Rationale
Growing up in the studious Nam Dinh province, I take pride in my roots and the region's strong educational system, which consistently ranks among the best in Vietnam However, the performance in English has not kept pace with core subjects like Math, Literature, and Physics As an English teacher in Nam Dinh, I am committed to enhancing my students' English proficiency, recognizing its vital role in global communication Mastering English is essential for learners, as it enables them to engage with speakers worldwide, making it a priority in today's educational landscape.
Mastering English speaking skills is a top priority for many learners of a second or foreign language As a result, these learners frequently assess their language learning success and the effectiveness of their English courses based on their perceived improvement in spoken proficiency.
As an English teacher in Nam Dinh province, I have observed that my primary school students frequently experience foreign language anxiety, particularly in speaking During speaking contests, they rarely achieve high awards, often feeling intimidated and resorting to silence or discussions in Vietnamese While they perform better in written tests, they tend to provide short answers when asked to speak English This reluctance is exacerbated by routine teaching methods that fail to engage students, leading to boredom and diminished motivation, as noted by Douglas (1987) It is essential for teachers to explore effective strategies that encourage active participation and discussions among students to enhance their speaking skills.
2 be able to understand what they are learning in the class and also express their own ideas orally
This research aims to address the challenges in teaching speaking skills by exploring the effectiveness of Group Work (GW) activities in enhancing English speaking abilities among fifth-grade students at a primary school in Nam Dinh.
Aims of the study
This study focuses on enhancing the speaking skills of grade-5 students at a primary school in Nam Dinh The primary aim is to evaluate effective teaching methods and learning strategies that can improve students' speaking abilities.
To improve speaking skill for grade-5 students through GW activities
To propose some suggestions to increase the effectiveness of using GW activities to enhance English speaking skill for grade-5 students at a primary school in Nam Dinh.
Research questions
In order to achieve the above-mentioned aims, this study, therefore, focuses on two research questions:
Can and to what extent GW activities improve grade-5 students‟ speaking skill at a primary school in Nam Dinh?
What should be done to best improve grade-5 students‟ speaking skill at a primary school in Nam Dinh through GW activities?
Methods of the study
The study utilized action research to evaluate the effectiveness of speaking instruction in two grade-5 classes at Xuan Chau Primary School, where six lesson plans were implemented A quantitative method was employed, involving pre- and post-interviews with a single English teacher to gain a comprehensive understanding of the research focus Additionally, various research instruments were developed and applied to support the investigation.
To assess the improvement in vocabulary proficiency, students completed both a pretest and a posttest The posttest scores will be analyzed in comparison to the pretest scores to evaluate the effectiveness of the instructional methods used.
This study explores the effectiveness of group work (GW) activities in enhancing speaking skills through qualitative research methods, including class observations Data was meticulously collected, sorted, and analyzed both quantitatively and qualitatively to derive meaningful insights.
Scope of the study
A study conducted at a primary school in Nam Dinh province aimed to explore the challenges faced by grade-5 students in speaking classes The research specifically examined the implementation of cooperative group work (GW) techniques through cooperative language learning to enhance speaking skills The focus was on identifying effective strategies to improve these students' speaking abilities through engaging GW activities.
Significance of the study
This research investigates the effectiveness of using Group Work (GW) in enhancing the speaking skills of grade-5 students at a primary school in Nam Dinh province The study aims to identify optimal GW activities that can improve students' speaking abilities Based on the findings, recommendations are provided for English primary teachers and grade-5 students to adopt suitable methods for teaching and learning English speaking Furthermore, the outcomes may serve as a valuable reference for other English teachers in nearby rural schools Ultimately, this research lays the groundwork for future studies focusing on different English skills among various student groups.
Design of the study
The study is composed of three parts, outlined as follows:
This section provides an overview of the research, detailing the rationale behind the study, its objectives, and the key research questions It also defines the scope and significance of the research, highlighting its contributions to the field Additionally, the outline of the study is presented to guide the reader through the forthcoming sections.
This chapter introduces some concepts, theoretical frameworks and related studies
This chapter introduces the research context and methodology of the study including the context, the subject, the data collection instruments, data collection procedure, and data analysis
This chapter presents the major findings from the students‟ pre-test and post- test, teacher‟s pre-interview and post-interview and the researcher‟s class observation
This part offers a summary of the key findings, implications, limitations, and future directions for further study
LITERATURE REVIEW
Cooperative Learning
Cooperative Learning (CL) is an instructional approach that encourages students to collaborate in small groups to enhance their understanding of academic content (Slavin, 1995) This teaching technique fosters teamwork, allowing students of varying abilities to work together on assignments, share responsibilities, and achieve common goals (Johnson, Johnson, & Smith, 1998; Ravich, 2007) Advocates of CL argue that it not only helps students acquire knowledge but also develops essential social skills, as group members motivate each other and have more opportunities to ask questions and clarify doubts compared to traditional whole-class settings According to Olsen and Kagan (1992), cooperation involves working together to achieve shared objectives, promoting outcomes that benefit all group members In contrast to competitive learning, where students vie against one another, CL emphasizes the collective effort of small groups to maximize both individual and group learning (Johnson & Johnson, 2005).
Collaborative Learning (CL) involves learners working together in pairs or small groups, fostering mutual accountability where each member is responsible for their contributions This approach shifts the teaching and learning process to a learner-centered paradigm, making it a popular alternative to traditional lecture-based methods.
Effective communicative interaction is essential in cooperative language learning for second language acquisition, as it significantly enhances student achievement Engaging in collaborative tasks allows students to benefit from each other's insights during classroom discussions According to Richards and Rodgers (2001), the primary objectives of communicative language teaching (CL) focus on fostering this interactive learning environment.
To provide opportunities for naturalistic second language acquisition through the use of interactive pairs and group activities
To provide teachers with the appropriate to enable them to achieve this goal and one that can be applied in a variety of curriculum settings
To enable focused attention to particular lexical items, language structures, and communicative functions through the use of interactive tasks
To provide opportunities for learners to develop successful learning and communicative strategies
To improve learner motivation and reduce learner stress and to create a positive affective classroom climate.
Speaking skills
Speaking is one of the four essential language skills, crucial for effective communication in human life, making its mastery vital in language teaching It is a complex skill that involves various psychological and physiological processes, enabling individuals to express themselves clearly and report actions with precision According to Campbell (1989:39), speaking is fundamentally an activity carried out by an individual to convey thoughts and ideas fluently.
Effective communication involves the speaker's effort to convey their thoughts clearly and the listener's active engagement to comprehend those ideas To achieve mutual understanding, the speaker must utilize appropriate communication tools that facilitate clarity for the listener.
According to the Competence Based Curriculum, speaking is a fundamental skill that students must develop, as it is crucial for effective communication and serves as a key criterion for assessing English proficiency.
Speaking is the process of creating and sharing meaning through verbal and non-verbal symbols in various contexts (Chaney, 1998) Without effective speaking, conveying messages becomes challenging, highlighting the importance of this fundamental skill for language learners alongside other language abilities.
Speaking is a dynamic two-way process that involves both the productive skill of speaking and the receptive skill of understanding, as noted by Byrne (1976) This interaction fosters the development of relationships between speakers and listeners, highlighting the importance of cooperation in managing speaking turns (Thornbury, 2005).
In summary, speaking is a vital productive skill that involves the speaker expressing a sequence of ideas to effectively convey a message This process of communication encompasses both the delivery and understanding of information, enabling individuals to share knowledge, respond to inquiries, and seek information from others through spoken language.
1.2.2 The role of speaking in language teaching and learning
The common inquiry posed to EFL learners is “Do you speak English?” rather than “Do you write English?”, highlighting the significant emphasis placed on speaking among the four language skills This focus on speaking is crucial as it serves as a primary indicator of language proficiency Ur (2000) further emphasizes the importance of speaking in the context of language learning, underscoring its role alongside listening, reading, and writing.
Speaking is often viewed as the most essential language skill, as it serves as the primary indicator of language proficiency According to Ur, the ability to speak effectively provides distinct advantages, enabling individuals to articulate their thoughts, opinions, and feelings clearly This skill not only facilitates meaningful communication but also enhances self-understanding, as highlighted by Robert Frost’s insight that speaking aids in comprehension Ultimately, clarity in speech is a reflection of clear thinking, emphasizing the importance of mastering this skill for effective communication.
Speaking is a crucial medium for language learning, significantly impacting students' success both academically and in life (Kayi, 2006) Effective speaking activities in the classroom can enhance learners' motivation and create an engaging environment (Nunan, 1999) According to Rivers (1968), speaking skills develop from the initial context of language exposure, highlighting the importance of comprehension in teaching For many EFL/SL learners, mastering speaking is the most vital aspect of learning a second language, with success often measured by conversational ability (Nunan, 1991) Consequently, learners increasingly prioritize speaking skills, recognizing that proficiency in this area often indicates overall language mastery.
Speaking is a crucial skill in language teaching and learning, alongside reading, writing, and listening Language teachers must prioritize the development of speaking skills, as they are essential for effective communication and basic transactions To succeed, learners need to build confidence in their speaking abilities.
The history of language learning methodology reveals that approaches to teaching speaking skills have often overlooked speaking as a primary objective Burns (1998) categorized these approaches into two main types: direct/controlled, which emphasizes the development of isolated speaking skills, and indirect/transfer, which focuses on speech production within communicative activities This classification reflects the ongoing debate among proponents and critics of various language learning theories.
A direct or controlled approach focuses on structural accuracy by ensuring that messages are conveyed using correct grammar This method emphasizes the practice of language forms, including the pronunciation of English sounds Additionally, it aims to enhance learners' understanding of not only the grammar of the target language but also its discourse structures and routines.
An indirect or transfer approach enhances speech fluency by promoting coherent communication with minimal pauses and hesitations This method actively engages learners in practical language use, encouraging them to converse with peers in class to develop their speaking skills Ultimately, the goal is for learners to transfer these acquired skills to real-life situations, as highlighted by Goh and Burns (2012:135).
Both approaches have their limitations; the indirect approach neglects the importance of accuracy development, while the direct approach overlooks the fact that mastering language forms is best achieved through face-to-face communication (Goh & Burns, 2012:135).
Thornbury (2005) proposed a comprehensive approach to second language speaking skill development, which includes three key stages: awareness raising, appropriation, and autonomy The first stage focuses on familiarizing learners with new speaking concepts through awareness-raising activities The second stage, appropriation, emphasizes moving beyond mere controlled practice to achieve “practiced control,” where learners exhibit “progressive control” and self-regulation of their speaking skills Finally, the autonomy stage encourages learners to engage in activities that reflect their independence in language use, both in and out of the classroom, resulting in increased automaticity and a sense of fluency in their language production.
Group work
So far, GW has been in favors of a great numbers of researchers all over the world Naturally, this topic has been approached in a numbers of different ways
According to Johnson and Smith (1991:15), group work in language classes is a collaborative activity where students share goals and responsibilities to accomplish tasks assigned by the teacher, either in pairs or groups.
