INTRODUCTION 1 Rationale
Aims of the study
investigating the current situation of teaching and learning speaking skill for the 12 th form non - specialized English students at BNSHS
evaluating the use of cooperative activities in speaking lessons
offering some suggestions on using cooperative activities in speaking lessons to promote students‟ speaking ability
Research question
To explore the current state of cooperative activities in speaking lessons, the researcher established a guiding research question.
“To what extent do the teachers at Bac Ninh Specialized High School exploit cooperative activities in speaking lessons for the 12 th form non - specialized English students? ”
Methods of the study
This study will employ both quantitative and qualitative methods, gathering data from 12th-grade non-specialized English students and English teachers at Bac Ninh Specialized High School Information will be collected through questionnaires and classroom observations, ensuring a comprehensive analysis All findings, recommendations, and conclusions will be derived from the analyzed data.
Scope of the study
This study limits itself to the application of cooperative learning for the 12 th form non
- specialized English students‟ speaking skill It is concerned with the context at Bac Ninh Specialized High School.
Design of the study
This study includes three main parts: the introduction, the development and the conclusion
The first part, “Introduction”, provides the basic information such as rationale, aims, research question, methods, scope and design of the study
The second part, “Development”, consists of the four chapters:
Chapter one , Literature review , deals with theoretical background about communicative language teaching, speaking skill and cooperative learning
Chapter Two of the study provides an overview of the teaching and learning of speaking skills among 12th-grade non-specialized English students at Bac Ninh Specialized High School This section will discuss the school environment, the subjects involved, and the research instruments utilized in the study.
Chapter three , Data analysis and discussion, deals with analyzing the data
Chapter four , Recommendations , focuses on some suggestions on using cooperative activities in speaking lessons
The last part, “Conclusion”, presents the summary of the major findings; points out some shortcomings revealed during the process of completing this research paper and suggests further studies.
DEVELOPMENT
This chapter provides the theoretical foundation for the study, beginning with an overview of the teaching and learning processes related to the speaking skill It then delves into cooperative learning and explores various activities associated with this approach.
1.1 The teaching and learning of the speaking skill
Over the past century, language teaching has seen a diverse array of approaches and methods As noted by David Nunan (1991b), there has never been, nor is there likely to be, a universal method suitable for all learners Instead, it is essential to embrace the chosen approach to language teaching and create effective tasks and techniques that align with it Continuous evolution of language teaching methods aims to identify the most effective ways to teach foreign languages.
In recent years, the demand for learning foreign languages, especially English, has surged as a vital communication tool Consequently, Communicative Language Teaching (CLT) has emerged as the preferred method for language instruction This article will explore the communicative approach and its implications for enhancing speaking skills in both teaching and learning contexts.
Being founded in the early 1960s “CLT” has recently become a fashionable term to cover a variety of developments in syllabus design and to a lesser extent, in the methodology
LITERATURE REVIEW
The teaching and learning of the speaking skill
Over the past century, language teaching has seen a diverse range of approaches and methods As noted by David Nunan (1991b), “There never was and probably never will be a method for all.” This highlights the absence of a universally effective language teaching method Instead, educators must embrace their chosen approach and create effective tasks and techniques based on it New methods continue to emerge, evolving to discover the most effective ways to teach foreign languages.
In recent years, the demand for learning foreign languages, especially English, has surged as a vital communication tool Consequently, the Communicative Language Teaching (CLT) method has emerged as the preferred approach This article will explore the communicative approach and its implications for enhancing the speaking skill in language education.
Founded in the early 1960s, Communicative Language Teaching (CLT) has gained popularity as a modern approach to syllabus design and foreign language instruction, particularly in teaching English Recognized as a suitable method for the 21st century, CLT focuses on enhancing communication skills and practical language use in the classroom.
For years, language teaching focused on enhancing learners' linguistic competence, primarily by helping students master the sounds, vocabulary, and grammar of English The belief was that by studying these individual components, students would eventually be able to combine them effectively for communication.
In the mid - 1970s the notion of linguistic competence came to be viewed as a component of the broader idea of communicative competence According to Canale and Swain
In 1980, it was highlighted that second language learners cannot attain satisfactory communicative competence without understanding the probability of grammatical forms and their communicative functions This perspective on communicative competence encompasses four key areas of knowledge and skills essential for effective communication.
