Aims of the study
This study investigates the factors negatively impacting third-year English major students' participation in collaborative speaking tasks Based on the findings, the researcher will propose activities designed to enhance student engagement in English speaking within the classroom.
Research questions
The study was set to answer the following research questions:
1 To what extent do collaborative activities help to increase students' participation in classroom English speaking?
2 Do all students equally participate in collaborative speaking tasks in the classroom? If not, what factors that cause the variation?
Scope of the study
Students' participation in learning speaking English can be impacted by several closely related factors Among these factors, learners' factors appear to be a complex one that needs to be studied
Besides, the subjects of the study are forty first-year English major students at Kiengiang Vocational college.
Methods of the study
In order to achieve the aims mentioned above, theoretical study, action research have been used Besides, the data was collected by means of: classroom observations and questionnaires.
Design of the thesis
The thesis consists of the following parts:
This part introduce the issues leading to the study, including rationale, aims, methods, scope, method and organization of the study
This chapter explores key theoretical concepts related to second language learning, emphasizing the significance of speaking skills It examines various factors that influence student participation in classroom speaking activities and highlights the connection between active participation and effective second language acquisition Additionally, the chapter discusses the importance of collaborative tasks in enhancing language learning experiences.
In order to achieve the aims mentioned above, theoretical study, action research have been used Besides, the data was collected by means of: classroom observation and questionnaires
It shows the detailed results and analysis on the data collected from survey questionnaires and classroom-observation
This study summarizes key findings and insights, highlighting its main points and content It also addresses the limitations encountered during the research and offers recommendations for future studies to build on these results.
LITERATURE REVIEW
The role of speaking in second language learning
The English language has emerged as a global lingua franca, widely spoken and understood even in non-native countries Its significance spans various sectors such as medicine, engineering, education, business, technology, and tourism Today, software development, internet communication, and access to diverse websites predominantly occur in English Furthermore, most research is conducted and published in English, highlighting its essential role in contemporary society.
English is increasingly taught and learned globally as a second language, leading to its widespread reading and listening in various circles.
2.1.2 Importance of Speaking Skills a Language is a tool for communication We communicate with others, to express our ideas, and to know others’ ideas as well Communication takes place, where there is speech Without speech we cannot communicate with one another The importance of speaking skills, hence is enormous for the learners of any language Without speech, a language is reduced to a mere script The use of language is an activity which takes place within the confines of our community We use language in a variety of situations People at their work places, i.e researchers working either in a medical laboratory or in a language laboratory, are supposed to speak correctly and effectively in- order to communicate well with one another Any gap in commutation results in misunderstandings and problems b For a smooth running of any system, the speakers of a language need to be especially and purposefully trained in the skill of speaking c In-order to become a well rounded communicator one needs to be proficient in each of the four language skills viz., listening , speaking, reading and writing, but the ability to speak skillfully, provides the speaker with several distinct advantages The capacity to express one’s thoughts, opinions and feelings, in the form of words put together in a meaningful way, provides the speaker with these advantages The joy of sharing one’s ideas with others is immense When we speak to others we come to have a better understanding of our own selves, as Robert Frost once said: ‘‘I am a writer of books in retrospect, I talk in order to understand, I teach in order to learn.’’ Undoubtedly, the clarity in speech reflects clear thinking d An effective speaker can gain the attention of the audience and hold it till the completion of his message Speaking skills are important for career success, but certainly not limited to one’s professional aspirations Speaking skills can also enhance one’s personal life
2.1.3 Activities for the Enhancement of Speaking Skills
In foreign language learning, a significant challenge recognized by educators is that some students possess structural competence yet struggle with effective communication To address this issue, it is essential to focus on the processes that facilitate fluent conversational interaction.
As Keith Johnson quotes Newmark (Communicative approaches and communicative processes, Psycholinguistics and Language Teaching Methodology)
‘‘Newmark’s insight that ‘being appropriate’ is something different from ‘being structurally correct’, finds its place within a mode of thinking, predominant in linguistics today… ’’
The emerging mode of thinking in foreign language teaching has transformed syllabus design and emphasized the communicative use of language Today, language learning focuses more on practical application rather than merely acquiring structural knowledge This shift towards teaching language in context of its practical use is expected to have significant methodological implications for educators.