Group work (GW) is defined by Nunan and Lamb (1996:142) as any classroom activity where learners engage in collaborative tasks with one or more peers This approach encourages active participation, allowing students to take charge of their learning rather than passively listening to teachers It provides opportunities for independence and decision-making in their educational journey Through group work, students enhance their listening skills, practice discussion, and negotiate ideas, marking a significant shift towards student-centered teaching and transforming classroom interaction dynamics.
Group work (GW) is a broad term that encompasses various techniques where two or more students collaborate on a task, utilizing self-initiated language, as defined by Harmer (2007:166) Additionally, Hybels and Weaver emphasize the importance of collaborative learning in enhancing language acquisition and communication skills.
(2009) claimed that a GW is a small group consisting of three to thirteen members interacting with one another where each person influences and is influenced by
13 others On the other hand, Harmer (2001) mentioned that a group activity is a small group of around five students who show greater involvement and participation than larger groups
GW is a student-centered teaching approach that prioritizes collaboration and teamwork, typically involving groups of six or fewer This method enhances learners' opportunities to construct knowledge and complete tasks through cooperative interaction Within these groups, students share responsibilities for planning, preparing, and presenting their collected information, fostering a collaborative learning environment.
Various group work (GW) activities have been proposed by experts to enhance students' speaking skills However, these activities cannot all be implemented simultaneously; teachers must creatively select the most suitable option for each specific context According to Brown (2001), certain typical group tasks are defined and characterized to facilitate effective learning.
Games can effectively transform techniques into scoreable units, fostering sustained interest and engagement among learners They also provide teachers with the opportunity to create meaningful contexts for language use, prompting students to actively participate by understanding and expressing their thoughts Common language classroom activities, such as guessing games like "Who am I?" or "What am I?", encourage students to think of a famous person, object, or animal, while their classmates guess until they identify the correct answer.
Role-play is an engaging educational technique that assigns roles to participants, encouraging them to achieve specific objectives This method fosters real-life communication skills and helps learners overcome their fear of public speaking A well-known role-play activity is “the soap,” which exemplifies this interactive learning approach.
Students engage in a creative exercise by planning, rehearsing, and performing a brief scene from a soap opera Following the performance, their peers are encouraged to provide feedback on both the delivery and the underlying message conveyed by the participants.
Simulations are an effective educational tool that allows students to engage with curricular content through real-life scenarios By assuming various roles, students analyze data, make decisions, and tackle the challenges presented in the simulation As they navigate the evolving situation, they learn to assess the outcomes of their choices and anticipate future problems and solutions, enhancing their critical thinking and problem-solving skills.
Drama serves as a structured form of role-play and simulation, featuring a pre-planned storyline and script It enhances student motivation by creating a fun and entertaining environment that captures their emotions and attention, ultimately enriching their language learning experience While small groups can write and rehearse their own scripts based on events of their choice, this approach is often time-consuming and is not commonly integrated into standard school curricula.
An interview is a verbal exchange between two individuals aimed at uncovering the narrative behind a participant's experiences It serves as an effective follow-up tool for certain respondents and is typically utilized in pair work Additionally, interviews can be adapted for group work (GW) involving participants with varying levels of proficiency.
Brainstorming is an effective technique that stimulates critical thinking, particularly beneficial for students tackling complex issues This method encourages rapid, free-association of ideas, concepts, facts, and feelings related to a specific topic, fostering an engaging learning environment.
This activity enables students to complete tasks using the language while focusing on meaning rather than grammatical structure, promoting a hands-on learning approach The technique is defined by two key characteristics.
The focus should be on information rather than language forms, emphasizing the importance of communicative interaction to achieve learning objectives Students are encouraged to seek information that varies in complexity, from simple to challenging.
Hands-on approaches to language learning offer significant benefits for young learners, particularly through engaging projects For instance, when a teacher introduces a topic about famous individuals, small groups of students can explore and share various aspects related to this theme, fostering collaboration and enhancing their understanding.
1.3.2.8 Problem solving and decision making
Young learners
Young children exhibit distinct learning characteristics that set them apart from older children, as research indicates that their learning evolves with development Notably, even at a young age, children demonstrate a natural inclination to learn in specific areas and actively engage in understanding their surroundings This predisposition to acquire information highlights the unique cognitive abilities of young learners, which are essential for their educational growth.
Young learners exhibit distinct characteristics as outlined by Clark (1990) Firstly, they progress conceptually from concrete to abstract thinking Unlike adult learners, who often have specific goals such as career advancement, children typically lack clear motivations for learning a foreign language, focusing instead on subjects provided by their schools Additionally, they are still honing essential skills, including turn-taking and body language Lastly, young children tend to be egocentric, often centering their thoughts and actions around themselves.
Children often experience boredom in school due to their lack of choice in attending To combat this, it's essential to make class activities engaging and enjoyable By incorporating fun and exciting activities, educators can keep students interested and motivated in their learning.
Other characteristics related to young language learners students that Slatterly and Willis (2001) state are as follows:
• They learn to read and write in L1
• They understand the difference between the real and the imaginary
• They can plan and organize how best to carry out an activity
• They can work with others and learn from others
• They can be reliable and take responsibility for class activities and routines
Jim Scrivener (2010:321) highlights several key characteristics of young learners that educators should consider in their teaching approach This chapter focuses on the most significant characteristic, emphasizing its importance in effectively engaging and educating young students.
• Children want to learn new things
• Children want to have fun
• Children have a great sense of humour
• Children can‟t concentrate for very long
• Children can be very hard to calm down
Scott and Ytreberg (1993) identify key characteristics of young language learners, specifically elementary school students These learners have developed fundamental concepts and possess distinct perspectives of the world Additionally, they are capable of distinguishing between fact and fiction.
Children are naturally curious, constantly asking questions to enhance their understanding of the world around them They utilize both verbal communication and physical interactions to convey and interpret meaning As they grow, they gain the ability to make decisions regarding their own learning, expressing clear preferences about activities they enjoy or dislike Furthermore, they develop a sense of fairness, beginning to challenge the teacher's decisions, and they learn to collaborate effectively with their peers, gaining insights from one another.
Furthermore, with language development, students can understand abstracts, understand symbols, generalize and systematize
Young language learners possess the ability to grasp abstract concepts, interpret symbols, and generalize information Teachers must take these characteristics into account to enhance the learning experience, as this understanding can significantly boost motivation and engagement By tailoring their teaching methods to align with the unique traits of young learners, educators can facilitate a successful learning process, ultimately helping both teachers and students achieve their educational goals.
1.4.2 Teaching strategies to young learners
In the context of language learning, it is believed that children acquire a foreign language more effectively when specific conditions are met Therefore, several teaching strategies and assumptions must be considered when instructing children in English as a foreign language These strategies are adapted from various sources, including works by Abe (1991), Moon (2000), Hudelson (1991), Krashen (1983), Lightbown and Spada (2011), Piaget (1991), and Saracho (2012).
To effectively motivate young learners, teachers should create engaging and age-appropriate classroom environments that students look forward to By ensuring that the content is relevant and the learning goals are both challenging and clear, educators can foster a supportive atmosphere that enhances motivation When students feel motivated, they are more likely to experience learning as enjoyable and fun.
Involving students in the creation of visuals and realia enhances their learning experience, as children are more responsive to sensory stimuli By engaging them in producing materials related to the lesson, teachers can create a dynamic classroom environment that fosters understanding Real objects not only aid comprehension but also allow teachers to adopt the roles of observer and facilitator This approach empowers students to embrace language learning and appreciate the enriching experience of communicating with others across the globe.
Allowing children to engage in play after a lesson helps them apply newly acquired knowledge to imaginative real-world scenarios Through play, children can effectively synthesize and internalize the information they have learned If play cannot be integrated into the lesson itself, it is crucial to incorporate it afterward to reinforce and solidify their understanding of the content.
Creating a conducive learning environment for children is essential, as they absorb knowledge from their surroundings Teachers should focus on delivering lessons in a practical, hands-on manner, allowing students to engage with tangible, real-world elements that align with their concrete operational stage of development.
Topic-based activities in language teaching for young children engage students by focusing on relevant subjects that encourage exploration and language use By investigating these topics, students can connect words, functions, and situations to the specific theme, enhancing their memorization and comprehension This context-driven approach facilitates deeper learning and retention of the language.
In summary, achieving effective English language teaching for young learners requires educators to understand their students' unique characteristics and to implement effective teaching strategies.
Previous studies
Improving students' speaking skills through group work (GW) activities has been a well-explored topic among researchers globally, including in Vietnam Various studies have examined the effectiveness and strategies for enhancing speaking abilities through these collaborative activities This article highlights selected research findings on the impact of GW activities on students' speaking skills.
Hamzah and Ting (2010) explored students' positive reactions to group work (GW) activities in the classroom, leading to a notable rise in student participation within their groups Consequently, well-planned GW activities can have meaningful pedagogical benefits and serve as an effective method for enhancing students' speaking skills.
A study by Zyoud highlights that incorporating drama activities in English language teaching fosters student communication, even with limited language skills This shift transforms the classroom into a learner-centered environment where the teacher acts as a facilitator Research by Meng (2009) further emphasizes that the teacher's role evolves from a lecturer to a guide, while students become active participants and collaborators, moving away from being mere passive recipients of knowledge This change signifies a transition from a teacher-centered to a learner-centered approach in the classroom.
Research by Huong (2006) highlights that students actively engage in discussions when participating in group work (GW) activities during speaking lessons These collaborative efforts provide learners with ample opportunities to assist one another and share experiences, ultimately leading to improved communication skills According to Long, Adams, McLean, and Castanos (1976; cited in Long and Portner), such interactions are crucial for addressing individual communication challenges effectively.
1985) found out that students not only talked more, but used a wider range of speech acts in the small GW context
Apart from the effect of GW activities in teaching and learning speaking skill, Chung (2008) clarified the procedures of organizing GW activity in the speaking
The article discusses 26 lessons that highlight strategies employed by teachers to encourage students to use English in group work (GW) It also examines the challenges faced by both teachers and students in effectively implementing these strategies.
In summary, the existing studies primarily examine the use of group work (GW) activities in enhancing speaking skills across various student levels, from elementary to advanced However, they predominantly focus on the outcomes of GW implementation rather than detailing how these activities are applied or identifying which specific GW activities are most effective for improving speaking skills This oversight suggests that while the benefits of GW are acknowledged, there is a lack of comprehensive analysis regarding the suitability of different activities for varying educational contexts.
This study aims to evaluate the impact of group work (GW) activities on the speaking skills of fifth-grade students at a primary school in Nam Dinh The researcher will identify which GW activities are most effective in enhancing these speaking skills Additionally, the study will provide recommendations to improve the implementation of GW activities to maximize their effectiveness in the classroom.
GW activities to enhance English speaking skill for grade-5 students at a primary school in Nam Dinh.
Summary
In summary, this chapter examines the literature on various aspects of group work (GW), speaking skills, and young learners It also highlights previous research that demonstrates how GW can improve students' oral abilities, providing a foundation for the discussions in the subsequent chapters.