Grammatical competence: Ability to use correct grammar, vocabulary and pronunciation
Sociolinguistic competence: Ability to use appropriate language in different contexts and settings
Discourse competence: Ability to combine language elements to show cohesion in form and coherence in thought
Strategic competence: Ability to use verbal and non-verbal communication strategies
Effective language use goes beyond grammar; it encompasses overall appropriateness and acceptability The Communicative Language Teaching (CLT) approach emphasizes communicative competence as a key objective This concept includes four essential components that have significant implications for English as a Foreign Language (EFL) teachers Given that communicative competence is complex, it is crucial for educators to recognize the challenges learners encounter while speaking English.
Communicative Language Teaching (CLT) is distinguished by its systematic focus on both the functional and structural aspects of language (Littlewood, 1981) Additionally, Nunan (1991) identifies five key features that further define CLT, emphasizing its comprehensive approach to language learning.
An emphasis on learning to communicate through interaction in the target language
The introduction of authentic texts into learning situation
The provision of opportunities for learners to focus, not only on language but also on the learning process itself
An enhancement of the learner‟s own experiences as important contributing elements to classroom learning
An attempt to link classroom language learning with language activation outside the classroom
Communicative Language Teaching (CLT) prioritizes fluency over accuracy, focusing on effective communication and the negotiation of meaning in the classroom According to Richards and Rogers (2001), CLT adopts a learner-centered and experience-based approach to second language teaching, positioning the teacher as a facilitator rather than a mere transmitter of knowledge This methodology fosters high levels of student participation, creating an environment where learners can engage in meaningful language use.
The Communicative Language Teaching (CLT) approach prioritizes learners' communicative competence, deeming a successful T.E.F.L class as one where students engage in speaking English extensively while the teacher minimizes their own speaking time According to Larsen-Freeman (1986), CLT promotes activities that often involve small groups of students, facilitating interaction and maximizing individual opportunities for negotiating meaning.
Cooperative learning is a key component of Communicative Language Teaching (CLT), as highlighted by Nguyen Bang and Nguyen Ba Ngoc in their book “A Course in TEFL.” This approach fosters a non-competitive classroom environment that emphasizes learner-centered characteristics By collaborating in pairs and groups, students share information and support one another, functioning as a cohesive team to achieve their goals effectively.
Teachers should select techniques and activities that enhance students' communicative competence by focusing on meaningful and authentic language use It is essential that learning activities engage students actively, prioritizing real-world application over mere mechanical practice of language patterns for accuracy.
1.1.2 The role of speaking in foreign language teaching
Language instruction is typically categorized into four primary macro-skills: listening, speaking, reading, and writing For effective language teaching, the primary goal is communication, emphasizing that the purpose of learning a language is to communicate effectively within it.
Speaking skills are crucial in foreign language education, as they enhance learners' ability to acquire the language and facilitate successful communication.
Speaking is often considered the most crucial of the four language skills, as it serves as the primary indicator of language proficiency According to Ur (1996), individuals proficient in a language are labeled as "speakers," highlighting that speaking encompasses various aspects of language knowledge Furthermore, the majority of foreign language learners prioritize the ability to speak, emphasizing its significance in language acquisition.
The significance of oral skills in language education necessitates that language teachers prioritize the teaching of speaking skills In Vietnam's upper secondary schools, the approach to teaching speaking has evolved with the introduction of new textbooks, which emphasize real-life topics familiar to students The teaching process for speaking is structured into three stages: pre-speaking, while-speaking, and post-speaking, reflecting the principles of the communicative approach that characterize the new curriculum.
Cooperative learning and its activities
So far, many definitions of cooperative learning have been stated by different researchers
Since the 1970s, Johnson, Johnson, and Holubec have been pioneers in the field of cooperative learning, defining it as the instructional strategy that utilizes small groups to enhance both individual and collective student learning (1993:9).
Cooperative learning, as defined by Olsen and Kagan (1992), is a structured group activity that emphasizes the social exchange of information among learners This approach not only holds each participant accountable for their own learning but also encourages them to support and enhance the learning of their peers.
According to Richards & Rodgers (2001: 192), Cooperative learning is “an approach to teaching that makes maximum use of cooperative activities involving pairs and small groups of learners in the classroom”
Cooperative learning has gained popularity in second language teaching as a method to enhance communicative interaction in the classroom, aligning with the principles of Communicative Language Teaching (CLT) This learner-centered approach is believed to provide significant benefits compared to traditional teacher-centered methods.
Cooperative Learning emphasizes fostering a collaborative classroom environment that prioritizes cooperation over competition In this approach, students benefit from sharing ideas and supporting one another to achieve collective learning goals, contrasting with traditional methods where individual competition prevails and students focus solely on personal grades and achievements.
