 2, a number that decreased to 6 to 8 students in the following weeks Students attributed their initial lack of engagement to unfamiliarity with group work, leading to conflicts, as reported by 9 participants Additionally, a lack of knowledge and ideas hindered their participation, particularly during tasks they found challenging and uninteresting.
Over the next three weeks, student participation significantly increased, with over 50 students engaging in group activities However, a few students, around two or three, faced challenges such as knowledge gaps, conflicts among group members, and issues related to the activities.
Findings and Discussion
This study investigates student participation in group work activities, utilizing self-evaluated attendance levels from questionnaires and interviews The findings indicate that students are notably active participants, with participation rates exceeding 86% during weeks 3, 4, and 5, in contrast to lower engagement levels observed in weeks 1 and 2.
In group settings, a significant majority of students (over 75%) actively engage in collaboration and idea exchange with their peers While a few students in each classroom reported a lack of involvement in group work, interviews with 12 students revealed that 10 of them actively and enthusiastically participate in these collaborative activities.
Secondly, the study is important for researchers and teachers to understand and identify the factors which encourage and discourage students‟ participation
Students identified five key factors that positively influence their participation: gaining knowledge and improving English skills, achieving good grades, engaging in interesting activities, being well-prepared for lessons, and enhancing group work and presentation skills Notably, the desire to acquire knowledge and boost English proficiency emerged as the most significant motivator for student engagement.
Students are more likely to engage in group activities when they recognize the benefits of collaboration Vygotsky's sociocultural theory highlights the importance of social interaction in cognitive development, suggesting that pairing more skilled students with those who are less experienced enhances learning Through group work, students can improve their English skills and develop essential interpersonal abilities, such as teamwork and mutual support This collaborative environment boosts their confidence, particularly in communication and presentation, while fostering a sense of responsibility towards their peers to attend classes.
Negative attitudes significantly hinder class participation, as indicated by responses from both questionnaires and interviews Participants identified traits such as boring activities and negative behaviors among students, which reflect their own limitations Additionally, factors like insufficient knowledge, conflicts within groups, and a lack of collaborative skills were reported as discouraging elements for student engagement These findings align with research conducted by Fassinger (1995) and Gomez, Arai & Lowe.
A study conducted in 1995 revealed that factors such as lack of confidence, inadequate preparation, fear of appearing unintelligent, and feelings of intimidation hinder student participation Low-level EFL students may perceive group work as unproductive due to communication challenges with peers Additionally, the diversity of skill levels within a class can lead to dependency, as highlighted by Glanz (2004), who emphasized the importance of careful group arrangements When higher-performing students are grouped with lower-level peers, the latter may refrain from participating and rely heavily on others.
Moreover, the result also revealed that students seemed to like doing the easy and exciting activities such as games, matching, ordering tasks and enacting roles
Challenging activities, such as comparing and contrasting or problem-solving, often make students hesitant to participate, particularly at this school where many feel anxious about learning English.
Understanding these factors enables teachers to design a conducive learning environment that enhances the interactivity and stimulation of group activities Additionally, educators are encouraged to explore methods that promote active student engagement.
Chapter summary
The study's findings reveal the advantages and disadvantages of group work activities in teaching English to 11th-grade students at Thanh Thuy High School These insights contribute to understanding student participation in group work, addressing the research question regarding the nature and reasons for their engagement in these activities.