Rationale
Since Vietnam opened its doors to foreign investment, the significance of the English language has increased markedly In December 1996, the Central Party Committee designated English as the primary foreign language for schools The Vietnamese government emphasizes English's crucial role in the nation's modernization and industrialization efforts Proficiency in English provides learners with access to various fields, including academia, trade, aviation, music, and sports.
The English language has emerged as the most sought-after foreign language among Vietnamese learners, particularly in educational institutions Mastering English significantly enhances career prospects, with writing being a crucial skill in language acquisition A learner's success is often gauged by their ability to write effectively, as it reflects their capacity to communicate ideas, feelings, and thoughts Therefore, improving writing skills, especially letter writing, is essential Teachers employ various techniques, including individual, pair, and group work, to enhance these skills; however, the effectiveness of each method remains a topic of debate Observations indicate that letter writing is vital for students, aiding in their daily communication and preparing them for future professional and social interactions.
I initiated a research project titled “Using Pair and Group Work to Improve Students’ Letter Writing at a High School in Nghe An” to explore the effectiveness of collaborative activities in enhancing writing skills Many English teachers at my school face challenges in implementing pair and group work effectively This research aims to highlight the benefits of these techniques in English language teaching and to encourage other educators to incorporate collaborative activities into their instruction, ultimately improving students' writing abilities.
Aims and objectives of the study
This study is aimed at investigating the potential effectiveness of using pair and group work in improving students’ letter writing at a high School in Nghe An
To be specific, the objectives of the study are:
- To see how effective it is to use pair work and group work activities to improve students’ letter writing
- To find out the problems the students and the teacher encountered when using pair and group work activities in letter writing lessons
- To investigate the attitude of the students when using pair work and group work activities in letter writing lessons.
Scope of the study
This study focuses on two effective techniques for enhancing student participation in letter writing lessons: group work and pair work Conducted with 31 students, the research utilized interviews, surveys, and analysis of student writings to identify the benefits of these methods However, the findings may not be universally applicable to all Vietnamese learners, suggesting that the recommendations for teaching letter writing may be most beneficial for colleagues and educators in similar school environments.
Design of the study
The study includes five chapters as follows:
Chapter 1: Introduction offers a comprehensive overview of the research, detailing the study's rationale, objectives, and key research questions It highlights the significance and scope of the research while outlining the methodology employed Additionally, this chapter presents the organization of the study, setting the stage for the subsequent analysis and findings.
Chapter 2: The literature review provides a foundational theoretical framework by exploring key concepts from action research, as well as examining the effectiveness of pair work and group work techniques in teaching writing, including letter writing.
Chapter 3: Methodology describes the overall picture of how the research was carried out
Chapter 4: Data analysis and findings show the results of the research In this chapter, the author tried to find out the answers to the posed questions
Chapter 5: Summary of the study and recommendations for future researches are shown is this chapter.
Literature Review 1 Action research
What is action research?
Action research, a concept rooted in the work of social psychologist Kurt Lewin, emerged in the late 1940s and early 1950s, as noted by Grebhard (1999) Lewin integrated experimental methodologies with social-science research, laying the groundwork for this innovative approach.
Stephen Corey, a professor at Columbia University in the early 1950s, was a pioneer in applying action research to education He contended that traditional scientific research methods had minimal influence on educational practices By utilizing action research, Corey believed that meaningful changes in educational practices could be achieved, highlighting its potential to address social issues effectively.
Action research has been defined in various ways, with Stephen Corey describing it as a method for teachers to scientifically study their own problems to evaluate and improve their practices Tsui offers a simpler yet detailed definition, emphasizing that action research effectively aids teachers in reflecting on their teaching and developing alternatives for improvement Grebhard and Oprandy elaborate on two levels of action research: first, it involves teachers identifying and addressing problems by setting goals and creating action plans, while second, it encompasses broader educational practices that extend beyond individual classrooms.
In the “Longman Dictionary of Language Teaching Applied Linguistics” Richards, J.C and Platt, J.H gave following definitions of action research:
Research aimed at solving problems and fostering social change is distinct from traditional research focused on uncovering scientific principles or formulating general laws and theories.
In teacher education, it is “ teacher- initiated classroom research which seeks to increase the teacher’s understanding of classroom teaching and learning to bring about improvements an classroom practices”
Action research is a scientific study conducted by educators to address practical classroom issues It emphasizes the actions of both teachers and students, enabling the resolution of various challenges related to classroom activities This approach effectively tackles practical problems, making it a valuable tool for teachers seeking to enhance their teaching practices.
Why does a teacher need action research?
Action research in educational institutions addresses practical challenges faced by teachers, focusing on real-world issues rather than theoretical concepts proposed by non-educators This research should be conducted by the teachers themselves or by individuals they hire to undertake the process on their behalf.
Action research in education focuses on the three related stages of action:
1 Initiating action, such as, adopting a text, and choosing an alternative assessment strategy
2 Monitoring and adjusting, such as, serving how a pilot project is proceeding, assessing the early progress of new program, improving a current practice
3 Evaluating action, such as, preparing a final report on a completed project
If the teacher was trained to conduct action research, he could solve his problems on his own or in collaboration with other teachers Anders (1988), Curtis
(1988) and Tsui (1993) gave three reasons why a teacher needed action research:
- To solve own problems in a scientific process and improve own practice
- To adapt theory (findings of conventional research) to practice (own problems)
- To share the results of action research with other teachers
Action research plays a crucial role in a teacher's professional development, enabling educators to identify and address their teaching challenges through scientific methods This approach not only enhances their teaching skills but also demonstrates their dynamic nature, proactive mindset, and creativity in the classroom.
How does a teacher carry out action research in a language classroom?