Cooperative learning is an effective educational approach where students collaborate in diverse small groups on structured tasks to enhance their own and each other's learning This strategy has been successfully implemented across various subjects and educational levels, making it a prominent and valuable area of research and practice in the field of education.
1.2.2 Essential components of cooperative learning and activities
Cooperative learning differs from whole class instruction, individualized instruction, and traditional group work Johnson and Johnson (1999a) identify essential elements that must be present for small group learning activities to be considered cooperative.
Positive interdependence involves assigning specific roles to each participant, which are essential for the group to achieve the goals established by the teacher Each student plays a unique role within the group, as no single student can complete all the tasks needed for a particular assignment or project (Ransdell, 2003: 5).
Positive interdependence, as described by Ghaith (2002: 7), fosters a collective mindset among group members, where individual success or failure impacts the entire group This awareness encourages members to recognize that their contributions benefit not only themselves but also their peers, creating a supportive environment that enhances collaboration and mutual success.
Face-to-face Promotive Interaction
Effective collaboration occurs when individuals actively support each other in achieving group goals, engaging in meaningful dialogue to share resources and provide assistance According to Ghaith (2002), face-to-face interaction is crucial for group success, as it fosters an environment where members can explain, debate, encourage, and question one another This collaborative interaction not only enhances learning but also promotes mutual success among group members.
According to Ghaith (2002: 7), individual accountability in cooperative learning is essential, as each member must take responsibility for their own learning and contribute to the team's success The focus is on enhancing the capabilities of each individual rather than solely on the group's overall output Progress is assessed through individual evaluations, allowing for targeted feedback that identifies those who may require additional support Ultimately, both the group and each member are accountable for reaching their goals, ensuring a collaborative and effective learning environment.
Effective small-group interactions require instructors to actively teach essential interpersonal skills, as not all students possess the necessary social abilities to collaborate successfully Educators should focus on developing leadership, trust-building, decision-making, communication, and problem-solving skills, ensuring these competencies are prioritized alongside academic knowledge for optimal group dynamics.
Developing collaborative skills is crucial for students to work effectively with others, as emphasized by Ghaith (2002: 7) Key collaborative skills include asking for help, making suggestions, and politely disagreeing with others Effective social skills also play a vital role in encouraging equal participation among group members This can be achieved by providing each member with an opportunity to contribute, such as taking turns to speak or share relevant information.
Group processing is a crucial element of cooperative learning, as highlighted by Ghaith (2002: 8) It enables team members to evaluate their group's performance and enhance its effectiveness Through the analysis and discussion of their collaborative efforts, students can identify ways to improve future group dynamics Consequently, group processing not only significantly boosts learning outcomes but also fosters a sense of responsibility among members, leading to more efficient teamwork.
In short, when these components are incorporated into small groups work, the activities become cooperative ones and can make a difference in the student‟s academic and social skills development
1.2.3 Cooperative learning techniques and activities in a speaking lesson
Cooperation involves working together towards shared goals, where individuals aim for outcomes that benefit both themselves and their group members In a classroom setting, students are organized into small groups to collaborate on assignments, ensuring that everyone understands and completes the task For effective cooperative learning, teachers must assess whether such activities align with the class objectives and select appropriate cooperative strategies tailored to their students and teaching context, ultimately enhancing their chances of learning to speak English.
Numerous descriptions of cooperative learning activities can be found, with examples provided by Coelho (1992b:132) and Olsen and Kagan (1992:88).
THE STUDY
Research methods
This section deals with the methodology which was employed to achieve the aims of the study
To conduct the study, a random selection of 100 non-specialized English students from seven 12th-grade classes was made, totaling 158 students All participants are 18 years old, ensuring they belong to the same psychological age group Additionally, they have all been learning English since grade 6, providing a uniform duration of language study.
The study was also carried out with 5 teachers of English teaching grade 12 at BNSHS
Data for the study were collected from two different instruments: questionnaire and classroom observation
There were two types of survey questionnaires: one for the teachers and the other for the students Each questionnaire contains 12 questions to investigate the following issues:
Teachers‟ attitude towards the speaking skill
Teachers‟ exploitation of cooperative activities in teaching speaking skill
Teachers‟ difficulties in using cooperative activities
Teachers‟ ideas about the benefits of cooperative activities
Teachers‟ attitude towards the use of cooperative activities
Students‟ attitude towards the speaking skill
Students‟ opinions about teachers‟ techniques used for teaching speaking skill
Students‟ participation in pair work and group work
Students‟ ideas about the benefits of cooperative activities
Students‟ attitude towards the use of cooperative activities
Classroom observations were conducted to validate the data gathered from questionnaires and to gather additional insights for the study This included analyzing teaching methods, classroom atmosphere, student attitudes, and the interactions among students during lessons.