Before adopting specific methods or techniques for language learning, it is crucial to understand what it truly means to "know" a language Keith Johnson emphasizes that "knowing a language" differs from merely having the "ability to use language." A student lacking communicative competence is often unaware of how to effectively utilize language in context.
According to Newmark, a student may understand the linguistic structures taught by their instructor, but may not realize that to get a cigarette lit by a stranger without matches, they simply need to approach the person and ask, "Do you have a light?"
‘‘Got a match?’’… ’’ (Keith Johnson, Communicative approaches and communicative processes)
Effective language teaching methodologies should incorporate linguistic insights regarding the nature of language and psychological insights into the processes of language use This approach aims to foster communicative competence in learners.
Keith Johnson identifies three key processes in language use: scanning pragmatic information, evaluating the utterance against the speaker's intent to identify discrepancies, and formulating the next utterance These processes—scanning, evaluation, and utterance formulation—must occur rapidly in real-time communication Johnson emphasizes that this quick execution is what we typically refer to as fluency in a language.
To enhance learners' communicative competence, researchers implement methods that foster a deeper understanding of both the meaning and correctness of expressions A key challenge is how to instill 'communicative intent' in learners Effective interaction requires one participant to be aware of information while the other remains unaware, allowing for meaningful communication As noted by Lyons (1968) and referenced by Keith Johnson, if a listener anticipates a speaker's utterance in a specific context, the communication loses its value, resulting in a lack of genuine interaction.
The researcher implements classroom activities designed to enhance students' communicative competence, providing instructions for these activities in English.
The use of authentic materials, such as newspapers, significantly enhances language learning by providing students with real-world contexts According to Freeman D.L., engaging with authentic texts allows learners to study language as it is naturally used, facilitating the application of classroom knowledge to the outside world For instance, when students read an article about the Pakistani Cricket Team's performance, they are encouraged to summarize and predict outcomes, fostering critical thinking and communication skills This interactive activity promotes idea sharing and feedback, with students acting as both speakers and listeners, while the teacher serves as a co-communicator Such genuine communication, driven by curiosity and the need to fill information gaps, enables students to utilize language meaningfully, ensuring a dynamic and engaging learning experience.
The researcher provides students with a short story composed of scrambled sentences, encouraging them to unscramble and arrange them in the correct order This activity fosters a deeper understanding of the language and allows each student to recognize their individual shortcomings As noted by Keith Johnson, this method aligns with communicative approaches and processes in psycholinguistics.
Language Teaching Methodology, pg 430) that the ability to identify and check one’s own mistakes is, according to Bartlett (1947) ‘the best single measure of mental skill’
The researcher employs language games as a communicative technique, aligning with Morrow's criteria of effective communication, which include an information gap, choice, and feedback The class is divided into two groups, A and B, to facilitate this interactive learning approach.
Group B students are assigned various topics, such as preparing reports on weather, rural living conditions, and urban challenges faced by citizens They provide feedback on each other's work, enhancing their vocabulary and learning to articulate their ideas effectively This interactive approach fosters a deeper understanding of the subjects while encouraging students to express themselves with a broader range of language.
Factors affecting students' participation in classroom speaking activities
Research has demonstrated that learner factors significantly influence language acquisition and student engagement in speaking activities (Ur, 1996) This thesis specifically examines the impact of students' learning styles, attitudes, motivation, language proficiency, personality traits, anxiety levels, and gender on their language learning experience.
Educators have long sought to understand the learning process, focusing on how individuals receive, process, and store information in the brain Key questions include how information retrieval aids in problem-solving and learning new material, as well as how the sequencing and organization of information can enhance classroom presentations.
Research on learning styles has generated significant interest, with various scholars offering differing definitions and perspectives These studies emphasize both the methods through which students learn and their individual preferences for learning.
According to Reid (1995), "learning style" refers to an individual's innate and preferred approach to absorbing, processing, and retaining new information and skills.