Tsui (1993) suggested 5 steps in conducting action research:
Step 1: Identifying problems you wish to solve or an area you wish to improve by:
- Reviewing an audio- or a video- taped lesson and the transcription of a segment of the lesson that illustrate the problem
- Conducting a survey to hear from your students
Step 2: Finding causes of the problem by:
- Consulting with your colleagues, trainers
- Reading professional books/ journals for ideas and suggestions Step 3: Designing strategies for improvement (plan for action) and writing a proposal for action research
Step 4: Trying out the strategies (action) and keeping a diary of what happened in the class
Step 5: Evaluating the try-out by:
- Reviewing a lesson (taped at the end of the try-out period) that illustrated the changes that has been made
- Reflecting on the lessons for those changes (which could include things that have been improved or that have been got worse)
- Carry out a survey to get information from students
Authors like Kemmis and McTaggart (1998), Andy Curtis (1998), and Numan (1989) propose similar steps for conducting action research in the classroom Unlike Tsui's approach of "Collecting data and identifying the problem," Numan (1992) emphasizes the importance of teachers observing and documenting student interactions, which can then inform positive strategies for change.
In my opinion, observing the class and making notes are feasible for a teacher to implement his/ her action research where class recorders or camcorders are not available
Collaboration is a vital element of action research, involving teachers, colleagues, and students who engage in open discussions to identify and solve problems collectively This teamwork is essential for the effective implementation of classroom-centered action research projects Additionally, the active participation of students significantly contributes to the overall success of these initiatives.
Summary
Action research is a scientific approach conducted by teachers to address practical classroom challenges, allowing them to adapt theoretical findings to their specific situations This process involves three key stages.
1 Pre- improvement: Firstly, the teacher identifies the problem in his teaching job in class He observes by himself or asks somebody to observe or has his lessons video- taped in class to get data to prove the problem He also proves the problem by conducting a survey to get information from his students Secondly, the teacher tries to find out the causes of the problem from professional books or journals, colleagues and students
2 Try-out: The teacher designs strategies for improvement and tries them out in some following lessons Next, a lesson is observed or video-taped to get data to illustrate the changes and improvements
3 Post-improvement: The teacher reflects on the reasons for the changes and improvements To ensure the success of the applied strategies in action research a survey is necessary to get the evaluation from subjects From the results of the action research some conclusions and comments will be made
Action research is a collaborative process involving teachers and educators, requiring support from both students and educational administrators The findings of this research should be widely disseminated and shared with anyone interested in enhancing educational practices.
Pair work and group work
2.1 Definition of pair work and group work
Pair work involves dividing the entire class into pairs, allowing each student to collaborate with their partner simultaneously This method, often referred to as "simultaneous pair work," promotes active engagement and interaction among students.
“public” or “open” pair work, with pairs of students speaking in turn in front of the class” ( Doff, 1988: 137)
According to Byrne (1983), pair work in language learning can be categorized into two types: fixed pairs and flexible pairs Fixed pairs involve students consistently working with the same partner to enhance their language skills, while flexible pairs allow students to change partners frequently, which can increase engagement but may also lead to a noisier classroom environment.
It can be seen that pair work can get students to practice the target language more and increase students’ talking time in the class
According to Doff (1988: 137), group work is defined as a collaborative process where the teacher organizes the class into small groups, typically consisting of four to five students, allowing all groups to work simultaneously, similar to pair work.
Group work, similar to pair work, enhances students' opportunities to practice the target language in a classroom setting It allows students to engage independently and confidently, all while being guided by the teacher, without the added pressure of the entire class observing their efforts.
2.2 Organization of pair work and group work
When organizing students into pairs and groups, it is essential to consider various factors to ensure effective collaboration According to Harmer (1999), decisions regarding group formation can be guided by several key principles.
When pairing students for group work, it's essential to prioritize friendships to ensure a positive collaborative environment However, it's important to recognize that our perceptions of friendships may not always be accurate, and relationships can evolve over time.
We can also ask students to get into pairs or groups with whom they like But letting students choose their partner(s) in this way may exclude less popular students
A socio-gram is a valuable tool for grouping students by having them list their preferred classmates and those they do not connect with This information allows teachers to create visual representations of social dynamics within the classroom However, the process of generating socio-grams can be time-consuming and does not address the challenges faced by unpopular students.
Streaming: Students can be streamed according to their ability
The first suggestion is that pairs and groups should have a mixture of weaker and stronger students Therefore, the more able students can help their less able students
Creating groups of students at the same skill level allows for targeted support for those who may be struggling This approach can provide essential assistance to weaker students, but it may also diminish some benefits of cooperative learning.
To enhance student engagement, educators can group students based on their participation levels, placing those who are less active in a supportive environment It is essential for teachers to monitor these groups closely and provide guidance to encourage greater focus and involvement in the lesson.
Random pairing and grouping of students is a simple and effective strategy that requires minimal preparation This approach can involve seating students next to each other to collaborate or selecting pairs based on characteristics such as their birthdays, clothing colors, or shared interests.
Changing groups: The group may change while an activity continues
Students can first work in pairs then in groups of four, then groups of eight, or even sixteen
Additionally, teachers can group students based on some following criteria given by Honeyfield (1991)
Free- grouping: students make their own decision about who to work with Same proficiency level grouping: students of the same proficiency level are grouped together
Mixed proficiency level grouping: students are grouped so that each group has a mix of proficiency levels
Random grouping: students are located to group in some random way on the basic of who is sitting next to whom in the class
Grouping based on other differences: in a mixed class, students are grouped so that each group has a mix of some other characteristics, e.g sex, age, nationality, mother tongue or ethnic origin
Our decisions on pairing and grouping students are influenced by multiple factors, allowing us to organize them into pairs or groups based on our objectives and the unique atmosphere or characteristics of the class.
Group size is one thing we need to consider when getting students to form groups We may consider the question: “Are smaller groups better for learning than larger ones?”
Honeyfield (1991) suggests that smaller groups allow for more individual speaking time For instance, in a ten-minute discussion, each person in a pair can speak for five minutes, whereas in a group of four, speaking time is reduced to just two and a half minutes per person, assuming equal sharing of time.
Honeyfield (1991) emphasizes that smaller groups lead to a greater number of groups, which increases the teacher's management responsibilities and makes it less practical for these groups to report back to the entire class.
Group size should be aligned with the types of tasks being performed, as real-world tasks often require a number of learners that reflects real-life scenarios (Honeyfield, 1991) Therefore, the nature of the task significantly influences the appropriate size of the group.