METHODOLOGY
The research setting
The study took place at Xuan Chau Primary School in Xuan Truong district, Nam Dinh province, which was established in 1995 The school employs twenty-seven staff members, including two English teachers, and serves a total of 359 students across thirteen classes, comprising three one-grade, three two-grade, three three-grade, two four-grade, and two five-grade classes.
The researcher selected this primary school for its accessibility and the opportunity to investigate the low speaking contest results among grade-5 students With the headmaster's approval, she aims to enhance speaking skills through diverse group work activities.
The English textbook "Tiếng Anh 5 Sách học sinh," published by the Ministry of Education and Training, employs a theme-based approach consisting of twenty units and four reviews Each unit focuses on a specific topic and includes three lessons, typically taught over six periods of forty-five minutes each.
5 Sách học sinh” is also used as workbooks for students
The Speaking section, featured as part three "Let's Talk" in Lessons 1 and 2 of each unit, focuses on engaging students in asking and answering questions related to the content covered in the first two parts This segment encourages the use of vocabulary and sentence structures learned earlier Teachers can facilitate this activity by either posing questions directly to students or allowing them to practice in pairs for enhanced interaction.
At Xuan Chau Primary School, English instruction primarily occurs in traditional classrooms equipped with basic tools like blackboards, desks, and cassette recorders Each class consists of fewer than 30 students, who are seated at double desks to facilitate learning.
Both teachers and students lack access to adequate reference and self-study materials The school library primarily offers a limited selection of English textbooks and workbooks, failing to provide a diverse range of resources for effective learning.
The school features a computer lab equipped with approximately 25 computers, primarily utilized for computing classes and by students participating in Internet Olympiads for English testing Additionally, the school possesses a single projector, which is infrequently used in daily lessons and is mainly reserved for teaching festivals.
Participants
At the school where the research was conducted, there is a single English teacher who has been instructing for 13 years after graduating from Nam Dinh Educational College At 35 years old, she expressed a strong enthusiasm for incorporating group work (GW) activities into her teaching methods for grade-5 students, despite having limited prior experience with such activities Her motivation stems from a desire to enhance her students' speaking skills and improve their exam results.
Fifty students, aged ten, from two 5th-grade classes at Xuan Chau Primary School were selected using a non-random sampling method to participate in an 8-week study focused on improving speaking skills through group work (GW) activities These students, primarily from low-income families in a rural area, face challenging living conditions and have limited access to quality English education Despite having studied English for three years, their speaking proficiency remains inadequate.
Many learners struggle to produce sentences beyond simple imperatives and phrases due to a fear of making grammatical mistakes This hesitation often stems from a lack of speaking practice in the classroom, where students primarily engage in written exercises Additionally, a general disinterest in learning English further hampers their motivation To address these challenges, it is essential to implement various group work activities that can enhance engagement and improve speaking skills.
Cambridge English: Young Learners Starters serves as a mid-term and final assessment specifically designed for grade-5 students who have been studying English for three years This research incorporates both the researcher’s observations and the English teacher’s evaluations, utilizing a pre-test and post-test format to assess the effectiveness of game-based activities in enhancing speaking skills.
2.3.1 Cambridge Young Learner English Tests
Cambridge English: Young Learners offers engaging English language tests designed for children in primary and lower secondary education These tests not only enhance children's English skills but also boost their confidence in using the language.
The Speaking test has five parts:
In Part 1 the examiner greets the child, asks them their name and asks them to point to things in a big picture Part 1 tests understanding and following spoken instructions
In Part 2 of the assessment, the examiner presents the child with small pictures of various objects The examiner names three specific objects and instructs the child to identify and point to them Following this, the child is asked to place each object card in designated areas on a larger picture utilized in the previous section.
1 (e.g „Put the ball under the tree‟) Part 2 tests understanding and following spoken instructions
In Part 3 of the exam, the examiner poses questions to the child regarding the big picture presented in Part 1, such as "What is this?" and "What color is the ?" This section assesses the child's comprehension and ability to respond to spoken inquiries effectively.
In Part 4 the examiner asks the child some questions about the small pictures of objects used in Part 2 (e.g „What is this?‟) Part 4 tests understanding and answering spoken questions
In Part 5 the examiner asks the child some questions about themselves (e.g their age, family, friends) Part 5 tests understanding and responding to personal questions
This study employs a flexible combination of quantitative and qualitative research methods to effectively assess the impact of group work (GW) activities on students' speaking skills A pre-test and post-test were administered to evaluate improvements in students' speaking abilities following the implementation of GW activities To enhance the validity of the findings, in-depth interviews were conducted with the English teacher who facilitated the lessons over an eight-week period, alongside the researcher’s observations and personal experiences Ultimately, this research is classified as action research.
This study employs action research as its primary method, chosen for its focus on improving students' speaking skills The research aims to explore the benefits of Group Work (GW) activities in enhancing speaking abilities among fifth-grade students and to provide pedagogical insights for both teachers and students Ultimately, action research is deemed the most suitable approach for this thesis, given its goal of fostering effective teaching and learning practices.
Recently, action research has gained popularity as it emphasizes the idea that teachers are the most qualified assessors of their own teaching quality Numerous scholars have defined action research and outlined its objectives, contributing to a deeper understanding of its significance in educational settings.
Action research is a small-scale intervention aimed at improving educational contexts by implementing specific actions to address identified problems, such as students' low speaking abilities and lack of interest in speaking lessons The primary objective of this study is to evaluate the effectiveness of new techniques, specifically GW activities, in enhancing speaking skills for fifth-grade students This self-reflective and systematic research method allows teachers to critically assess their teaching practices and the appropriateness of various activities As noted by Mills, action research involves systematic inquiries conducted by teacher researchers to understand their school's operations, teaching methods, and student learning outcomes, ultimately fostering reflective practice and driving positive changes in the educational environment.
According to Kemmis & McTaggart (1982), action research merges the concepts of "action" and "research," focusing on implementing ideas to enhance self-improvement and deepen understanding of curriculum, teaching, and learning Its primary goal is to improve classroom and school practices.
In summary, action research is conducted to enhance current practices by identifying and addressing specific problems within a defined context using scientific methods Therefore, action research is an ideal research approach for this study.
Different authors and researchers have established and proposed different models of action research However, also discussing about action research, Nunan (1992) suggested 7 steps of a typical action research:
Figure 1: Action research cycle (Nunan, 1992)
The action research process begins with identifying the problem area, followed by collecting concrete information to confirm the issue The researcher then designs an intervention plan and formulates a hypothesis Next, the regular classroom activities are interrupted to implement a new treatment aimed at facilitating change After the intervention, the researcher evaluates its effects by analyzing the changes observed Once the study is complete, the findings are disseminated to share insights with others Finally, practitioners utilize these findings to adapt their teaching methods, ultimately bridging the gap between theory and practice to address practical academic challenges.
According to the above action research cycle of Nunan (1992), this study is carried out based on these following steps in an action research:
Before initiating this action research, the author, drawing from her experience as a primary school English teacher, identified that students struggled with speaking skills and were hesitant to engage in English interactions During lessons, students primarily completed exercises individually, indicating a lack of opportunities for speaking practice Additionally, the researcher noted a significant issue with student motivation, as many learners appeared disinterested and passive, opting to listen quietly rather than participate in speaking activities.
Methods of the study
This research employs a flexible approach, integrating both quantitative and qualitative methods to suit the study's context and objectives Specifically, pre-tests and post-tests were administered to assess improvements in students' speaking skills following the implementation of group work (GW) activities in speaking instruction To enhance the credibility of the findings, in-depth interviews were conducted with the English teacher who facilitated the GW activities over an eight-week period, complemented by the researcher’s observations and personal experiences Ultimately, this study remains grounded in action research principles.
This study employs action research to enhance fifth-grade students' speaking skills through group work (GW) activities The researcher selected this method to investigate the benefits of these activities and to develop effective pedagogical strategies for both teachers and students Ultimately, action research was deemed the most suitable approach for achieving the study's objectives.
Recently, action research has gained popularity as it is believed that teachers are the best assessors of their own teaching quality Numerous scholars have defined action research and outlined its objectives, highlighting its significance in educational settings.
Action research is a targeted approach to improving educational practices through small-scale interventions aimed at addressing specific issues, such as low student speaking ability and engagement in speaking lessons This study evaluates the effectiveness of game-based (GW) activities in enhancing speaking skills for fifth-grade students As described by Cohen and Manion (1994), action research involves closely examining the effects of these interventions, while Harmer (2002) emphasizes its role in enabling teachers to reflect on their practices and assess the appropriateness of various teaching strategies According to Tsui (1993), this method fosters critical self-reflection, allowing educators to develop alternatives for improvement Mills (2003) further defines action research as a systematic inquiry conducted by teachers to gain insights into their school's operations, teaching methods, and student learning outcomes, ultimately aiming to effect positive changes and enhance educational practices.
According to Kemmis & McTaggert (1982), action research merges the concepts of "action" and "research," focusing on practical implementation for self-improvement and enhancing knowledge in curriculum, teaching, and learning Its primary goal is to foster improvements within classrooms and schools.
In summary, action research is a scientific approach aimed at enhancing current practices by identifying and addressing specific problems within a particular context Therefore, it serves as an ideal research method for this study.
Different authors and researchers have established and proposed different models of action research However, also discussing about action research, Nunan (1992) suggested 7 steps of a typical action research:
Figure 1: Action research cycle (Nunan, 1992)
The action research process begins with the identification of a problem area by the researcher, followed by the collection of concrete information to confirm the issue Next, the researcher designs an intervention to address the problem and formulates a hypothesis The intervention phase involves planning and implementing a new treatment in the classroom, disrupting regular activities to facilitate change After the intervention, the researcher evaluates its effects by analyzing the changes observed Once the study is complete, the findings are disseminated to share insights with others Finally, practitioners utilize these findings to modify their teaching methods, ultimately bridging the gap between theory and practice to enhance the learning experience.
According to the above action research cycle of Nunan (1992), this study is carried out based on these following steps in an action research:
Before initiating this action research, the author, drawing from her experience as a primary school English teacher, identified significant issues with her students' speaking skills The students exhibited a fear of interacting in English and primarily engaged in individual exercises during lessons, which limited their opportunities for speaking practice Additionally, many students displayed a lack of motivation and interest in speaking activities, often remaining passive and quiet during class.
The teacher failed to enhance the situation by implementing alternative methods or techniques to foster student curiosity, participation, and engagement during speaking lessons.
The researcher investigated the underlying causes of students' difficulties in speaking English, drawing on her teaching experiences, pre-test results, and teacher interviews The pre-test scores were notably low, revealing that students often fear making mistakes while speaking, largely due to concerns about being laughed at by peers or criticized by teachers This fear of negative evaluation, especially in front of classmates, significantly hampers their willingness to participate Additionally, a lack of interest in speaking lessons further diminishes motivation to engage in class The teacher noted that the school's English testing system prioritizes reading and writing skills, leading to insufficient focus on speaking Furthermore, limited school facilities restrict opportunities for students to practice speaking outside of class.