Besides, Kolb (1979) explains that different people naturally prefer a certain single different learning style That is the reason why Willing (1987) (qtd in Harmer, 2007) divides learners into four main categories
Converges are independent and confident students who naturally prefer solitude over group settings They are analytical thinkers capable of creating their own learning structures, exhibiting a cool and pragmatic approach to their studies.
Conformists are students who prioritize learning about language rather than using it practically They often show independence from authority figures and are comfortable working in non-communicative classroom settings, following instructions without question.
A classroom of conformists is one which prefers to see well-organized teachers
Concrete learners thrive in social learning environments, appreciating both conformity and direct experiences They focus on language as a tool for communication rather than just a systematic study Engaging in games and group activities in the classroom enhances their learning experience, making it more interactive and enjoyable.
Communicative learners prioritize practical language use and thrive in social interactions, displaying confidence and a willingness to take risks that others may not Unlike their peers, they focus more on engaging with other speakers than on analyzing the intricacies of the language These learners are comfortable navigating conversations independently, often without the need for teacher guidance.
It is worth noting that, students who belong to the third and the last classifications are more likely to be active and positive in speaking class than the others
Students who actively engage in discussions during lessons experience heightened participation levels Conversely, those with learning styles that discourage interaction may see a decline in both the quantity and quality of their engagement This lack of participation can negatively impact the overall atmosphere of the speaking class and the motivation of the students involved.
Keefe (1979) emphasizes that diagnosing learning styles provides educators with a powerful tool to analyze, motivate, and support students, forming the basis of a modern educational approach Harmer (2001 & 2007) advises educators to recognize individual differences within groups, encouraging them to align teaching methods with their perceptions and to address both individual and group needs It is essential to balance individual interests with group dynamics and consider specific traits when forming pairs and groups Additionally, varying explanations and language practice are crucial for enhancing student participation and speaking skills While teachers may not fully understand each student initially, they can classify learners over time and design suitable activities to meet their needs.
In conclusion, the diversity among learners is complex, making it challenging for teachers to address every student's unique needs If educators cannot accommodate these differences, they risk limiting the benefits each student receives This complexity often leads to a lack of engagement in oral activities, as not all students feel motivated to participate.
Attitudes and motivation are crucial factors influencing learners' success in the educational process (Robertson, 2013) Consequently, these elements have been extensively studied in scientific research, including the work of Gardner & Lambert (1972) and Ellis.
(1994), Long and Larsen-Freeman (1991), Ur (1996), Brown (1994), Harmer (2001 &
The concepts of "attitudes and motivation" are often interconnected, as highlighted by researchers such as Gardner and Lambert (1972) and Lightbown and Spada (1999), who frequently use these terms together However, to fully grasp their distinct meanings, it is essential to define each term separately.
First of all, the definition of attitudes should be made clear
In the succinct words of Bem (1970), “Attitudes are likes and dislikes” Similarly, Eagly and Chaiken (1993) in a highly influential textbook, define attitudes as
Attitudes in second language acquisition, as highlighted in Chandrasegaran's 1981 research, are defined as psychological tendencies that reflect a degree of favor or disfavor towards the English language, its learning process, and the culture of English-speaking communities.
Attitudes towards a language significantly impact learning outcomes, with positive attitudes enhancing motivation and engagement in speaking activities, while negative attitudes can lead to reluctance in attending classes and participating in discussions.
Participation and second language learning from second language activities
Second language students often hail from countries with distinct classroom communication patterns, which can create challenges in their new learning environments According to Johnson (1996), these communication norms are typically not explicitly taught but are instead reinforced through teachers' language use As a result, second language learners may struggle to understand the expected norms for participation in classroom activities Consequently, their communication styles and behaviors may appear unusual or inappropriate in different cultural contexts.
Students carry the values and attitudes from their own cultures, which can lead to challenges when adapting to the educational environment in the U.S.A Cultural differences in education systems can hinder class participation, as some students come from backgrounds where teachers hold ultimate authority and discussions are minimal This can make it difficult for these students to engage in the interactive atmosphere typical of U.S classrooms Research by Sato (1982) explored the stereotype of Asian learners being more passive and found that they tended to participate less actively than their peers in class discussions, highlighting the impact of cultural backgrounds on classroom dynamics.