2.2.3 Procedures of pair work and group work
Harmer (1999) suggests three stages in carrying out pair work and group work as follows:
To ensure students comprehend their tasks, it's essential to provide clear instructions and outline expectations for completion Encouraging students to repeat or translate the instructions into their native language can help confirm their understanding Additionally, incorporating demonstrations may be beneficial in clarifying the tasks at hand.
Writing
Writing is fundamentally the art of creating graphic symbols, primarily letters or their combinations, as noted by Byrne (1988) In essence, it involves making marks on a flat surface, transforming thoughts into visual representations.
Writing is a complex process that goes beyond simply creating graphic symbols; it involves transforming ideas gathered through research, inspiration, and experimentation into a clear and meaningful message According to Lannon (1989), writing requires intentional decision-making throughout the process.
Research indicates that grammar instruction is crucial for academically focused advanced L2 learners to meet their educational and professional aspirations (Celce-Murcia, 1991; Schmidt, 1994; Shaw & Liu, 1998) Celce-Murcia (1991) highlighted that a significant level of grammatical accuracy is necessary in writing, noting that nonnative speakers often make an average of 7.2 grammatical errors per 100 words, which can render their academic work unacceptable to university faculties Numerous comprehensive studies reveal that simply being exposed to L2 vocabulary and grammar does not effectively lead to academic proficiency (e.g., Ellis, 1990; Hinkel, 2002; Laufer & Nation, 2001; Norris & Ortega, 2000; Schmidt, 2000) Thus, exposure alone does not ensure language acquisition Schmidt (2000) introduces the noticing hypothesis, asserting that only the linguistic elements that learners actively focus on are likely to be acquired.
Research indicates that grammar instruction is crucial for advanced L2 learners aiming for academic and professional success (Celce-Murcia, 1991; Schmidt, 1994; Shaw & Liu, 1998) Celce-Murcia (1991) highlighted that a significant number of grammatical errors—averaging 7.2 per 100 words—can render nonnative speakers' academic writing unacceptable to university faculty Extensive studies have shown that simple exposure to L2 vocabulary and grammar is insufficient for achieving academic proficiency (e.g., Ellis, 1990; Hinkel, 2002; Laufer & Nation, 2001; Norris & Ortega, 2000; Schmidt, 2000) In essence, exposure alone does not guarantee language acquisition Schmidt (2000) introduced the noticing hypothesis, asserting that only linguistic elements that learners actively notice in their input are likely to be acquired.
3.4 What is letter and letter writing?
A letter, as defined by the Oxford Dictionary, is a written message that can be either printed or handwritten, typically enclosed in an envelope and sent to an individual through postal services or other delivery methods Essentially, it serves as a means of communication between people, conveying thoughts, information, or sentiments in a tangible format.
Letter writing involves the exchange of written or printed messages, which can be categorized into two main types: formal and informal letters Formal letters adhere to specific rules and are typically used in professional contexts such as institutions, offices, and job applications In contrast, informal letters do not follow strict guidelines and are used for personal communication among friends, family, and relatives to share news, express feelings, or request favors.
Letter writing takes various forms, including notes, letters, and postcards, and can be categorized as either traditional hard copies or modern emails This practice has gained widespread popularity globally, reflecting its enduring relevance in communication.
Pair work and group work in teaching writing
According to Tran (2001), pair and group work offers numerous benefits for teaching writing When students collaborate in pairs or groups, the classroom atmosphere becomes more dynamic, reducing long silences and encouraging active participation This collaborative environment fosters idea exchange, enabling students to communicate effectively in both speaking and writing Additionally, shy students often feel more comfortable and supported in these settings, which can enhance their confidence Pair and group activities also facilitate immediate feedback, allowing students to address their mistakes promptly, ultimately saving teachers' time while increasing students' awareness of their writing challenges and progress This motivational aspect encourages greater involvement in writing tasks.
Tran (2001) highlights several challenges associated with pair and group work in writing instruction One significant issue is the increased noise level, which, while productive during discussions, can disrupt focus once students shift to writing tasks Additionally, maintaining classroom control becomes difficult as students may stray from the assigned work, engaging in unrelated conversations Multi-level classes complicate this further, as stronger students often feel burdened by the responsibility for their group's output, while weaker students may lack confidence and rely heavily on their peers Furthermore, the lack of motivation poses a challenge, as students are accustomed to writing individually in silence for examinations, which can diminish their enthusiasm for collaborative writing activities Ultimately, teachers play a crucial role in addressing these challenges by fostering a supportive atmosphere and motivating students to engage effectively in pair and group work.
Pattern of letter organization
According to Prescott (2017), there are 13 types of formal letters, including business letters, sales letters, and letters of application For my study, I focus on letters of complaint, letters of recommendation, and letters of application due to their relevance and practicality for students These types are crucial as they equip students with essential skills for job applications and allow them to promote Vietnam through recommendations Additionally, some of these letter types are included in the textbook, making it easier for students to learn and practice effectively.
When writing a formal or business letter in English, it is essential to adhere to specific conventions Aim for simplicity and clarity, ensuring the letter is concise and to the point Avoid informal language, including contractions, to maintain a professional tone.
The return address should be written in the top right-hand corner of the letter
2) The Address of the receiver
The inside address should be written on the left, starting below your address
When formatting a letter, individuals may choose to place the date on either the left or right side of the page It should be positioned on the line immediately following the recipient's address Additionally, it is important to spell out the month in full.
If we do not know the name of the person we are writing to, use this It is always advisable to try to find out a name
When addressing individuals, it is important to use their title along with their surname, such as Mr., Mrs., Miss, Ms., or Dr In cases where the marital status of a woman is unknown, it is appropriate to use "Ms." as it applies to both married and single women.
If we do not know the name of the person, end the letter this way
If we know the name of the person, end the letter this way
Sign our name, then print it underneath the signature
Here is an example of a formal letter
There are many ways of categorizing informal letters and sometimes we have common uses between formal and informal letters However, according to Prescott
In 2017, a variety of informal letters emerged, including birthday cards, thank-you notes, apology letters, congratulatory messages, farewell letters, duel letters, welcome letters, love letters, friendship letters, invitations, Christmas letters, letters to Santa Claus, and letters on various subjects.