After reviewing initial data, the researcher formed the hypothesis that students' speaking skills are enhanced through GR activities
The researcher proposed implementing group work (GW) activities to enhance English speaking skills among grade-5 students over an 8-week period, focusing on six specific units from the second semester Each unit, including topics like “What’s the matter with you?” and “What would you like to be in the future?”, was paired with tailored group work activities that aligned with the vocabulary and structures of the lessons Following a ten-step GW plan by Salas, the teacher first introduced the technique, clarifying the objectives and expected outcomes Students were encouraged to practice language forms in a supportive small group setting, allowing them to speak up without the pressure of the entire class The teacher modeled the activity to ensure comprehension, provided specific instructions, and assigned roles while emphasizing the purpose and rules Class division into small groups was strategically based on gender, proficiency levels, or personal interests, ensuring effective collaboration The teacher actively monitored the groups, offering guidance and support, and ultimately facilitated a presentation session where students shared their work Recognizing the importance of motivation, the teacher praised students' efforts post-activity to reinforce learning outcomes.
Teachers should provide individualized feedback to students after completing assignments, focusing on their weakest points and correcting mistakes This approach helps learners understand the main objectives of their classroom activities and promotes their overall improvement.
The researcher assumed an observer role while implementing group work (GW) activities to assess students' participation, attitudes, and the effectiveness of these activities in teaching speaking skills Additionally, the researcher focused on identifying which GW activities were most effective in enhancing speaking skills among fifth-grade students Following the implementation, data was collected and analyzed to draw meaningful conclusions.
To evaluate the effectiveness of the implemented GW activities, the researcher employed three key instruments: pre-and post-tests, pre-and post-interviews, and class observations.
STEP 6 and 7: DISSEMINATION AND FOLLOW- UP
The article explores the implementation of Group Work (GW) activities in enhancing the speaking skills of primary students, specifically focusing on their effectiveness for fifth graders It assesses the extent to which these activities improve speaking abilities and identifies the most suitable GW strategies for this age group Additionally, the author provides valuable recommendations for teachers looking to incorporate GW into their teaching practices to boost students' speaking proficiency.
Datacollection instruments
To gather data for the study, various instruments were utilized, including pre-tests and post-tests for students, pre-interviews and post-interviews for teachers, as well as classroom observations conducted by the researcher.
2.5.1 Pre-test and Post-test
To assess students' speaking skills, both a pre-test and a post-test are administered The effectiveness of the instructional methods will be evaluated by comparing the post-test scores with the pre-test scores of students at the same proficiency level.
This study focuses on enhancing speaking skills in grade-5 students through GW activities Pretests and posttests were designed to align with the Cambridge Young Learner English Tests: Cambridge Starters 7 Prior to selecting these assessments, the researcher consulted with a foreign teacher experienced in international language testing, ensuring the tests' effectiveness for the students' learning needs.
The Xuan Truong English Public Speaking Contest utilized vocabulary from the textbook, focusing on topics previously covered by students A pre-test was conducted at the beginning of the term, where students engaged in a speaking test based on Test 1 Speaking of Starters 7 for 3-5 minutes After eight weeks of targeted language practice and techniques, a post-test was administered using Test 2 Speaking of Starters 7, incorporating vocabulary from the topics explored during group work activities This assessment aimed to evaluate the students' speaking proficiency improvements over the study period.
2.5.2 Pre-interview and post-interview
Interviews serve as a valuable supplementary tool in this research, facilitating a two-way exchange of information They are designed to generate relevant questions aligned with the study's objectives, ultimately aiding the researcher in gathering essential data for justification These questions will be presented to the English teacher at the start of the course.
To enhance the study's validity, a pre-interview was conducted to gather insights on the methods employed to teach English speaking skills to fifth-grade students The researcher aimed to determine if the English teacher had utilized group work (GW) activities to bolster students' speaking abilities and to understand the implementation of these techniques Five targeted questions were posed to the teacher: (Q1) the number of years of English teaching experience; (Q2) the students' oral proficiency levels; (Q3) the techniques used to improve speaking skills; and (Q4 and Q5) whether cooperative language learning or specific GW activities were employed and how they were applied.
Following the 8-week course, a post-survey was developed to assess students' improvement in speaking skills The survey included four questions aimed at gathering insights into the challenges faced by the teacher while implementing group work activities.
The article presents 37 valuable suggestions for teachers aiming to implement techniques that enhance their students' oral proficiency The researcher evaluates and identifies the most effective group work activities designed to improve speaking skills specifically for fifth-grade students in schools.
The classroom observation aimed to assess the effectiveness of teaching speaking skills to 5th graders from both the teacher's and students' perspectives, comparing their verbal feedback with actual performance During the observation, the teacher monitored various activities, including student responses, attention to explanations, participation in questions, interest in speaking lessons, class management, and motivation provided to students The findings were documented as field notes, revealing both strengths and weaknesses in the implementation of group work activities for teaching speaking to grade-5 students.
Data collection procedure
Data collection procedure consists of some steps below:
Flow-chart 1: Steps in data collection procedure
Data analysis procedure
This research employed both quantitative and qualitative methods to investigate the teaching of English speaking skills to grade-5 students Initially, a pre-interview with the English teacher assessed the use of group work (GW) activities aimed at enhancing students' speaking abilities The teacher's responses were analyzed, and a pre-test was conducted to evaluate students' speaking proficiency This pre-test data is crucial as it serves as a baseline for comparison with post-test results Following data collection, the researcher and the teacher cross-checked the findings, allowing for a comprehensive analysis of preliminary data, which provides valuable insights into the study's outcomes.
In the 8th week, a study was conducted to assess the effectiveness of various group work (GW) activities in improving speaking skills among grade-5 students The researcher compared and contrasted the results, ultimately reporting on the students' progress and identifying the most effective activities for enhancing their speaking abilities.
Summary
This chapter outlines the research methodology, data collection instruments, procedures, and study participants The action research method was conducted over eight weeks, utilizing two primary data collection tools: pre- and post-interviews, as well as pre- and post-tests The study involved 50 fifth-grade students and one English teacher Initially, the teaching context's challenges were identified in the first week, leading to the development and implementation of an action plan over the subsequent seven weeks, guided by the initial data The evaluation of the action plan relied on the interpretation of the collected data.
CHAPTER THREE: FINDINGS AND DISCUSSION
This chapter will illustrate the results of the study and analysis of the data collected.
Pre-test and post-test Analysis
The result of the pretest of 50 students was shown as followed:
Result of the Pre Test bad average quite good good excellent
Figure 2: Result of the Pre-test
The pie chart presents the distribution of student scores in a pretest, categorized into five bands: Bad (Band 1), Average (Band 2), Quite Good (Band 3), Good (Band 4), and Excellent (Band 5) Notably, 36% of students achieved Band 2, while 50% scored below Band 1, and only 10% reached Band 3 A mere 4% of students attained a good score, and none achieved Band 5 The overall mean score for the pretest was 1.68 out of 5, indicating that the oral proficiency of the first-grade students is significantly low.
The result of the post-test of 50 students was shown as followed:
Figure 3: Result of the Post-test
Figure 3 highlights a noteworthy achievement, with the "excellent" score category making its debut at 4%, alongside a modest increase of 10% in the "good" category and 20% in the "quite" category The pie charts reveal that 46% of students (23 out of 50) fell into the "average" group, while 20% scored below band 1 Additionally, the mean score of the post-test was 2.5 out of 5, indicating a marked improvement in students' speaking proficiency from the preliminary study to the post-test Overall, the data suggests that many students have enhanced their speaking skills significantly.
In conclusion, an 8-week course significantly improves students' speaking skills It is anticipated that extending this teaching method over a longer duration will yield even more positive outcomes.
Interview Analysis
Se tion 1: Te her’s ev lu tion of students’ level of or l profi ien y
The teacher assessed her students' oral proficiency levels, revealing that only 10% demonstrated above-average speaking skills, while 40% achieved average proficiency The remaining students fell below the average level, mirroring the outcomes of the pre-test.
Students often struggle with speaking proficiency in English due to several challenges Key difficulties include limited practice opportunities both in and out of the classroom, restricted class time, insufficient vocabulary and grammar knowledge, poor pronunciation, reliance on their mother tongue, and a lack of adequate learning materials.
Many students struggle with English proficiency due to inadequate speaking habits, lack of practice, and a general disinterest or demotivation in using the language.
We believe that the main reason for which students' bad level is reticence This means that students need practice in talking to be able to develop their speaking skill
Se tion 2: Te her’s te hniques to enh n e students’ spe ing
Teachers play a crucial role in boosting students' motivation, which significantly impacts their performance in learning English It is essential for educators to explore effective methods to inspire students and improve their language skills When asked about the techniques used to enhance speaking skills, one teacher admitted that she often neglects this area since it is not part of the testing system Although she occasionally incorporates activities like songs and storytelling from the curriculum, the students do not appear to be engaged or enthusiastic about these methods.
To enhance students' speaking skills, I occasionally employ creative strategies such as using songs and storytelling However, due to limited class time and a primary focus on vocabulary and grammar, these techniques often prove ineffective.
In sum, the way the teacher used to enhance her students‟ speaking proficiency was still limited and they did not motivate students in speaking class
Section 3: Teachers' use of cooperative learning
The teacher highlighted the use of group work (GW) as a teaching technique, noting that in addition to chant and storytelling activities in speaking classes, she has also implemented GW through games and pair work The pair work activities were described as straightforward and effective.
During a recent lesson, the teacher engaged two students in practicing previously learned structures through a question-and-answer format While students express enthusiasm for participating in games, the limited class size and time constraints restrict their opportunities for such activities Additionally, the noise generated during these games can disrupt other classes.
In my speaking classes, I occasionally incorporate pair work to enhance student engagement; however, the large class size and limited time restrict opportunities for this activity Typically, the format involves the teacher posing questions while students respond to practice vocabulary and sentence structures Although I sometimes introduce games to make lessons more interactive, the noise level often becomes unmanageable, making it difficult to maintain control and preventing these games from being a regular feature in my teaching.
In sum, the teacher rarely used GW activities in teaching speaking Some activities she applied were quite simple and repeated which did not interest students in speaking lessons
The teacher observed that her students' oral proficiency was lacking and attempted to enhance their speaking skills through strategies like songs, storytelling, and group work activities However, these efforts were hindered by time constraints and a lack of resources Additionally, the implementation of group work was ineffective and failed to motivate the students Consequently, it is essential to identify the most effective strategies to improve students' speaking skills.
Section 1: Students' level of speaking proficiency in English after using
After incorporating group work (GW) activities into English speaking lessons, the teacher observed a significant improvement in students' speaking proficiency The students now communicate freely and fluently with their peers, effectively utilizing the vocabulary and structures provided by the teacher They have gained confidence and are no longer afraid of being laughed at by others, which has positively impacted their learning experience.
Students often face criticism from teachers and fear negative evaluations from peers when they make mistakes This highlights a significant psychological factor that impacts their learning experience.
After completing an 8-week course, our students have significantly improved their speaking skills, allowing them to communicate confidently and fluently with their peers They no longer fear making mistakes and eagerly participate in group discussions This newfound confidence extends to speaking in front of friends, demonstrating that group activities positively impact their motivation and speaking abilities.