In his article "Interactive Discourse in Small and Large Groups," Kramsch (1987) emphasizes that the level of closeness or distance learners desire in their interactions is influenced by their familiarity with one another and the impact on their self-image, particularly regarding socially expected behaviors of different genders Additionally, he notes that social distance is culturally determined, especially in multicultural classrooms where variations in the value placed on verbal and nonverbal communication can influence learners' preferred distance in a foreign language Kramsch references Hall's (1976) findings, which suggest that students from cultures with predictable behaviors, such as those in homogeneous societies like many Asian cultures, may underestimate the significance of communicative dimensions in English discourse.
In North America, where individuality is highly valued, social relationships require negotiation in every communication context Consequently, Asian students' limited verbal participation in class may be misunderstood by North American ESL teachers as a sign of inappropriate social distance, potentially leading to misinterpretations.
Research and personal experience indicate that learners in language classrooms exhibit varying levels of verbal participation, often influenced by their cultural backgrounds For instance, Japanese students may feel hesitant to engage in discussions due to concerns about their language proficiency and the intimidating presence of more skilled speakers, particularly male classmates In Japan's male-dominated culture, women may find it impolite to speak in front of men, especially seniors, which can hinder their willingness to practice speaking a foreign language This shyness and inhibition can obstruct their learning progress According to Johnson (1996), educators must acknowledge the diverse linguistic and interactional competencies among second language learners, understanding that these differences do not imply cognitive or social shortcomings Therefore, it is essential for teachers to design classroom activities that promote varied academic tasks and encourage broader social participation.
Throughout my teaching experience with students from diverse cultural backgrounds, I not only assisted them in learning a new language but also embraced the opportunity to learn about their cultures As a facilitator, I recognized the importance of addressing cross-cultural issues, as my understanding and sensitivity to cultural differences were crucial for my students' success in learning English My genuine interest in their unique backgrounds inspired them to engage more actively in the language-learning process, allowing them to share personal experiences and enrich our classroom environment.
2.3.2 Roles of the interactive teacher:
Being sensitive to students' cultural norms is essential for creating an interactive classroom environment To foster interaction, teachers must cultivate a climate that encourages spontaneity and unrehearsed language, allowing for unpredictable student expression (Brown, 1994) While some degree of teacher control is necessary for effective interactive techniques, classrooms that are overly teacher-directed cannot achieve true interactivity Therefore, teachers should adopt the roles of both controller and facilitator, rather than acting as authoritarian figures.
Rivers (1983) emphasizes that effective classroom interaction requires teachers to step back and allow students to take the lead in activities, fostering an environment where diverse opinions are welcomed and mistakes are seen as part of the learning process By adopting the role of a facilitator, teachers can enhance intrinsic motivation, encouraging students to explore language in context rather than through direct instruction This approach, often utilized by experienced educators, was evident in a class I observed at the University of Pennsylvania’s Language Center, where an American teacher engaged with 18 students from various nationalities By sitting alongside her students instead of standing at the front, she created a congenial atmosphere that reduced anxiety and promoted natural dialogue This peer-like interaction not only made students feel more comfortable but also motivated them to actively participate and experiment with the language.
2.3.3 Questioning strategies for interactive learning :
In language classrooms, teachers often dominate discussions, contributing between 50% to 75% of the talk This dialogue is crucial for imparting knowledge to students and managing their behavior, as highlighted by Allwright and Bailey (1999) Nunan emphasizes the significance of teacher talk in the learning process.
Teacher talk plays a vital role in classroom organization and management, as it directly influences the success of teaching plans Additionally, it serves as the primary source of comprehensible target language input for learners, making it essential for language acquisition.
In second language classrooms, teachers' questions play a crucial role in facilitating communication, especially when learners lack the tools to initiate and sustain conversations Effective questioning can serve multiple purposes, allowing students to engage in language production without the pressure of starting discussions themselves However, it's important to note that not all questions promote interaction; for instance, excessive use of 'display questions'—those with known answers—can lead to student disengagement due to the artificiality of the context Therefore, thoughtful questioning strategies are essential for fostering genuine student interaction and enhancing the learning experience.