An informal letter is a personal communication typically written to friends, family, or acquaintances, and can also include friendly business associates Key components of an informal letter include the address, date, opening, body, closing, and signature.
When writing a letter, it is essential to place your personal address at the top right corner of the page, allowing the recipient to easily respond If the letter is being sent internationally, be sure to include your country of residence for proper delivery.
• City, state and postal code
The date is typically placed beneath the address, and it is commonly formatted with the month, day, and year, although just the month and day may suffice in some cases In English, month names are always capitalized, but there are notable formatting differences between American and British English.
Format British English American English
There are many ways to greet people in an informal letter, for examples:
The opening sentences should be casual and not as stiff as it would be if we write a professional or formal letter:
- How is life treating you?
- I hope you are doing well
- I hope you, Mike, and the kids are having a great time in (location)
When crafting our letter, we should adopt a personal and friendly tone while tailoring our language to suit the recipient A helpful approach is to consider how we would communicate with that person in a face-to-face conversation, allowing us to gauge the appropriate style and level of formality for our writing.
Subjects to Include in the Body
• State your reason for writing
• Expand on what you mentioned in the first paragraph
• Ask about the person you are writing to
• Invite the person to write back
The closing of an informal letter serves to summarize the main points and bid farewell to the reader Here are some examples of phrases you can use to effectively conclude your letter.
• I am looking forward to seeing you
• I can't wait to see you soon
• I can't wait to hear from you
• I am looking forward to hearing from you soon
• I hope to hear from you soon
• I hope you are doing well
Below are some commonly used sign-offs that maintain a friendly, informal tone After one is chosen that fits the overall tone of the letter, simply sign the name
Here is an example of an informal letter.
Methodology 1 Setting of the study
Research questions
2.1 To what extent do pair work and group work improve the students’ letter writing?
2.2 What problems did the teacher and the students encounter when using pair work and group work to improve the students’ letter writing?
2.3 What are the students’ attitudes toward using pair work and group work to improve their letter writing?
The writing program for grade 12 th English students at the High School where the
The new English textbooks developed by the Ministry of Education and Training (MOET) emphasize the integration of all four language skills—listening, speaking, reading, and writing Each unit includes a Language Focus section dedicated to grammar and pronunciation At my high school, the writing program adheres to the MOET syllabus, aiming to enhance students' writing abilities The English 12 textbook features a variety of writing tasks, allowing students to practice narrative writing, letter composition, and describing statistical data from charts and tables.
Students often rely on provided structures, phrases, and vocabulary in their writing However, many are beginning to recognize and adopt different styles and levels of formality to suit specific writing situations Despite this progress, a significant portion of their work still requires evaluation for vocabulary and stylistic accuracy.
Students are expected to engage actively in self-study and collaborate with peers in group writing activities They should grasp the teaching and learning processes involved in writing lessons and develop the necessary skills to write effectively.
Action research procedure
There are four key stages in the action research including Planning, Acting, Observing and Reflecting
In our school, we have four English periods each week, dedicating approximately two weeks to each unit Each unit typically includes five to six periods focused on reading, speaking, listening, writing, and language skills, along with an optional period when possible.
In my research, I focus exclusively on select writing lessons from the textbook, prompting me to create a new syllabus comprising eight lessons that specifically highlight the skill of letter writing.
N0 Content Planning time of teaching
Lesson 1 Letter of job application 11/2017
Lesson 2 Letter of requesting information 11/2017
Lesson 3 Letter of giving information 12/2017
Lesson 4 Letter of making suggestion 01/2018
Table 2.1: The syllabus of 8 letter writings
- Teaching the first lesson as a formal letter writing in which students are asked to finish and hand in their writing papers individually only as a pre-test (20minutes)
- Teaching the other lessons of the syllabus by asking students to complete their letters in pair work and group work
Midway through the course, students participated in a 20-minute group test, consisting of 5 to 6 members, serving as a formative assessment Following the completion of the course, they took another 20-minute group test, also with 5 to 6 students, referred to as the post-test for the study.
Class observations and diaries were made carefully in every lesson by the teacher
Interviews were also carried out at the end of the lessons
- A questionnaire and interviews were carried out to get information from the students on the use of pair work and group work to improve their letter writing
- From the above results, some conclusions were made.
Data collection methods
The study employed both qualitative and quantitative methods for data collection, utilizing two questionnaires for quantitative data analyzed through SPSS, while qualitative insights were gathered from interviews.
The participants of the study were 31 students from a grade 12 class
5.2 The participants for the interview
The selection of interview informants was guided by survey data, leading to the interview of five students to gain insights into the effects of pair work and group work in English classes.
The questionnaire for the students, with 11 questions written in English, including closed and open ones, was administered to 31 students It was designed with 8 main parts:
Part 1 (question 1) was about students’ preference in techniques used in English classes
Part 2 (question 2) was designed to find out the attitude of students of letter writing Part 3 including 2 questions (question 3, 4) was to look into the attitude of students when they were asked to work in pairs and groups
Part 4 including 2 questions (question 5, 6) was about the difficulties students often had when they worked in pairs and groups
Part 5 (question 7) was about the supports students would like their teachers did while they were working in pairs and groups
Part 6 including 2 questions (question 8, 9) was designed to find out the number of partners and the persons they want to work in pairs and groups with
Part 7 (question 10) was given to ask students’ ideas about the writing course the teacher designed
Part 8 (question 11) was given to ask students’ ideas about the “useful phrases” the teacher gave students
The questionnaire was constructed in reference to “Questionnaire design” written by Eric Potter and Peter Spratt from Dakin University, 1995
Interviews were conducted to gather students' opinions on their lessons, focusing on their preferences for pair and group work The findings reveal whether students find collaborative activities beneficial for enhancing their letter writing skills.
The interviews were conducted after each lesson and after the administration of student questionnaire as well
Throughout the course, the researcher meticulously documented lesson diaries, focusing on students' mistakes, behaviors, attitudes, and their engagement in various activities during each lesson.