The researcher conducted her study from the first semester of the school year 2009-
With the teachers‟ permission, copies of the questionnaire were handed out to the students Five copies were given to the teachers as well
In order to get more in-depth information about the teaching and learning of the speaking skill at BNSHS, three classes of grade 12 were observed
The researcher organized and categorized the responses from teachers and students to the questionnaires, subsequently tabulating the results and converting them into percentages for easier analysis Additionally, insights gained from classroom observations contributed to this analytical process.
DATA ANALYSIS AND DISCUSSION
Analysis of the researcher’s class observation
Number of pupils Level Time of learning English Time observed
Class 1 25 12 th At least 6 years 21 -10 - 2009 (U5) Class 2 24 12 th At least 6 years 5 -11 - 2009 (U6) Class 3 20 12 th At least 6 years 27 -11 - 2009 (U7)
Table 3: Description of classes observed
The study focused on three classes: 12 Chemistry, 12 Physics, and 12 History, consisting of 18-year-old male and female students The observed speaking lessons included Unit 5 (p55), Unit 6 (p66), and Unit 7 (p78), each featuring three tasks The observations, conducted over a 45-minute session in each class, aimed to assess the implementation of cooperative activities by teachers and the students' responses to these activities.
During class observations, it was evident that all teachers demonstrated a strong commitment to teaching English speaking skills, which are essential for language acquisition A notable strength among them is their effective use of pair work and group work strategies in speaking lessons, fostering collaboration and enhancing student engagement.
In my observation, the teachers effectively implemented pair work in the classroom by first providing clear instructions, ensuring students understood the exercise After forming pairs, students collaborated while the teacher circulated to offer assistance as needed Finally, the teacher encouraged some pairs to present their work to the class, prompting peer feedback Additionally, the teacher addressed not only grammatical errors but also pronunciation and tone, enhancing overall language proficiency.
In group work, each team followed the same process, culminating in representatives presenting their findings for class feedback This collaborative effort involved both the teacher and fellow students in assessing the work, allowing for constructive comments and corrections.
In the observed classes, student engagement varied significantly, with weaker students often using pair and group work as an opportunity to converse in Vietnamese rather than participate in the activities This lack of involvement was primarily due to their low proficiency levels, as they were from non-specialized English classes Many struggled to articulate their thoughts, frequently responding with simple "yes" or "no" answers or remaining silent while smiling when prompted.
Many students exhibit a passive learning style, which significantly impacts their success in pair and group work Their approach often involves merely attending classes, listening to teachers, completing assignments, and passing exams Consequently, the idea of learner autonomy is unfamiliar to them As a result, while they may achieve good written exam scores, they struggle to communicate effectively in English in real-life situations.
These observations helped the researcher find out how teachers employed cooperative activities in real language classrooms and realize what they should do to make those activities done more effectively.
Findings
Survey results indicate that most teachers recognize the significance of speaking skills as essential for effective communication and information exchange Additionally, students need to enhance their speaking abilities to achieve proficiency in English.
Teachers and students recognize the significant advantages of cooperative activities in enhancing speaking skills Cooperative learning is effectively implemented in the classroom through structured pair work and group work, fostering collaboration and engagement among learners.
In the context of teaching English to 12th-grade non-specialized students, the use of pair and group work is frequently implemented in speaking classes The relatively small class sizes at my school facilitate quick organization of these activities However, observations reveal that while cooperative activities are present in classrooms at BNSHS, their potential is not fully realized.
In organized cooperative activities, it is essential for teachers to take various actions, such as determining group membership and monitoring group behaviors However, roles within the groups were not assigned, leading to a lack of clarity regarding individual responsibilities While feedback and assistance were provided, the assessment of cooperative learning tasks lacked explicit instructions on social skills Additionally, students did not engage in self, peer, or group assessments, which are crucial for fostering collaboration and personal growth.
Students generally displayed a positive attitude towards group and pair work; however, many were unaware of their responsibilities in the speaking process They did not realize that practicing and interacting with peers is essential for improving their speaking skills, leading to a lack of engagement in collaborative activities While some students exhibited competitiveness and failed to interact equally with their group mates, others were shy and uncomfortable with oral communication, hesitating to seek clarification on concepts or vocabulary Additionally, there were instances where only one or two individuals in a group of friends took on the majority of the responsibility for completing tasks and providing answers.