To foster an interactive language classroom, it is crucial for the teacher to initiate interaction, even in a non-directive teaching style Providing stimuli for ongoing interaction is essential at the beginning and throughout the lesson Without this guidance, while classroom interaction may occur, students risk becoming distracted and deviating from the lesson objectives.
In interactive classrooms, two key factors are 'wait time'—the pause a teacher takes after posing a question—and various questioning strategies Research shows that extending wait time by approximately five seconds can significantly benefit second language learners, providing them with a better opportunity to respond and aligning with their cultural interaction norms However, my personal experiences have led me to question the effectiveness of these approaches.
Different questioning strategies employed by teachers can significantly impact communication in the classroom Allwright (1988) notes that excessive pressure on students to engage verbally may hinder rather than enhance learning For instance, during a teaching session, I asked a question to a beginner ESL student who was unprepared, and despite my patience, the prolonged wait time led to her frustration and my own sense of ineptitude This experience illustrates that too much wait time can be counterproductive, similar to asking questions of unprepared students Research indicates that an average wait time of one second is optimal, as extending this duration can complicate classroom management.
However, a teacher should also rely on his/her judgment in assessing a student’s ability to answer certain questions, and accordingly allocate the wait time
2.3.4 Interaction through pair work/ group work :
In addition to questioning, effective communication strategies in language classes include pair and group work, which foster interaction among students Encouraging learners to create their own strategies enhances their interactive skills Moreover, methods such as lecturing and oral communication, along with engaging students in reading activities, play a vital role in establishing and sustaining an interactive classroom environment.
The role of collaborative tasks in second language learning
The findings presented in this article highlight the effectiveness of collaborative tasks in enhancing English language learning, whether for general educational purposes or specialized contexts By focusing on both oral and written practice, these tasks can foster language awareness and promote linguistic development in various learning environments.
This paper discusses how learner-learner interaction can enhance negotiation and feedback, facilitating foreign language learning It examines the collaborative dialogue between Brazilian university students learning English, highlighting moments when they reflect on the target language by testing hypotheses and reformulating their output The concept of "languaging," defined as the process of making meaning and shaping knowledge through language, is also addressed Languaging occurs when learners engage with language by providing explanations, self-correcting, or correcting peers According to Swain et al (2009), languaging serves as a form of verbalization that aids in mediating solutions to complex learning tasks.
Vygotsky (1987) emphasized that language serves as a crucial mediating tool for the mind, enabling us to articulate our thoughts and ideas into tangible forms that facilitate deeper reflection and cognitive transformation The process of languaging plays a vital role in learning, as it allows for the externalization of inner thoughts into shared knowledge, while also fostering the internalization of external information into personal cognitive activity.
This study is grounded in sociocultural theory, drawing on the work of Vygotsky, Hall, and Swain, to emphasize the importance of collaborative tasks in language learning It investigates how these tasks facilitate interaction, which is essential for language acquisition The research aims to answer key questions regarding the characteristics of collaborative dialogue among learners during task development, the presence of negotiation of meaning and form, evidence of language learning, and learners' perceptions of task performance and peer interaction.
The study follows the sociocultural principles (Vygotsky, 1978, 1986; Lantolf,
Sociocultural theory, as articulated by Lantolf (2000), emphasizes that higher forms of human mental activity are mediated through social interactions Vygotsky (1987) posited that, similar to how humans utilize tools and labor to engage with the physical world, we also depend on symbolic tools, such as signs, to navigate and manage our relationships with others and ourselves.
Symbolic tools such as numbers, arithmetic systems, music, art, and language play a crucial role in how humans interact with the world Similar to physical tools, these symbolic artifacts create an indirect or mediated connection between individuals and their environment.
Language serves as a crucial tool for mediating mental processes, highlighting that learning is similarly a mediated experience This perspective emphasizes the importance of shared interactions, such as face-to-face communication, and suggests that effective learning often involves collaborative problem-solving and negotiation.