All the ss’ writings were collected after each lesson before, while and after the study
To evaluate the students’ writings, I designed a rubric with 4 criteria (see appendix 11): Task Fulfillment, Organization, Format and Vocab- Grammar Each criterion is 25 points
Data collection procedure
Prior to the study, I instructed students on how to write a formal letter and allocated 20 minutes for them to compose their letters individually Throughout the study, I organized the class into four groups and two pairs, with each group containing 5 to 6 students During these sessions, the students were again given 20 minutes to write letters After each lesson, I collected all the students' writings for evaluation.
The study involved conducting interviews with five randomly selected students in Vietnamese, following their lessons with the teacher The interview questions were primarily derived from a questionnaire but included additional open-ended questions to gain deeper insights into the students' choices Each interview lasted between 5 to 7 minutes, allowing for a comprehensive exploration of the students' perspectives.
At the end of each lesson, I noted down everything happened at the classroom on diaries, for examples, the students’ mistakes, behaviors, attitudes, and so on
At the conclusion of the course, a questionnaire was administered to 31 students from the same class, allowing them approximately 20 minutes to complete it The teacher provided clarification on any questions and answers that the students found confusing Once completed, the questionnaires were collected for further analysis in the study.
Data analysis and findings 1 The potential effects of applying pair and group work in letter writing lessons
Comments from observations and diaries of 8 writing lessons
Lesson 1: Letter of job application
I OBJECTIVES: By the end of the lesson, the students will be able to:
1 Knowledge: learn how to understand a formal letter
2 Skills: write a letter of application
II TEACHING METHOD AND TEACHING AIDS:
1 Teaching aids: Textbook 12, online documents (Appendix 2)
- Students are divided into 4 groups of 5 to 6 and 2 pairs by the teacher
- Each group has a group leader who is responsible for writing on the poster
- Group membes exchange their ideas, help one another with their writings
- Teacher goes around the class to give help if necessary
Time Students’ activities Teacher’s activities & Content
- Raise a picture of a beauty spot ( Co Am Pagoda in Dien Chau, Nghe An) and ask Ss some questions:
2 What is it famous for?
3 Do you want to work as a tourist guide here?
4 What qualification do you need?
“ Writing a formal letter of job application”
LEAD-IN: To day, we will learn how to write a formal letter of job application
-discuss in pairs to give the answers
-correct their answers if necessary
- Read the useful phrases and take note
- asks Ss to read the following advertisement and fill in the notes
-calls on some Ss to give the answers
3 experience as a tour guide, fluent English
4 a good manner, willing to work hard for long hours
- Give ss useful phrases and explanations (see the appendix 2)
- work in groups of 5 to 6
-asks Ss to write a letter of application
Write a letter to Vinatour, applying for the job mentioned in the advertisement in Task 1 Your letter should include the following details (details in book)
-goes around class to help if necessary
- hand in their writing papers
- Have ss hand in their writing
Flat 3,324, Ly Thuong Kiet Street, Hanoi
250, Nguyen Du Street, Hanoi Dear Sir or Madam,
I am writing in reply to your advertisement in the Vietnam News for experienced English- speaking local guides to accompany foreign visitors on trips throughout Vietnam
I believe I meet all the qualifications outlined in your job description I obtained my High School Certificate two years ago and subsequently worked as an accountant at a small travel agency for a year, where I also completed a training course in tourism Additionally, I have a year of experience as a tour guide, which has equipped me with knowledge of various tourist attractions in Vietnam, as well as a foundational understanding of Vietnamese culture, history, and geography I am fluent in English, sociable, confident, and capable of working long hours I am eager to contribute to your team and would welcome the chance to discuss this position further in person.
I am looking forward to hearing from you at your convenience
Yours faithfully, Nguyen Quoc Anh
T summarizes the main points of the lesson
_ Prepare for the Language focus lesson
This is the first lesson of my study In this lesson, I taught the ss how to write a letter of job application
In adapting a lesson from Textbook 12, I introduced a new writing exercise that included a model letter and useful phrases for students This lesson required individual work, which limited collaboration among students My observations revealed that most students were highly engaged, as it was their first exposure to this type of letter However, some students struggled with the model letter, leading to instances of copying from peers or other sources, while others lacked the necessary vocabulary and understanding to write independently.
After reviewing 6 out of 31 writing papers submitted by students, it was evident that most of them understood the letter's format and content However, numerous errors were identified, including issues with word forms, incorrect formatting, misunderstandings of vocabulary, and verb usage.
Lesson 2: Letter of requesting information
I OBJECTIVES: By the end of the lesson, the students will be able to:
1 Knowledge: learn how to write a letter of request to UCAS to ask for the information about the admission requirements to the university
2 Skills: Write a letter of request to UCAS to ask for the information about the admission requirements to the university
3 Attitude: Understand the important role of writing letter to ask for the information about the admission requirements to the university
II TEACHING METHOD AND TEACHING AIDS:
1 Teaching aids: textbook 12, online documents (appendix 1)
- Students are divided into 4 groups of 5 to 6 and 2 pairs by the teacher
- Each group has a group leader who is responsible for writing on the poster
- Group membes exchange their ideas, help one another with their writings
- Teacher goes around the class to give help if necessary
Time Students’ activities Teacher’s activities & Content
- Read the useful phrases and take note
What do you do if you want to know more information about the admission requirements to a university?
Dear UCAS Team, I hope this message finds you well I am writing to inquire about the admission requirements for undergraduate programs at universities in England As I prepare my application, I want to ensure that I meet all necessary criteria Specifically, I would appreciate detailed information regarding academic qualifications, language proficiency, and any additional documentation required for prospective students Understanding these requirements will greatly assist me in my preparations and help me present a strong application Thank you for your assistance, and I look forward to your prompt response.Best regards, [Your Name]
- Guide Ss to write outlines a) Introduction:
- State the reasons why you are writing, your interest in tertiary study in England (mention the name of the programme/the universities/ ) b) Request:
- State what information you would like them to provide: tuition fee, accommodation, exams,
- Say you would be happy to supply further information about yourself such as your English proficiency and record of secondary education study, c) Conclusion:
- Walk round the class to give Ss assistance
- Give ss useful phrases and explanations (see the appendix 1)
- Write a letter of request (about 150 words) as the requirement above
- go around the class, observe and write diaries
3’ - hand in their writing papers
- Have ss hand in their writing
475/57 Le thanh Ton St District 1
On March 15, 2008, I expressed my interest in pursuing an undergraduate course in economics at Birmingham University, inspired by the UK's esteemed universities As a final-year high school student nearing the completion of my secondary education, I seek information regarding admission requirements, tuition fees, accommodation options, and course details I am prepared to provide any additional information needed to facilitate my inquiry.