To address common classroom challenges, teachers should create equitable groups that encourage full participation and accountability among students Effective cooperative learning requires careful planning, including thoughtful group division and task preparation, as well as teaching students the essential norms for successful collaboration, such as mutual assistance and ensuring everyone has a voice By meticulously planning, monitoring, and facilitating group activities, teachers can enhance group effectiveness and minimize potential issues.
Cooperative activities are highly valued and eagerly embraced by students To assist teachers in effectively incorporating these activities into speaking lessons, the researcher will offer practical suggestions in the following chapter.
RECOMMENDATIONS
Effective communication involves more than just forming sentences; it encompasses using sentences to convey various types of statements, such as recording, describing, classifying, and exchanging information Consequently, students learn a language through practical application By providing opportunities to practice their skills, learners can successfully communicate in English.
Incorporating cooperative learning strategies enhances language acquisition among students by fostering meaningful interactions This approach goes beyond merely grouping students; it emphasizes collaborative participation in projects where success is collectively achieved With shared goals, each member's success is interconnected, promoting the sharing of ideas and resources, dividing tasks effectively, and ensuring that all participants are recognized for their contributions to the group's accomplishments.
In traditional classrooms, teacher-led discussions dominate, limiting participation primarily to a few top students In contrast, cooperative activities encourage all students to engage in dialogue, both in small groups and in class presentations This interaction fosters the exchange of information, helps students develop new insights, and enhances their ability to communicate effectively and socially.
Research indicates that cooperative activities significantly enhance speaking skills by encouraging active student participation and idea generation The effectiveness of these activities is largely influenced by careful preparation and effective implementation by the instructor.
As presented before, activities involving pair work and group work become cooperative ones if having:
- Face-to-face promotive interaction
Teachers should prioritize the principles of the Cooperative Learning method and adapt them to specific teaching and learning contexts Here are key considerations for educators when implementing cooperative activities in their classrooms.
Groups form the foundation of cooperative activities, with even pairs qualifying as groups The effectiveness of these activities largely hinges on the teacher's preparations prior to their commencement Therefore, it is crucial for educators to strategically arrange seating to facilitate successful collaboration among students.
In pair work, students typically collaborate with the classmate seated directly in front of, behind, or next to them To enhance interaction and variety, it is also beneficial to encourage students to rearrange their seating to change partners.
In group work, students benefit from flexible seating arrangements, such as forming circles, squares, or U shapes Although fixed furniture can pose challenges for teachers, effective grouping doesn't always require complete rearrangement Students can collaborate in threes on a bench or easily turn to form groups of four with peers sitting behind them, fostering interaction and teamwork.
To enhance cooperative activities, it's essential for group members to be positioned close together and facing one another, allowing for clear visibility of materials and easy idea exchange While teachers can arrange students in any configuration that best suits their class dynamics, it's advisable to vary group compositions for different activities to promote diverse interactions.
Indeed, group formation is an important factor in creating positive interdependence (Olsen and Kagan, 1992)
When determining group sizes for classroom activities, teachers should consider factors such as the tasks at hand, the age of the learners, and time constraints Smaller groups, ideally consisting of two members, encourage greater participation and are easier to manage, making them suitable for drill and practice activities that require numerous student responses Conversely, larger groups are beneficial for complex tasks like discussions or problem-solving, as they bring together diverse opinions and experiences.
Assigning students to groups can be done through teacher selection, random assignment, or student choice, with teacher-selected groups being the most effective method This approach fosters heterogeneity in terms of ability, gender, and background, allowing students to benefit from diverse perspectives Such diversity enhances learning by encouraging the sharing of ideas, integration, and collaboration among students.
Assigning specific roles to each group member, such as timekeeper, noise monitor, turn-taker monitor, recorder, summarizer, or speaker, is essential for ensuring that the group effectively collaborates on their joint task These defined responsibilities help streamline the process and enhance productivity within the team.
To ensure effective cooperative learning, it is essential for teachers to clearly communicate the tasks to all students Without detailed step-by-step instructions, students may become disengaged and uninterested in the activities Therefore, teachers should explain the purpose of group work and the specific responsibilities of each member Additionally, modeling the tasks and assessing students' understanding before group activities can enhance engagement and collaboration.
During group work, teachers can use signals like clapping hands, knocking on the board, or flicking the lights to indicate that students should pause their discussions These cues can also be utilized by students when they lead class activities.
Teacher sometimes worries about noise and indiscipline when students work together
The physical arrangement of students in a classroom plays a crucial role in promoting effective communication and collaboration When students sit closer together, they can engage in quieter conversations, which helps lower the overall noise level This setup not only encourages teamwork but also reduces the likelihood of any student feeling excluded from group activities.