Mitchell and Myles (2004) emphasize the importance of self-regulation in learning, describing it as a trait of mature individuals capable of functioning independently Initially, children or inexperienced learners rely on other-regulation facilitated by language Through social interaction and collaborative dialogue, these learners develop autonomy, transitioning from shared understanding to the appropriation of new knowledge, ultimately evolving from collaborative inter-mental activity to independent intra-mental activity.
This study focuses on the concept of scaffolding, as defined by Wood, Bruner, and Ross (1976), which involves supportive dialogue that aids learners in recognizing essential aspects of their environment or the tasks at hand This process guides learners through the necessary steps to effectively solve problems.
The Zone of Proximal Development (ZPD) is a crucial concept that represents the area where learners require support to achieve autonomous functioning With appropriate scaffolding, learners can progress toward independence In the classroom, the ZPD serves as a dynamic learning environment shaped through peer interactions (Hall, 2001) This collaborative learning process, known as learning mediation, enables students to utilize culturally constructed tools to enhance their mental and social activities (Lantolf; Thorne, 2006).
According to Hall (2001), becoming a competent member of a community of practice is achieved through ongoing engagement with skilled individuals within that group Learning and development occur as individuals participate in sociocultural activities within their communities Consequently, classroom tasks, as discussed, are viewed as opportunities that foster social engagement.
2.4.2 Collaborative tasks and language learning
Task-based teaching implies that the most effective way to teach a language is by engaging learners in real language use in the classroom (Wills; Wills, 2007) Skehan
Research by Bygate, Skehan, and Swain (2001) emphasizes that learners are more motivated in classroom activities when engaged in meaningful tasks These tasks are defined as contextualized activities that require the use of language in a meaningful way and are connected to real-world situations.
In this study, the concept of task is defined by Willis (1996) as a means to stimulate communication in the target language, emphasizing a real purpose for language use Collaborative tasks are designed to achieve specific goals through meaningful communication The teacher's role is to select engaging topics and tasks that challenge students both socially and linguistically Language serves as a tool to complete these tasks, focusing on meaning and communication Additionally, learners can test their language hypotheses to ensure they are understood, making collaborative tasks valuable for language experimentation.
Swain (2000) emphasizes the importance of learners recognizing the gap between their language output and the rules of the target language As learners engage in speaking or writing, they test their language hypotheses and receive feedback from their conversation partners This interaction allows them to reflect on their language use from a metalinguistic perspective, enabling them to identify and correct their mistakes The concept of metatalk, or the ability to reflect on one's linguistic output, is crucial for effective language learning Additionally, from a sociocultural perspective, this reflective process enhances the overall learning experience.
Metatalk serves as a reflective language that facilitates second language learning by aiding the process of appropriation (Lantolf, 2000; Swain, 2000) Initially, speech acts are social interactions that both regulate and are regulated by others Over time, these social experiences become internalized, allowing individuals to incorporate regulatory actions into their cognitive processes and knowledge (Tocalli-Beller & Swain, 2005).
Research questions
1 To what extent do collaborative activities help to increase students' participation in classroom English speaking?
2 Do all students equally participate in collaborative speaking tasks in the classroom? If not, what factors that cause the variation?
The subjects
The study focuses on seven English teachers at KG Vocational College, who instruct non-English major students Their ages range from 24 to 50 years Among these teachers, five are graduates of a full-time training program at Kien Giang Vocational College, while the other two completed an in-service training course Each teacher has a minimum of one year of experience teaching English to non-English major students.
In the second year, a random selection of 80 students from a pool of 100 was made, with ages ranging from 19 to 22, ensuring they were within the same psychological age group However, their prior experience with English education varied significantly, as some students had studied the language for three to six years, while others had no previous exposure to English.
The reason for choosing the second year students for this study is as follow:
The textbook "English for Office Secretaries" is selected to explore the challenges students face in developing their speaking skills Students begin their English for Specific Purposes (ESP) course in their second year, following the completion of the General English (GE) course.