I look forward to hearing from you soon
Yours faithfully, Hoang Thanh Nam
T summarizes the main points of the lesson
-Prepare for the Language focus lesson
In this lesson, I helped the ss how to write a letter of requesting information This was the second letter I had also used Textbook 12 as the main document for teaching
I provided additional resources, including useful phrases, to assist students in their writing They collaborated in pairs and groups, fostering discussions and the exchange of new ideas Compared to the first lesson, there was noticeable improvement in student cooperation, with many displaying increased energy and enthusiasm, leading to a livelier classroom atmosphere However, some students remained passive and overly reliant on their peers, while others struggled to elect a group leader, causing delays A few students appeared tired, prompting me to re-engage them in the lesson As I circulated the classroom to offer support, I noticed recurring errors in their work, similar to those observed in the initial lesson.
In conclusion, despite some drawbacks, the quality of writing improved significantly compared to the first lesson Notably, the classroom atmosphere was more positive, and students appeared more focused and engaged in the lessons.
Lesson 3: Letter of giving information
I OBJECTIVES: By the end of the lesson, the students will be able to:
1 Knowledge: learn how to understand a formal letter
2 Skills: Writing of giving information
II TEACHING METHOD AND TEACHING AIDS:
1 Teaching aids: Textbook 12, online documents (Appendix 3)
- Students are divided into 4 groups of 5 to 6 and 2 pairs by the teacher
- Each group has a group leader who is responsible for writing on the poster
- Group membes exchange their ideas, help one another with their writings
- Teacher goes around the class to give help if necessary
T Students’ activities Teacher’s activities & Content
What do you do if you want to give information? “ Writing a formal letter of giving information”
LEAD-IN: To day, we will learn how to write a formal letter of giving information
- Give ss some handouts Here is the letter of requesting information you did
3 weeks ago in which you ask UCAS for
- read the information and discuss with partners information aboutteritiary study in the UK
Having researched extensively about tertiary education in the UK, I am highly impressed by the esteemed reputation of its renowned universities I am seeking detailed information regarding the admission requirements for these institutions.
Now I am in the last year of the High School and will finish secondary education in three months I am very much interested in an undergraduate course in econmics in Birmingham University
Could you please send me some information about tuition fees, accommodation and exams?
I am ready to supply any information about myself if necessary
I look forward to hearing from you
- Suppose you are a member of UCAS, write a letter to give information
Here is information about amission requirements in some universities in the UK
University Oxford Cambridge Birmingham Tuision fees £5200/year £5100/year £4900/year
Accomodat ion free £2100/year £1900/year
Exams Once for each term
- Give ss useful phrases and explanations (see the appendix 3)
-asks Ss to write a letter of giving information -goes around class to help if necessary
- hand in their writing papers
- Have ss hand in their writings
I am writing to inform you about admission requirements you asked in your letter
The tuition fee for Birmingham University is £4,900 per year, and students have the option to pay this fee in two installments if needed.
Also, the accommodation is £1900 per year, which is necessary to pay every year
For exammination, You must do a test monthly, and a final exam annually
I would also like to let you know that you have chance to do part time jobs to support your study whenever you have time
If you require further information, please do not hesitate to ask We are all ready to help
Look forward to hearing from you soon
T summarizes the main points of the lesson
_ Prepare for the Language focus lesson
In contrast to the second lesson, in this lesson, the students were taught how to write a letter of giving information
Since this lesson is not included in Textbook 12, I created an alternative lesson that connects with the previous one Students were tasked with writing a letter responding to information they had requested in the last session, imagining themselves as members of UCAS They were allowed to choose their partners from their previous groups, fostering collaboration I anticipated that this lesson would be engaging due to the well-prepared content and the familiar topic linking the two lessons, which I believed would resonate well with the students.
Observing the students' behavior in class was disappointing, as many were noisy and difficult to manage, while others appeared sleepy and disengaged, making the lesson dull The less motivated students relied heavily on their more diligent peers, resulting in minimal improvement in their writing skills Although they still made frequent mistakes in word forms and verb usage, most students demonstrated an understanding of the letter format.
Lesson 4: Letter of making suggestion
I OBJECTIVES: By the end of the lesson, the students will be able to:
1 Knowledge: learn how to understand a formal letter
2 Skills: Writing a letter of making suggestion
II TEACHING METHOD AND TEACHING AIDS:
1 Teaching aids: Textbook 12, online documents (Appendix 4)
- Students are divided into 4 groups of 5 to 6 and 2 pairs by the teacher
- Each group has a group leader who is responsible for writing on the poster
- Group membes exchange their ideas, help one another with their writings
- Teacher goes around the class to give help if necessary
T Students’ activities Teacher’s activities & Content
What do you do if you want to make something better? “ Writing a formal letter of making suggestions”
LEAD-IN: To day, we will learn how to write a formal letter of making suggestions
-read through and work in pairs to do the mind-map
- Give ss some handouts and ask ss to works in pairs to do the mind-map Preparing
-listen and disuss with partners
-read and take notes time:
-Call on some ss to give answers
-Suppose that your school has organized a football championship among classes to celebrate the school founding
-Write a letter of suggestions to the school organizer to give your ideas helping for another better championship in the future
- Use the words you discussed in task 1 as cues
- Give ss useful phrases and explanations (see the appendix 4)
20’ - work in groups of 5 to 6
-asks Ss to write a letter of making suggestions -goes around class to help if necessary
- hand in their writing papers
- Have ss hand in their writings
I am a fan of our school football teams I have watched the most interesting matches of our school teams
I am writing to suggest some improvements for a better championship in the future
First of all I suggest that we should give more time to class teams to prepare everything
Secondly, the stadium should be widened and resurfaced enough for the matches Because it will help the students play better
Moreover, I would also like to suggest a fair referee for the matches going smoothly
I am wondering if we would buy cheap tickets to support the teams
T summarizes the main points of the lesson
_ Prepare for the Language focus lesson
In this lesson, students learned the essentials of writing a formal letter to make suggestions This writing exercise was a key component of the curriculum I developed for my study.