In conclusion, enhancing students' oral proficiency requires providing ample opportunities for practice We propose that implementing cooperative group work (GW) in language learning is crucial for fostering oral communication This approach encourages learners to assist one another, engage in discussions, and evaluate each other's knowledge, ultimately bridging gaps in understanding.
Section 2: Teachers' difficulties in implementing GW activities
The teacher faced several challenges when organizing group work (GW) during speaking lessons Students often resorted to using Vietnamese, creating noise that disrupted class control Additionally, the process of organizing GW was time-consuming and chaotic, making it difficult to implement effectively The classroom seating arrangement posed another challenge, requiring significant time to manage Furthermore, low English proficiency among students hindered collaboration, as competitive members were reluctant to share information, while quicker thinkers overshadowed slower ones, and talkative students frequently dominated discussions.
“Relating to the process of applying GW activities, I also met a lot of problems Firstly, my students sometimes use mother tongue instead of target
Teaching can be challenging due to various factors, such as managing noise levels in the classroom, which hinders student concentration during lectures Organizing group work activities like interviews and brainstorming sessions can also be time-consuming and chaotic Additionally, classroom seating arrangements pose difficulties for teachers, as they require careful planning Furthermore, competitive students may be reluctant to share information, while quicker thinkers can overshadow their slower peers, and talkative students often dominate discussions.
To sum, the teacher still met some problems during the process of implementing
GW activities because of her way to control students
Se tion 3: Te her’s omments the effe tiveness nd suit bility of the
Class Observation Analysis
The researcher conducted observations during the study, resulting in field notes that highlighted both strengths and weaknesses in implementing group work (GW) activities in the classroom Effective lesson preparation emerged as a crucial aspect of teaching, where the teacher utilized various resources, including visual aids, card games, real objects, and technology such as projectors and computers These materials significantly enhanced the planning and teaching process, making lessons more engaging and effective.
The teacher implemented group work (GW) activities through a structured approach that included ten essential steps across six lessons aligned with the class book Prior to each lesson, the teacher and researcher engaged in detailed discussions about the activities, student groupings, classroom management, and the intended outcomes Throughout the lessons, the teacher aimed to motivate students and encourage maximum participation; however, not all GW activities proved effective Students showed the most enthusiasm for games, role plays, and projects, eagerly showcasing their language skills In contrast, activities such as brainstorming and interviews often led to disengagement, with some students remaining passive or silent due to the challenges of speaking Additionally, organizing these activities was time-consuming, particularly with young learners.
In the previous lesson, some students were hesitant to engage, preferring to listen rather than participate in the learning process However, the introduction of group work (GW) activities in subsequent lessons significantly improved their involvement Most students expressed enjoyment and motivation to engage in classroom activities, demonstrating increased attention and curiosity whenever new GW tasks were introduced Overall, student participation and responses improved markedly with the implementation of these interactive teaching methods.
In small group discussions, students have a 48% chance to express themselves freely, but excessive noise can disrupt the teacher's control Additionally, competitive group members may withhold information, while faster thinkers can dominate conversations, leading to boredom and disengagement among slower participants.
The findings from class observations align closely with the insights gathered from teacher interviews, revealing that students showed significant interest in speaking activities that effectively incorporated group work The teacher's flexible approach to implementing these methods, along with clear instructions and well-structured activities, contributed to high levels of student satisfaction.
In conclusion, the research indicates that the use of Group Work (GW) has significantly enhanced students' speaking abilities The enjoyable atmosphere created by GW encourages students to express their ideas more freely, fostering a sense of bravery as they interact with peers rather than feeling intimidated by teachers This collaborative environment effectively reduces anxiety associated with speaking in front of the class, making GW an ideal approach for addressing speaking challenges These findings align with Harmer's perspective on the benefits of collaborative learning.
In 1985, it was emphasized that group work (GW) is an effective approach to enhance student talking time This method encourages students to engage in meaningful communication with one another, fostering collaboration and cooperation within the classroom.
Summary
This chapter provides an analysis of data gathered from student tests, teacher interviews, and classroom observations, organized into three key sections The main findings highlight students' speaking proficiency levels in English before and after the implementation of group work (GW) activities, the challenges faced by the teacher in applying these activities to enhance students' speaking skills, and the teacher's recommendations for educators interested in using GW to boost their students' speaking abilities.
This chapter presents the conclusion that was based on the analysis of the findings
It also presents recapitulation, implications, some limitations and suggestions of the study
This study, conducted over eight weeks with the active participation of 50 students and their English teacher, highlights significant improvements in students' speaking skills The English teacher implemented the researcher's intervention, organizing group work (GW) activities that fostered collaboration and engagement The analysis of pre-test and post-test results indicates a positive shift in students' willingness to speak, as they became more eager to participate without the fear of making mistakes This transformation not only led to better performance in the post-test compared to the pre-test but also created a joyful classroom atmosphere, enhancing students' enjoyment and learning experience during speaking lessons.
Group work (GW) activities significantly enhance students' speaking skills by fostering interest and engagement in learning These collaborative activities enable students to practice speaking English spontaneously and fluently, with essential guidance from teachers who act as facilitators, participants, and feedback providers Additionally, GW activities are enjoyable and motivating, helping to bridge the gap between active and passive learners while boosting self-esteem and confidence This approach shifts the learning process to be more student-centered, promoting a more dynamic and interactive classroom environment.
After the study is completed, its results help to find the answer of the raised question in this study about “What extent GW activities helps grade-5 students
To enhance speaking skills among grade-5 students at Xuan Chau Primary School in Nam Dinh, effective strategies can be implemented through group work (GW) activities The findings from the study highlight practical implications for teachers, students, and school administrators, emphasizing the importance of interactive learning methods in developing students' speaking abilities By focusing on collaborative activities, educators can create an engaging environment that fosters communication skills and boosts student confidence in speaking.
The results of this study indicate a positive trend in improving students' speaking skills through the use of Group Work (GW) activities This evidence suggests that other teachers at the school could benefit from implementing similar techniques in their speaking instruction.
Teachers should utilize diverse techniques in speaking instruction to enhance student motivation and concentration Creating a supportive and engaging classroom atmosphere allows students to enjoy learning English without hesitation Activities such as English clubs, speaking contests, and extracurricular programs offer valuable opportunities for practice and peer interaction These initiatives help overcome the challenges of limited time and practice environments, enabling students to improve their speaking skills while exchanging ideas and learning collaboratively.
To ensure full participation in group work, it's crucial that materials and activities are tailored to students' levels and interests Teachers should take the time to understand their students' preferences to identify engaging activities Additionally, thorough preparation before lessons is essential for selecting appropriate tasks for mixed-ability groups Employing diverse criteria for grouping students, such as shared interests or similar skill levels, can enhance the effectiveness of collaborative tasks.
51 mixed level of proficiency, their position in classroom, or random grouping (Brown,
2001) Teachers should be flexible to decide what strategies they follow
Last but not least, when organizing GW activities, teachers should train students
Effective group work (GW) relies on strong collaboration between teachers and students To foster this environment, educators must equip students with essential skills for teamwork and guide them in adhering to established rules By doing so, teachers can enhance the overall effectiveness of group activities, ensuring productive and harmonious interactions among students.
GW, for instance: start and stop work right after the teachers‟ command; be quick when moving to another activity; be self-discipline; and listen carefully teachers‟ instruction
The study highlights that GW activities can be effectively replicated across all speaking classes at Xuan Chau Primary School, significantly enhancing students' speaking skills when combined with appropriate teaching methods To support this, school management should upgrade facilities and teaching aids, such as projectors and computers Additionally, the assessment system for English should encompass all skills, not just grammar and vocabulary, with speaking proficiency being evaluated at the end of each semester Furthermore, English teachers should be encouraged to adopt innovative strategies to boost students' English abilities and motivation, including organizing English clubs, speaking contests, and extracurricular activities.
Students should actively communicate their needs and expectations to their teachers during speaking lessons, rather than remaining passive participants In a learner-centered classroom, they hold the responsibility for their own success or failure, making it essential for them to engage in the learning process by selecting effective strategies and collaborating with their teachers Additionally, students are encouraged to learn independently outside of class, practicing with peers to enhance their skills.
52 speaking outside the class, it will help them review and strengthen what they learnt in class By this way, they could improve their speaking proficiency
Despite the researcher's efforts, the study faced unavoidable drawbacks, primarily due to time constraints and the researcher's experience The limited sample size of only 50 fifth-grade participants restricted the generalizability of the findings, which were influenced by the specific students involved, leading to tentative conclusions.
The study's findings may not be generalizable due to its focus on a single school with one main English teacher Additionally, the limited timeframe for data collection affects the reliability and validity of the results, as longer studies typically yield more robust outcomes The researcher, acting solely as an observer during the implementation of group work activities for teaching speaking skills, could not directly manage the class; this choice was made to maintain objectivity in feedback, as having the teacher observe could bias comments Consequently, this study has notable limitations, and constructive feedback for improvement is welcomed.
Given the limitations identified in the previous section, several recommendations for future research on higher education and related theses are proposed Firstly, exploring alternative strategies to enhance speaking skills among school students could yield valuable insights Additionally, since the current study was conducted in a primary school with a limited student population and relied on the perspective of a single teacher, the findings lack generalizability Therefore, it is advisable to conduct larger-scale research involving more participants to obtain more comprehensive results.
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Syllabus for implementing GR activities for the 8-week course
No Topic Competences Vocabulary/Sentence patterns
What‟s the matter with you?
- Asking and answering questions about common health problems
- Giving and responding to advice on common health problems
-Vocabulary: toothache, earache, sore throat, stomachache, dentist, take a rest, carry, sweet
+ What‟s the matter with you?
Don‟t ride your bike too fast!
- Expressing and responding to concerns about possible accidents at home
- Asking ad answer questions about accident prevention
-Vocabulary: knife, matches, stairs, stove, arm, leg, climb, run down, fall off, break, cut, burn
What do you do in your free time?
- Asking and answering questions about what someone does in his/her free time
- Asking and answering questions about what a family member does in his/ her free time
-Vocabulary: free time, karate, fishing, skating, camping
+ What do you do in your free time?
+ What does your…do in his/her free time?
What happene d in the story?
- Asking and answering questions about what happened in a story
- Asking and answering questions about someone‟s
-Vocabulary: order, far away, water melon, seed, intelligent, greedy
+ What happened in the story?
+ First,/Then/Next,/In the
II opinions of a book/story/character end…
+ What do you think of…?
What would you like to be in the future?
- Asking and answering questions about what someone would like to be in the future
- Asking for and giving reasons
-Vocabulary: pilot, writer, architect, patient, look after, design
+ What would you like to be in the future?
+ Why would you like to be…?
What would you like to eat?
- Asking and answering questions about what someone would like to eat or drink
- Asking and answering questions about the quantity of food and drink
-Vocabulary: a bowl/packet/bar/glass/carton/ bottle of…, sausage, egg, biscuit, chocolate
+ What would you like to eat/drink?