Action research
Action research is a method for enhancing professional development and improving learning, where educators systematically reflect on their practices and implement changes While there are various definitions of action research, the interpretation by McBride and Schostak (2002) stands out as the most clear and comprehensible.
Action research involves a systematic process consisting of seven key steps: first, identifying a specific area of interest or problem; second, collecting relevant data; third, analyzing the data and generating hypotheses; fourth, planning actionable steps; fifth, implementing those steps; sixth, collecting data to monitor any changes; and finally, conducting analysis and evaluation of the outcomes.
This study employs action research to critically examine and enhance teaching practices, specifically focusing on the low participation rates of students in speaking classes The researcher aims to identify the underlying reasons for this lack of engagement and to discover effective activities that will encourage greater interaction among students during speaking lessons.
Action research was conducted over twelve weeks in the K6 English major class, starting in week 3 of the first term The study involved forty English major students who participated throughout the entire research period Data collection occurred during both the pre-action and action stages of the study.
This study investigates the issue of low participation in speaking classes, prompting the researcher to explore the underlying causes Specifically, it examines the extent to which collaborative tasks can enhance student participation in English speaking activities within the classroom.
The data in this step was collected by using pre-survey questionnaire for students (Appendix A) and observation with observation sheet (Appendix C) completed by three non-participant observers
A pre-survey questionnaire was administered to forty first-year English major students to assess their learning habits, styles, attitudes, motivations, personalities, anxiety levels, English proficiency, and the impact of gender differences Additionally, two speaking lessons were observed using an observation sheet to document student participation Furthermore, interaction self-reports were completed by all 40 students to provide insights into their self-evaluation of participation during speaking sessions.
3.3.4 Analyzing data and generating hypotheses (week 6)
After collecting the data in weeks 4 and 5, the researcher started forming the hypothesis These steps were presented in section
Results of the pre-action stage
The research question examining the impact of collaborative tasks on student participation in English speaking classes has been addressed Initial findings indicate that factors such as learning styles, attitudes, motivation, language proficiency, personality traits, anxiety levels, and gender differences significantly influence students' engagement in speaking activities Consequently, the hypothesis was developed that effectively implementing speaking activities can boost student participation in these sessions.
A comprehensive planning phase is crucial for researchers, as it outlines the specific actions and changes they aim to implement During this stage, a diverse array of speaking activities was developed for the action phase, alongside the preparation of a post-survey questionnaire for students and an observation sheet for researchers.
In this stage, the action plan was applied in five speaking lessons, each of which lasted 50 minutes
3.3.7 Collecting data to monitor change (weeks 8 – 12)
From weeks 8 to 12, five speaking lessons were observed by three observers using observation sheets Additionally, a post-survey questionnaire was developed, and 40 students completed five interaction self-reports during these lessons.
3.3.8 Analyzing and evaluating students’ participation after action plan (weeks
During this phase, the researcher examined data gathered from weeks 8 to 12, focusing on student participation and the effectiveness of speaking activities This analysis aimed to evaluate the impact of implemented changes, reflect on the researcher's learnings, and identify areas for improvement Crucially, analyzing the post-data provides insights into enhancing future classes.
The research question regarding whether all students participate equally in collaborative speaking tasks within the classroom has been addressed, highlighting the factors that contribute to variations in participation levels.
3.3.9.2 Rationale behind the use of survey questionnaires
One of the main instruments that the researcher used to collect data in this study is survey questionnaires The researcher decided to use this method for some reasons
Questionnaires are an efficient tool for gathering extensive information from a large audience quickly and cost-effectively They can be administered in either written or online formats, making them convenient and easy for respondents to complete.
Surveys conducted through questionnaires are less intrusive compared to telephone or in-person surveys, allowing respondents ample time to thoughtfully consider their answers This method minimizes interruptions from the research process, enabling a more reflective and honest response from participants.
Questionnaires are straightforward to analyze due to advancements in technology, allowing for efficient data entry and tabulation through various computer software packages.
One of the key advantages of this tool is that it allows students to share their opinions and needs freely, without fear of embarrassment or punishment By not requiring students to provide their names when responding to survey questions, it addresses the traditional concerns of Vietnamese students about being judged by their teachers.