To enhance student engagement, I created a familiar scene that motivated them and made the lesson more interesting By encouraging pair and group work with handouts featuring useful phrases, students were actively involved in the learning process Initially, I anticipated the lesson would be challenging and dull, as it relied heavily on the learners' imagination.
During the lesson, the students displayed remarkable enthusiasm and engagement, showing increased cooperation compared to previous classes The number of students appearing lazy or sleepy significantly decreased, and their writing quality improved, benefiting from the provided format and useful phrases However, recurring issues with word forms and verb usage persisted.
I OBJECTIVES: By the end of the lesson, the students will be able to:
1 Knowledge: learn how to understand a formal letter
2 Skills: Writing a letter of complaint
II TEACHING METHOD AND TEACHING AIDS:
1 Teaching aids: Textbook 12, online documents (Appendix 5)
- Students are divided into 4 groups of 5 to 6 and 2 pairs by the teacher
- Each group has a group leader who is responsible for writing on the poster
- Group membes exchange their ideas, help one another with their writings
- Teacher goes around the class to give help if necessary
T Students’ activities Teacher’s activities & Content
What do you do if you want to complain about the service you used or get money back?
“ Writing a formal letter of complaint”
LEAD-IN: Today, we will learn how to write a formal letter of complaint
- work in pairs to answer
-listen and disuss with partners
- Have ss work in pairs to discuss some questions:
1 Have you ever bought some things online?
2 What problems do you have?
3 Do you have to pre pay money for them?
4 Do you get the right item you ordered?
5 What about the date they promised to give? Punctual or late?
6 What about the quality? Good or bad?
-Call on some ss to check
Data analysis of students’ questionnaire and direct interviews
1.3.1 Techniques students like doing in their English class
➢ What activities do you like doing most in your writing lessons? Why?
Activities Number of students Percent (%)
A Working in pairs and groups 12 38.70
C Listening to the teacher and noting down 10 32.25
Table 3.4: Students’ preference of classroom activities
According to Table 3, nearly 40% of students preferred working in pairs and groups, while around 30% enjoyed playing games More than 30% favored listening to the teacher and taking notes, but none expressed a preference for working individually This aversion to solo work may stem from students finding pair and group activities, as well as games, to be more enjoyable and less stressful Additionally, students reported that collaborating with peers boosted their confidence in communicating in English and allowed them to learn from one another.
“I feel really comfortable when I work with my partners”
“I really enjoy working in pairs and in groups because I feel free and active”
“I myself like playing games because I can learn and play together”
“We prefer playing games and working in pairs and groups because we have opportunities to express ourselves”
“I am afraid of answering the teacher’s questions as I have just learnt English, so I am not confident enough”
“I love the way teacher gave explanations because I could understand the points of the lessons And I could note down important things”
1.3.2 The attitude of students toward letter writing
➢ What are your attitudes towards letter writing?
Agree Uncertain Disagree Strongly disagree
A I think writing letters is interesting
B I think it is easy to write a 3.22% 0% 70.96% 19.35% 6.45% letter in English
C I have confidence in writing letters in English
D I like being given a lot of guidance from the teacher in letter writing lessons
E I like to work with classmates in letter writing lessons
Table 3.5: The attitude of students toward letter writing
The data indicates that a significant 81% of students find writing letters interesting, while nearly 13% remain uncertain about its appeal Notably, only 2 out of 31 students expressed disagreement with the notion that writing letters is engaging.
A significant 71% of students expressed that writing a letter in English is not an easy task, while over 20% disagreed with this perspective Interestingly, only 1 out of 31 students contested the notion that writing a letter in English is easy.
Nearly 50% of students expressed a lack of confidence in their ability to write letters in English, while another 50% disagreed with the notion that they felt confident in their writing skills.
Contrary, only 1 out of 31 students said they agreed with that statement
A significant majority of students, approximately 97%, expressed a preference for receiving extensive guidance from their teacher during letter writing lessons, while only one student was uncertain about this sentiment Notably, none of the students disagreed with the idea of wanting more instructional support.
Over 80% of students expressed a preference for collaborating with classmates during letter writing lessons, while nearly 13% disagreed with this sentiment Additionally, a small percentage of students (6.45%) were uncertain about their enjoyment of working with peers in these activities.
1.3.3 Students’ response to pair work and group work activities
➢ In your opinion, how interesting are pair work and group work activities in letter writing lessons?
Chart 3.1: Students’ attitude to pair work and group work
Recent data revealed that over half of the students (55%) expressed interest in pair and group work activities, with 23% indicating a strong preference for collaborative learning This suggests that such methods can enhance student engagement and interest in lessons Conversely, 19% of students showed limited interest in these activities during letter writing lessons, while only one out of 31 students found them boring.
1.3.4 The impact of pair work and group work techniques
The impact of pair work and group work activities Number of students Percent (%)
C Students could learn from their partners 15 48.38
D Students are more interested in the lesson
Table 3.6: The impact of pair work and group work techniques
Pair work and group work significantly enhance students' learning experiences, with nearly 50% of students acknowledging that they learn effectively from their partners Additionally, about half of the students reported increased interest in lessons and more opportunities for practice when collaborating with classmates This collaborative environment allows for open discussions without the fear of embarrassment However, only 1 out of 31 students indicated an increase in confidence through these activities.
“I am encouraged to speak out with my friends’ help I don’t feel shy to express my opinion with them”
“Working in pairs and in groups could help me to |improve my English, so I become more interested in the lesson”
“When answering my teacher’s questions I am really shy, but I am much more confident as speaking to my partners”
“My vocabulary is improved a lot when I work with students with higher level of proficiency”
“My friends help me a lot with my English especially grammar and vocabulary when I work with them”
“Working in groups we can deal with the problems the teacher gives faster and better”
Collaborative learning in pairs and groups enhances student engagement, leading to increased participation in classroom activities, with nearly half of the students actively involved.