+ How many/much…do you eat/drink every day?
Pre-interview and Post-interview for English teacher
Hello This interview serves as a data collection tool for a research work that aims to propose using GW activities to enhance English speaking skill for grade-5 students in our school
Your insights are invaluable, and I kindly ask you to share your experiences by answering the following questions Your responses will significantly contribute to the success of this project.
May I thank you in advance for your collaboration.
1 How long have you taught English?
2 What do you think about the level of your students‟ speaking proficiency?
3 What techniques do you use to enhance speaking skill for your students?
4 How often do you use GW activities in teaching speaking?
5 What types of group activities have you ever used? And how to use them?
6 Do you have any problems in applying GW to develop your students‟ speaking proficiency?
Hello After implementing GW activities in enhancing our students’ speaking skill, I would like you to share your feeling and experience as a direct teacher who took part in the process
I would greatly appreciate your time and effort in sharing your experiences by answering the following questions, as your responses are crucial for the successful completion of this project.
May I thank you in advance for your collaboration
1 How is your students' level of speaking proficiency in English after using GW activities in learning speaking English?
2 Do you have any difficulties in implementing GW activities to improve your students‟ speaking skills?
3 How do you rate the effectiveness and suitability of the GW activities you have applied?
4 Do you have any suggestions or notes for teachers who want to use GW to improve their students‟ speaking skills?
School : Xuan Chau primary school
1 Amount of students involves during the lesson:
A all of them B almost all of them C most of them D a few
2 The atmosphere during the lesson is:
A stressful B neutral C relaxing D extremely relaxing
3 Amount of students is in each group:
A Pairs B enemy corner C opposing team
D face to face E panel D public meting
5 Technique for dividing students into groups:
A hobby B level of proficiency C gender
6 The teacher carries out ten basic steps in implementing GR activity:
7 Difficulties in implementing GR activities:
A students make so much noise B students still use Vietnamese
C time-consuming D Competition among students
8 The percentage of the use of L2 during the lesson:
Appendix 5: Pre-test and post-test
Part Examiner does this: Examiner says this: Minimum response expected from child:
Usher to examiner - Hello This is (child‟s name)
Examiner: Hello, my name‟s Tara/Huyen
Points to Scene picture Look at this This is a garden The boys are playing football
Points to the women in
Points to items in the picture
2 Points to Object cards Now look at these
Which is the spider/lizard?
I‟m putting the spider/ lizard next to the elephant
Is this the spider/lizard?
Now you put the spider/ lizard under the tree
Puts Object card in place
V/here's the tree? Under the tree
Which is the T- shirt/hat?
Is this the T-shirt/hat? (pointing to T- shirt/hat) Put the T-shirt/hat between the skirt and the jeans
Puts Object card in place
Where are the skirt and the jeans?
Between the skirt and the jeans
Are these the glasses? (pointing to glasses)
Put the glasses on the mouse
Puts Object card in place
3 Removes Object cards and points to an apple in Scene picture
How many apples are there? apple red four
Is It yellow? Red? Are there three? Four?
4 Puts Scene picture away and picks out three Object cards
Do you play table tennis?
What sport do you play at school? table tennis yes/no basketball
4.2 Shows chips card What are these?
Do you eat chips/fries?
What do you eat for lunch? chips/fries yes/no rice
4.3 Shows giraffe card What‟s this?
Part Examiner does this: Examiner says this: Minimum response expected from child:
Examiner: Hello, my name's Tara/ Huyen
Look at this This is the dining room The girl is eating
Points to the table in Scene picture
Points to items in the picture
Is this the computer? Are these the oranges?
Now look at these Which is the lamp?
I‟m putting the lamp on the desk
Now you put the lamp next to the plane
Puts Object card in place
Which is the mirror/ruler? Points to Object card
Is this the mirror/ruler? (pointing to mirror/ruler)
Put the mirror/ruler under the clock
Puts Object card in place
Which are the carrots- eggs?
Are these the carrots/ eggs? (pointing to carrots/eggs)
Put the carrots/eggs on the phone
Puts Object card in place
3 Removes Object cards and points to pencil in Scene picture
How many pencils are there? pencil green five
Are there four? Five? Points to the man What‟s the man doing? drinking Is the man drinking?
4 Puts Scene picture away and picks out three Object cords.
Implications
After the study is completed, its results help to find the answer of the raised question in this study about “What extent GW activities helps grade-5 students
Improving speaking skills among grade-5 students at Xuan Chau Primary School in Nam Dinh can be effectively achieved through group work (GW) activities This approach not only enhances students' communication abilities but also provides valuable insights for teachers and school administrators By implementing these strategies, educators can foster a more engaging learning environment that promotes active participation and skill development in speaking.
This study demonstrates a positive trend in improving students' speaking skills through the use of Group Work (GW) activities The findings suggest that this technique can serve as a valuable resource for teachers at this school, enhancing their approach to teaching speaking.
Teachers should utilize diverse techniques in teaching speaking to maintain student motivation and concentration Creating a supportive and engaging classroom atmosphere allows students to enjoy learning English without hesitation Activities such as English clubs, speaking contests, and extracurricular programs offer valuable opportunities for practice and interaction among peers These initiatives address the challenges of limited time and practice environments, enabling students to enhance their speaking skills while exchanging information and learning collaboratively.
To ensure full participation in the GW, it is crucial that materials and activities are tailored to students' levels and interests Teachers should actively explore their students' preferences to identify engaging activities Additionally, significant preparation time is necessary to curate suitable tasks for mixed-ability classrooms Utilizing diverse criteria for grouping students, such as shared interests or similar skill levels, can enhance the effectiveness of the assigned tasks.
51 mixed level of proficiency, their position in classroom, or random grouping (Brown,
2001) Teachers should be flexible to decide what strategies they follow
Last but not least, when organizing GW activities, teachers should train students
Effective group work (GW) relies on strong collaboration between teachers and students To foster this environment, educators must equip students with essential skills for teamwork Additionally, teachers should guide students in adhering to established rules to enhance group dynamics and productivity.
GW, for instance: start and stop work right after the teachers‟ command; be quick when moving to another activity; be self-discipline; and listen carefully teachers‟ instruction
The study highlights that GW activities can be effectively implemented across all classes at Xuan Chau Primary School to enhance students' speaking skills By combining the efforts of teachers and students with appropriate techniques, significant improvements can be achieved To support this, school management should upgrade facilities and teaching aids, such as projectors and computers Additionally, the assessment system for English should evaluate all skills equally, incorporating speaking proficiency tests at the end of each semester Furthermore, English teachers should be encouraged to adopt innovative strategies to boost students' English abilities and motivation, including organizing English clubs, speaking contests, and extracurricular activities.
Students should actively communicate their needs and expectations to their teachers during speaking lessons, rather than remaining passive In a learner-centered classroom, they are responsible for their own success, which requires them to engage in all activities and select effective learning strategies Collaboration with teachers is crucial for achieving their goals Additionally, students are encouraged to pursue independent learning outside of class, emphasizing the importance of practice and peer collaboration for their development.
52 speaking outside the class, it will help them review and strengthen what they learnt in class By this way, they could improve their speaking proficiency
Despite the researcher's efforts in conducting this study, several limitations arose, including time constraints and the researcher's experience The small sample size of only 50 fifth-grade participants restricted the generalizability of the findings to the entire student population, leading to tentative conclusions influenced by the specific group involved in the study.
The study's findings may not be representative of other teachers and schools, as it was conducted in a single school with only one main English teacher Additionally, the research faced time constraints, as longer data collection periods typically yield more reliable and valid results The researcher also took on an observer role during the implementation of group work activities in teaching speaking skills, as direct control of the class could compromise objectivity in the English teacher's feedback Consequently, this study has notable limitations, and all constructive comments for improvement are encouraged and valued.
Given the limitations outlined earlier, future research in Higher Education and related theses should explore alternative strategies for enhancing students' speaking skills Additionally, the current study, conducted in a primary school with a limited student population and the perspective of a single teacher, restricts the generalizability of the findings Therefore, it is recommended that larger-scale studies involving more participants be undertaken to obtain more comprehensive results.