1.3.5 Difficulties students have when working in pairs and groups
➢ Do you find it difficult to work in pairs and in groups in writing lessons?
Chart 3.2: The frequency of difficulties
The data indicated that over half of the students (54.83%) frequently encountered challenges while collaborating in pairs and groups Additionally, 11 out of 31 students (35.40%) reported occasional difficulties with teamwork among classmates, while only one student claimed to never face such issues The accompanying table outlined the various factors contributing to these challenges.
➢ What factor(s) often cause(s) difficulties when you work in pairs and in groups in writing lessons?
Factors Number of students Percent (%)
Nearly half of the students identified a lack of vocabulary as the primary reason for their difficulties in communication Additionally, 38.70% of students reported challenges stemming from speaking Vietnamese during pair and group work Furthermore, 16.12% of students expressed concerns about the lack of cooperation from their partners Notably, none of the students indicated that unclear instructions were a contributing factor to their struggles.
1.3.6 Students’ recommendation for better pair work and group work activities
There were a number of recommendations given by the students to make pair work and group work activities more effective
➢ What would you like your teacher to do to help you when you work in pairs and in groups in writing lessons?
Students’ recommendation for the things the teacher should do Number of students Percent
C Clearly state the focuses and objectives of the activities
D Teachers move around the class and support
Table 3.8: Students’ recommendation for the things the teacher should do
When students were asked how their teacher could enhance their experience working in pairs and groups, over half (51.61%) expressed a preference for the teacher to circulate the classroom and provide support Nearly 30% requested essential vocabulary to aid their collaboration, while almost 15% emphasized the need for clear instructions Additionally, 2 out of 31 students highlighted the importance of clearly stating the focus and objectives of the activities.
➢ How many students would you like to have in each group in letter writing lessons?
Number of students in a group Number of students Percent (%)
Table 3.9: Group size preferred by students
A significant majority of students, 70.96%, preferred collaborating in larger groups of six or more, while nearly 30% favored smaller groups of four or five Notably, no students opted for groups of three, citing limited practice opportunities in both overly large and small settings They found that too many or too few ideas hindered effective discussion and problem-solving.
➢ Who do you want to work with in letter writing lessons?
The way of grouping Number of students Percent (%)
A Students at the same desk 0 0
B Students who you like working with
C Students with higher levels of English proficiency
D Students with lower levels of English proficiency
E Students with the same levels of English proficiency
Table 3.10: How students would like to be grouped
A significant number of students preferred collaborating in pairs or groups, with most expressing a desire to work alongside peers with higher English proficiency Approximately 25% enjoyed teaming up with students at similar proficiency levels, while only 1 out of 31 students preferred working with those they liked personally Notably, none of the students indicated a preference for partnering with peers who had lower English skills or those seated at the same desk.
“I enjoy working with the students who are better than me as I can learn from them”
“If my partners are good, they can help me”
“Working with the students at lower level of proficiency often makes me lazier”
“Discussing with the people I like might be more effective”
1.3.7 Students’ ideas about the writing course the teacher designed
➢ How much do you like the writing course?
Chart 3.3: How much students like the writing course
The chart indicates that over 50% of students expressed a moderate liking for the writing course designed by the teacher, with 12 out of 31 students indicating a strong preference for it A small number of students reported a mild dislike, but notably, no students expressed hatred for the course.
➢ How useful is the course?
Chart 3.4: How useful the course is
According to the chart, nearly 50% of the students thought that the course was moderately useful Furthermore, 8 out of 31 students, which make up for 25.8
% believed that the course was very useful while other 25.8% students said the course was somewhat useful
➢ How easy is the course?
Chart 3.5: How easy the course is
Findings
This section presents the answers to the research questions addressed at the beginning of the thesis
Research question 1: To what extent do pair work and group work improve the students’ letter writing?
Implementing pair and group work in letter writing at my high school has significantly improved students' writing skills Analysis of their work across three lessons shows notable advancements in key evaluation criteria: Task Fulfillment, Organization, Vocabulary, and Grammar Collaborative activities enhanced students' understanding of letter formats and organizational structures, while also increasing their awareness of different letter styles As a result, they were able to construct complex sentences with proper structures, leading to a reduction in grammatical errors, particularly with articles and prepositions.
Research question 2: What problems did the teacher and the students encounter when using pair and group work to improve the students’ letter writing?
Observations from lesson diaries reveal that students face significant challenges during pair and group work Many expressed a desire to switch partners, indicating dissatisfaction with their group dynamics Additionally, some students relied heavily on their friends, leading to distractions such as noise and lethargy Fatigue from prior classes also contributed to their lack of engagement Moreover, selecting group leaders proved to be a challenge for several groups, further complicating their collaborative efforts.
I encountered challenges while guiding students in pair and group work, often needing to reorganize groups and assist in selecting leaders, which consumed a significant amount of time.
I had difficulty in controlling the students when they made too much noise as well
The questionnaire results indicate that nearly all students experienced challenges while working in pairs and groups, primarily due to a lack of vocabulary Additionally, difficulties were exacerbated by partners who spoke Vietnamese and a lack of cooperation from group members.
Research question 3: What are the students’ attitudes toward using pair and group work to improve their letter writing?
From the questionnaire (question 1, 2, 3, 4) and the interviews that I conducted among the students, I reached some conclusions as follows
Most students favored collaborative learning in pairs and groups over traditional activities like games and teacher-led explanations They reported increased confidence in their English skills, attributing this to the opportunity to learn from their peers During interviews, they expressed that working with partners made them feel free, active, and comfortable in their learning environment.
A significant number of students found letter writing lessons to be engaging and easy to learn They expressed a preference for receiving ample guidance from their teacher during these lessons and enjoyed collaborating with their classmates while practicing letter writing.
In a survey about the effectiveness of pair and group work in letter writing lessons, most students expressed a strong interest in these collaborative activities.
Pair work and group work significantly enhance students' learning processes by allowing them to learn from one another Collaborating with classmates provides ample opportunities for practice, as students can engage in open discussions without the fear of embarrassment.