Abe, Keiko 1991 Teaching English to Children in an EFL Setting (The English
Teaching Forum) Yokohama, Japan: Kanto Gakuin Women‟s College
Brown, H Douglas 2000 Teaching by Principles Longman, San Fransisco: State University
Brown, H Douglas 2000 Principles of Language Learning and Teaching
Longman, San Fransisco State University
Burns, A., & Joyce, H (1997) Focus on Speaking National Centre for English Language Teaching and Research, Macquarie University, Sydney, New South Wales, Australia
Bygate, M (1987) Speaking Oxford: Oxford University Press
Byrne, D (1976) Teaching Oral English (Vol 1986) London: Longman
Campbell, R N (1989) Linguistics and social aspects of communicative competence Dubuque, I A.: Wm C Brown Company Press
Chaney, A.L., and T.L Burk (1998) Teaching Oral Communication in Grades K8 Boston: Allyn &Bacon
Chung, T, T, N (2008) How GW is used in speaking lesson of the first year major students of English at Vietnam University of Commerce
Cohen, L & Manion, L (1994) Research methods in education (6th ed) London:
Connery, J (1988) Teaching students to learn Milton Keynes: Open University
Creswell, J W (2013) Research Design: Qualitative, Quantitative, and Mixed Methods Approaches Thousand Oaks, CA: Sage Publications
DeCarrico, J.S (2001) Vocabulary learning and teaching In Celce-Murcia, M
Teaching English as second or foreign language (3rd edition) Boston MA: Heinle and Heinle
Doff, A.1988 Teach English; A training course for Teachers Cambridge:
Flanagan, J (2009) Sensory processing disorder Pediatric News Retrieved from http://www.kennedykrieger.org/sites/kki2.com/files/08-09.pdf
Ginsburg, K (2013) The Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent-Child Bonds Retrieved June 21,
2014, from http://pediatrics.aappublications.org/content/119/1/182.short
Goh, Ch.C.M & Burns, A (2012) Teaching Speaking: A Holistic Approach New York: Cambridge University Press
Hague, S.A (1987) Vocabulary Instruction: What L2 can learn from L1 Foreign
Hamzah, M H., & Ting, L Y (2010) Teaching speaking skills through GW activities (A case study at form 2ES1 SMK Damai Jaya Johor) Retrieved from https://core.ac.uk/download/files/392/11785638.pdf Harmer
Harmer, J (2001) The practice of English language teaching 3rd Edition Harlow, Essex, England: Longman
Harmer, J (2002) How to Teach Vocabulary Harlow: Pearson Education
Harmer, J (2002) The Practice of English Language Teaching Longman, London pp 344
Harmer, J (2007) The practice of English language teaching London: Pearson
Hudelson, Sarah 1991 EFL Teaching and Children: A Topic-Based Approach (The English Teaching Forum) Arizona State University, USA
Hybels, S and Weaver II, R L (2009) Communicating Effectively 9 thed Boston, Massachusetts: McGraw Hill
Johnson, D.W., Johnson, R T and Smith, K.A (1991) Cooperative learning: Increasing College Faculty Instructional Productivity ASHE - FRIC Higher
Johnson, R B., Onwuegbuzie, A J., & Turner, L A (2007) Toward a Definition of Mixed Methods Research Journal of Mixed Methods Research, 1, 112–133
Kemmis, S., & Mctaggart, R (1982) The action research planner Geelong,
Kemmis, S., & McTaggart, R (1998) Action research planner Victoria, Australia: Deakin University Press
Krashen, Stephen D and Terrell, Tracy D 1983 The Natural Approach New
Jersey: Alemany Press Regent/Prentice Hall
Lado, Robert (1964) Language Teaching New York: United States of America Larsen-Freeman, D., & Michael, H Long (1991) An Introduction to Second
Language Acquisition Research Studies in Second Language Acquisition, 15, 394-
Lehr, et al (2004) Research-based practices in early reading series: A focus on vocabulary
Lightbown, P.M & Spada, N (1999) How languages are Learned New York:
Long, M H., Adams, L., McLean, M & Castaủos, F (1976) Doing things with words: Verbal interaction in lockstep and small group classroom situations In J Fanselow & R Crymes (Eds.), On TESOL ’76 (pp.137-153) Washington, DC: TESOL
McCarthy, M (1990) Vocabulary Oxford University Press.McDonough, Kim An International Journal of Educational Technology and Applied Linguistics, v32 n2 p207-224 Jun 2004
Meng, F (2009) Encourage learners in the large class to speak English in GW
Moon, J (2000) Children learning English Oxford: MacMillan Heinemann
Nunan, David (1991) Language Teaching Methodology: A textbook for teachers
Nunan, D., & Lamb, C (1996) The self - directed teacher: Managing the learning process Cambridge: Cambridge University Press.Pyles, Thomas (1970) English:
An introduction to language Harcourt College Pub
Richard, J C., & Nunan D (1987) Second Language Teacher Education Cambridge: Cambridge University Press Rivers, W (1968) Teaching foreign- language skills Chicago: University of Chicago Press
Richards, J C & Rodgers, T S (2001) Approaches and Methods in Language Teaching Cambridge: Cambridge University press
Scrivener, Jim (1994) Learning Teaching: A Guidebook For English Language
Teachers Great Britain: The Bath press
Sokmen, A (1997) Current trends in teaching second language vocabulary In N
Schmitt & M, Michael (Ed.), Vocabulary: Description, acquisition and pedagogy (pp 237-257) Cambridge: Cambridge University Press
Saracho, O (2012) Handbook of Research on the Education of Young Children
Scott, Wendy A and Ytreberg, Lisbeth H 1993 Teaching English to Children
Slatterly, M., & Willis, J (2001) English for primary teachers Oxford: Oxford University Press
Slavin, R E (1995) Cooperative learning: Theory, research, and practice (2nd ed.) Needham Heights, MS: Allyn and Bacon
Snow, C.E., Burns, M.S., and Griffin, P (1998) Preventing reading difficulties in young children Washington, DC: National Academy Press
Thornbury, S (2005).How to Teach Speaking Harlow: Pearson Education/Longman
Tsui, A.B (1993) Helping Teachers to Conduct Action Research in Their Classrooms In D Freeman & S Cornwell (Eds), New Ways in Teacher Education Alexandria VA: TESOL
Ur, P (1996) A course in language teaching Cambridge University Press
Zyoud, M ( ) Using DramaActivities and Techniques to Foster Teaching English as a foreign Language: a Theoretical Perspective Retreived September 213 from www.qou.edu/english/conferences/ /pdfFiles/muntherZyoud.pdf
Syllabus for implementing GR activities for the 8-week course
No Topic Competences Vocabulary/Sentence patterns
What‟s the matter with you?
- Asking and answering questions about common health problems
- Giving and responding to advice on common health problems
-Vocabulary: toothache, earache, sore throat, stomachache, dentist, take a rest, carry, sweet
+ What‟s the matter with you?
Don‟t ride your bike too fast!
- Expressing and responding to concerns about possible accidents at home
- Asking ad answer questions about accident prevention
-Vocabulary: knife, matches, stairs, stove, arm, leg, climb, run down, fall off, break, cut, burn
What do you do in your free time?
- Asking and answering questions about what someone does in his/her free time
- Asking and answering questions about what a family member does in his/ her free time
-Vocabulary: free time, karate, fishing, skating, camping
+ What do you do in your free time?
+ What does your…do in his/her free time?
What happene d in the story?
- Asking and answering questions about what happened in a story
- Asking and answering questions about someone‟s
-Vocabulary: order, far away, water melon, seed, intelligent, greedy
+ What happened in the story?
+ First,/Then/Next,/In the
II opinions of a book/story/character end…
+ What do you think of…?
What would you like to be in the future?
- Asking and answering questions about what someone would like to be in the future
- Asking for and giving reasons
-Vocabulary: pilot, writer, architect, patient, look after, design
+ What would you like to be in the future?
+ Why would you like to be…?
What would you like to eat?
- Asking and answering questions about what someone would like to eat or drink
- Asking and answering questions about the quantity of food and drink
-Vocabulary: a bowl/packet/bar/glass/carton/ bottle of…, sausage, egg, biscuit, chocolate
+ What would you like to eat/drink?
+ How many/much…do you eat/drink every day?
Pre-interview and Post-interview for English teacher
Hello This interview serves as a data collection tool for a research work that aims to propose using GW activities to enhance English speaking skill for grade-5 students in our school
I would greatly appreciate it if you could share your experiences by answering the following questions, as your responses are crucial for the successful completion of this project.
May I thank you in advance for your collaboration.
1 How long have you taught English?
2 What do you think about the level of your students‟ speaking proficiency?
3 What techniques do you use to enhance speaking skill for your students?
4 How often do you use GW activities in teaching speaking?
5 What types of group activities have you ever used? And how to use them?
6 Do you have any problems in applying GW to develop your students‟ speaking proficiency?
Hello After implementing GW activities in enhancing our students’ speaking skill, I would like you to share your feeling and experience as a direct teacher who took part in the process
I would greatly appreciate it if you could take a moment to share your experiences by answering the following questions Your responses are crucial and will significantly contribute to the success of this project.
May I thank you in advance for your collaboration
1 How is your students' level of speaking proficiency in English after using GW activities in learning speaking English?
2 Do you have any difficulties in implementing GW activities to improve your students‟ speaking skills?
3 How do you rate the effectiveness and suitability of the GW activities you have applied?
4 Do you have any suggestions or notes for teachers who want to use GW to improve their students‟ speaking skills?
School : Xuan Chau primary school
1 Amount of students involves during the lesson:
A all of them B almost all of them C most of them D a few
2 The atmosphere during the lesson is:
A stressful B neutral C relaxing D extremely relaxing
3 Amount of students is in each group:
A Pairs B enemy corner C opposing team
D face to face E panel D public meting
5 Technique for dividing students into groups:
A hobby B level of proficiency C gender
6 The teacher carries out ten basic steps in implementing GR activity:
7 Difficulties in implementing GR activities:
A students make so much noise B students still use Vietnamese
C time-consuming D Competition among students
8 The percentage of the use of L2 during the lesson:
Appendix 5: Pre-test and post-test
Part Examiner does this: Examiner says this: Minimum response expected from child:
Usher to examiner - Hello This is (child‟s name)
Examiner: Hello, my name‟s Tara/Huyen
Points to Scene picture Look at this This is a garden The boys are playing football
Points to the women in
Points to items in the picture
2 Points to Object cards Now look at these
Which is the spider/lizard?
I‟m putting the spider/ lizard next to the elephant
Is this the spider/lizard?
Now you put the spider/ lizard under the tree
Puts Object card in place
V/here's the tree? Under the tree
Which is the T- shirt/hat?
Is this the T-shirt/hat? (pointing to T- shirt/hat) Put the T-shirt/hat between the skirt and the jeans
Puts Object card in place
Where are the skirt and the jeans?
Between the skirt and the jeans
Are these the glasses? (pointing to glasses)
Put the glasses on the mouse
Puts Object card in place
3 Removes Object cards and points to an apple in Scene picture
How many apples are there? apple red four
Is It yellow? Red? Are there three? Four?
4 Puts Scene picture away and picks out three Object cards
Do you play table tennis?
What sport do you play at school? table tennis yes/no basketball
4.2 Shows chips card What are these?
Do you eat chips/fries?
What do you eat for lunch? chips/fries yes/no rice
4.3 Shows giraffe card What‟s this?
Part Examiner does this: Examiner says this: Minimum response expected from child:
Examiner: Hello, my name's Tara/ Huyen
Look at this This is the dining room The girl is eating
Points to the table in Scene picture
Points to items in the picture
Is this the computer? Are these the oranges?
Now look at these Which is the lamp?
I‟m putting the lamp on the desk
Now you put the lamp next to the plane
Puts Object card in place
Which is the mirror/ruler? Points to Object card
Is this the mirror/ruler? (pointing to mirror/ruler)
Put the mirror/ruler under the clock
Puts Object card in place
Which are the carrots- eggs?
Are these the carrots/ eggs? (pointing to carrots/eggs)
Put the carrots/eggs on the phone
Puts Object card in place
3 Removes Object cards and points to pencil in Scene picture
How many pencils are there? pencil green five
Are there four? Five? Points to the man What‟s the man doing? drinking Is the man drinking?
4 Puts Scene picture away and picks out three Object cords.
Suggestions for further study
To address the limitations noted in previous sections, further studies on enhancing speaking skills in education are recommended Future research could explore diverse strategies for improving students' speaking abilities Additionally, the current study was limited to a small primary school population and relied on the perspective of a single teacher, which restricts the generalizability of the findings It is advisable to conduct larger-scale research with more participants to obtain more comprehensive results.
Abe, Keiko 1991 Teaching English to Children in an EFL Setting (The English
Teaching Forum) Yokohama, Japan: Kanto Gakuin Women‟s College
Brown, H Douglas 2000 Teaching by Principles Longman, San Fransisco: State University
Brown, H Douglas 2000 Principles of Language Learning and Teaching
Longman, San Fransisco State University
Burns, A., & Joyce, H (1997) Focus on Speaking National Centre for English Language Teaching and Research, Macquarie University, Sydney, New South Wales, Australia
Bygate, M (1987) Speaking Oxford: Oxford University Press
Byrne, D (1976) Teaching Oral English (Vol 1986) London: Longman
Campbell, R N (1989) Linguistics and social aspects of communicative competence Dubuque, I A.: Wm C Brown Company Press
Chaney, A.L., and T.L Burk (1998) Teaching Oral Communication in Grades K8 Boston: Allyn &Bacon
Chung, T, T, N (2008) How GW is used in speaking lesson of the first year major students of English at Vietnam University of Commerce
Cohen, L & Manion, L (1994) Research methods in education (6th ed) London:
Connery, J (1988) Teaching students to learn Milton Keynes: Open University
Creswell, J W (2013) Research Design: Qualitative, Quantitative, and Mixed Methods Approaches Thousand Oaks, CA: Sage Publications
DeCarrico, J.S (2001) Vocabulary learning and teaching In Celce-Murcia, M
Teaching English as second or foreign language (3rd edition) Boston MA: Heinle and Heinle
Doff, A.1988 Teach English; A training course for Teachers Cambridge:
Flanagan, J (2009) Sensory processing disorder Pediatric News Retrieved from http://www.kennedykrieger.org/sites/kki2.com/files/08-09.pdf
Ginsburg, K (2013) The Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent-Child Bonds Retrieved June 21,
2014, from http://pediatrics.aappublications.org/content/119/1/182.short
Goh, Ch.C.M & Burns, A (2012) Teaching Speaking: A Holistic Approach New York: Cambridge University Press
Hague, S.A (1987) Vocabulary Instruction: What L2 can learn from L1 Foreign
Hamzah, M H., & Ting, L Y (2010) Teaching speaking skills through GW activities (A case study at form 2ES1 SMK Damai Jaya Johor) Retrieved from https://core.ac.uk/download/files/392/11785638.pdf Harmer
Harmer, J (2001) The practice of English language teaching 3rd Edition Harlow, Essex, England: Longman
Harmer, J (2002) How to Teach Vocabulary Harlow: Pearson Education
Harmer, J (2002) The Practice of English Language Teaching Longman, London pp 344
Harmer, J (2007) The practice of English language teaching London: Pearson
Hudelson, Sarah 1991 EFL Teaching and Children: A Topic-Based Approach (The English Teaching Forum) Arizona State University, USA
Hybels, S and Weaver II, R L (2009) Communicating Effectively 9 thed Boston, Massachusetts: McGraw Hill
Johnson, D.W., Johnson, R T and Smith, K.A (1991) Cooperative learning: Increasing College Faculty Instructional Productivity ASHE - FRIC Higher
Johnson, R B., Onwuegbuzie, A J., & Turner, L A (2007) Toward a Definition of Mixed Methods Research Journal of Mixed Methods Research, 1, 112–133
Kemmis, S., & Mctaggart, R (1982) The action research planner Geelong,
Kemmis, S., & McTaggart, R (1998) Action research planner Victoria, Australia: Deakin University Press
Krashen, Stephen D and Terrell, Tracy D 1983 The Natural Approach New
Jersey: Alemany Press Regent/Prentice Hall
Lado, Robert (1964) Language Teaching New York: United States of America Larsen-Freeman, D., & Michael, H Long (1991) An Introduction to Second
Language Acquisition Research Studies in Second Language Acquisition, 15, 394-
Lehr, et al (2004) Research-based practices in early reading series: A focus on vocabulary
Lightbown, P.M & Spada, N (1999) How languages are Learned New York:
Long, M H., Adams, L., McLean, M & Castaủos, F (1976) Doing things with words: Verbal interaction in lockstep and small group classroom situations In J Fanselow & R Crymes (Eds.), On TESOL ’76 (pp.137-153) Washington, DC: TESOL
McCarthy, M (1990) Vocabulary Oxford University Press.McDonough, Kim An International Journal of Educational Technology and Applied Linguistics, v32 n2 p207-224 Jun 2004
Meng, F (2009) Encourage learners in the large class to speak English in GW
Moon, J (2000) Children learning English Oxford: MacMillan Heinemann
Nunan, David (1991) Language Teaching Methodology: A textbook for teachers
Nunan, D., & Lamb, C (1996) The self - directed teacher: Managing the learning process Cambridge: Cambridge University Press.Pyles, Thomas (1970) English:
An introduction to language Harcourt College Pub
Richard, J C., & Nunan D (1987) Second Language Teacher Education Cambridge: Cambridge University Press Rivers, W (1968) Teaching foreign- language skills Chicago: University of Chicago Press
Richards, J C & Rodgers, T S (2001) Approaches and Methods in Language Teaching Cambridge: Cambridge University press
Scrivener, Jim (1994) Learning Teaching: A Guidebook For English Language
Teachers Great Britain: The Bath press
Sokmen, A (1997) Current trends in teaching second language vocabulary In N
Schmitt & M, Michael (Ed.), Vocabulary: Description, acquisition and pedagogy (pp 237-257) Cambridge: Cambridge University Press
Saracho, O (2012) Handbook of Research on the Education of Young Children
Scott, Wendy A and Ytreberg, Lisbeth H 1993 Teaching English to Children
Slatterly, M., & Willis, J (2001) English for primary teachers Oxford: Oxford University Press
Slavin, R E (1995) Cooperative learning: Theory, research, and practice (2nd ed.) Needham Heights, MS: Allyn and Bacon
Snow, C.E., Burns, M.S., and Griffin, P (1998) Preventing reading difficulties in young children Washington, DC: National Academy Press
Thornbury, S (2005).How to Teach Speaking Harlow: Pearson Education/Longman
Tsui, A.B (1993) Helping Teachers to Conduct Action Research in Their Classrooms In D Freeman & S Cornwell (Eds), New Ways in Teacher Education Alexandria VA: TESOL
Ur, P (1996) A course in language teaching Cambridge University Press
Zyoud, M ( ) Using DramaActivities and Techniques to Foster Teaching English as a foreign Language: a Theoretical Perspective Retreived September 213 from www.qou.edu/english/conferences/ /pdfFiles/muntherZyoud.pdf
Syllabus for implementing GR activities for the 8-week course
No Topic Competences Vocabulary/Sentence patterns
What‟s the matter with you?
- Asking and answering questions about common health problems
- Giving and responding to advice on common health problems
-Vocabulary: toothache, earache, sore throat, stomachache, dentist, take a rest, carry, sweet
+ What‟s the matter with you?
Don‟t ride your bike too fast!
- Expressing and responding to concerns about possible accidents at home
- Asking ad answer questions about accident prevention
-Vocabulary: knife, matches, stairs, stove, arm, leg, climb, run down, fall off, break, cut, burn
What do you do in your free time?
- Asking and answering questions about what someone does in his/her free time
- Asking and answering questions about what a family member does in his/ her free time
-Vocabulary: free time, karate, fishing, skating, camping
+ What do you do in your free time?
+ What does your…do in his/her free time?
What happene d in the story?
- Asking and answering questions about what happened in a story
- Asking and answering questions about someone‟s
-Vocabulary: order, far away, water melon, seed, intelligent, greedy
+ What happened in the story?
+ First,/Then/Next,/In the
II opinions of a book/story/character end…
+ What do you think of…?
What would you like to be in the future?
- Asking and answering questions about what someone would like to be in the future
- Asking for and giving reasons
-Vocabulary: pilot, writer, architect, patient, look after, design
+ What would you like to be in the future?
+ Why would you like to be…?
What would you like to eat?
- Asking and answering questions about what someone would like to eat or drink
- Asking and answering questions about the quantity of food and drink
-Vocabulary: a bowl/packet/bar/glass/carton/ bottle of…, sausage, egg, biscuit, chocolate
+ What would you like to eat/drink?
+ How many/much…do you eat/drink every day?
Pre-interview and Post-interview for English teacher
Hello This interview serves as a data collection tool for a research work that aims to propose using GW activities to enhance English speaking skill for grade-5 students in our school
I would greatly appreciate your time and effort in sharing your experience by answering the following questions, as your responses are crucial for the successful completion of this project.
May I thank you in advance for your collaboration.
1 How long have you taught English?
2 What do you think about the level of your students‟ speaking proficiency?
3 What techniques do you use to enhance speaking skill for your students?
4 How often do you use GW activities in teaching speaking?
5 What types of group activities have you ever used? And how to use them?
6 Do you have any problems in applying GW to develop your students‟ speaking proficiency?
Hello After implementing GW activities in enhancing our students’ speaking skill, I would like you to share your feeling and experience as a direct teacher who took part in the process
I would greatly appreciate it if you could share your experience by answering the following questions, as your responses are crucial and will significantly contribute to the success of this project.
May I thank you in advance for your collaboration
1 How is your students' level of speaking proficiency in English after using GW activities in learning speaking English?
2 Do you have any difficulties in implementing GW activities to improve your students‟ speaking skills?
3 How do you rate the effectiveness and suitability of the GW activities you have applied?
4 Do you have any suggestions or notes for teachers who want to use GW to improve their students‟ speaking skills?
School : Xuan Chau primary school
1 Amount of students involves during the lesson:
A all of them B almost all of them C most of them D a few
2 The atmosphere during the lesson is:
A stressful B neutral C relaxing D extremely relaxing
3 Amount of students is in each group:
A Pairs B enemy corner C opposing team
D face to face E panel D public meting
5 Technique for dividing students into groups:
A hobby B level of proficiency C gender
6 The teacher carries out ten basic steps in implementing GR activity:
7 Difficulties in implementing GR activities:
A students make so much noise B students still use Vietnamese
C time-consuming D Competition among students
8 The percentage of the use of L2 during the lesson:
Appendix 5: Pre-test and post-test
Part Examiner does this: Examiner says this: Minimum response expected from child:
Usher to examiner - Hello This is (child‟s name)
Examiner: Hello, my name‟s Tara/Huyen
Points to Scene picture Look at this This is a garden The boys are playing football
Points to the women in
Points to items in the picture
2 Points to Object cards Now look at these
Which is the spider/lizard?
I‟m putting the spider/ lizard next to the elephant
Is this the spider/lizard?
Now you put the spider/ lizard under the tree
Puts Object card in place
V/here's the tree? Under the tree
Which is the T- shirt/hat?
Is this the T-shirt/hat? (pointing to T- shirt/hat) Put the T-shirt/hat between the skirt and the jeans
Puts Object card in place
Where are the skirt and the jeans?
Between the skirt and the jeans
Are these the glasses? (pointing to glasses)
Put the glasses on the mouse
Puts Object card in place
3 Removes Object cards and points to an apple in Scene picture
How many apples are there? apple red four
Is It yellow? Red? Are there three? Four?
4 Puts Scene picture away and picks out three Object cards
Do you play table tennis?
What sport do you play at school? table tennis yes/no basketball
4.2 Shows chips card What are these?
Do you eat chips/fries?
What do you eat for lunch? chips/fries yes/no rice
4.3 Shows giraffe card What‟s this?
Part Examiner does this: Examiner says this: Minimum response expected from child:
Examiner: Hello, my name's Tara/ Huyen
Look at this This is the dining room The girl is eating
Points to the table in Scene picture
Points to items in the picture
Is this the computer? Are these the oranges?
Now look at these Which is the lamp?
I‟m putting the lamp on the desk
Now you put the lamp next to the plane
Puts Object card in place
Which is the mirror/ruler? Points to Object card
Is this the mirror/ruler? (pointing to mirror/ruler)
Put the mirror/ruler under the clock
Puts Object card in place
Which are the carrots- eggs?
Are these the carrots/ eggs? (pointing to carrots/eggs)
Put the carrots/eggs on the phone
Puts Object card in place
3 Removes Object cards and points to pencil in Scene picture
How many pencils are there? pencil green five
Are there four? Five? Points to the man What‟s the man doing? drinking Is the man drinking?
4 Puts Scene picture away and picks out three Object cords.