INTRODUCTION
Rationale
Learning and teaching a language is a complex process that demands significant effort from both teachers and students While students strive to acquire the language, teachers aim to deliver effective instruction that enables successful communication Recent changes in language teaching have shifted focus towards the learners' ability and willingness to use the target language accurately for effective communication, a concept known as communicative language teaching (CLT) This approach seeks to motivate learners by engaging them in meaningful and realistic tasks, fostering both interest and involvement in the learning process.
A significant shift in implementing Communicative Language Teaching (CLT) in the classroom is the emphasis on pair and group work, which fosters natural language activities According to Sheils (1993), these collaborative activities enhance learner interaction while minimizing teacher talk time Failing to utilize diverse student groupings can lead to missed opportunities for engagement Numerous studies highlight that pair and group work not only allows learners to practice the language actively but also boosts participation and overall learning effectiveness.
As a country on the way to integrate into the world, Vietnam is willing to adopt advanced methods in every field, especially in education This fact can be
The application of new materials and methodologies in foreign language teaching is increasingly evident, particularly in Vietnam, where schools and universities are adopting the latest course books and curriculum designs to enhance language learning This study focuses on Nam Dan I High School, renowned for its high-quality education, yet its students, primarily from rural areas, face challenges in accessing modern English learning resources Teachers often hesitate to implement communicative activities, citing students' lack of participation and engagement Consequently, both teachers and students tend to rely on traditional teaching methods that emphasize grammar and writing over communicative skills, adversely affecting students' practical English abilities Despite twelve years of English education, students excel in grammar exercises but struggle to use the language effectively in real-life situations, often resorting to memorized phrases and remaining passive during oral practices.
Teachers must cultivate a positive attitude towards English speaking to encourage students to become "eager speakers" who find joy and necessity in communication While pair and group work have demonstrated effectiveness in English language teaching, they have received limited attention at Nam Dan I High School There is a lack of research comparing the impact of these collaborative activities against traditional speaking methods, particularly in enhancing students' speaking ability and fluency.
The research highlights the need for effective strategies to enhance English teaching and learning for both teachers and students To investigate this, a quasi-experiment was conducted at Nam Dan I High School, examining the impact of pair and group work activities on students' speaking fluency compared to traditional teaching methods.
The aim of the research
This study investigates how pair and group work activities enhance students' speaking fluency while also examining their attitudes towards these collaborative approaches in speaking lessons.
This aim is achieved by:
Investigating the main causes of the students’ limited speaking skills
Studying theoretical aspects related to speaking skills, pair work and group work and the effect of pair and group activities in improving students’ oral communication skills
Suggesting appropriate pair and group activities to implement in class with the purpose of improving students’ speaking fluency.
Research questions
The research aims to answer the following research questions:
1 Does the use of pair and group work activities have good effects on improving high school students’ speaking fluency in terms of the size of speech, the frequency of hesitation and repetition?
2 What are students’ attitudes towards pair and group activities in speaking lessons?
3 What are effective pair and group activities which can be applied for high school students to improve their speaking fluency?
The scope of the study
Speaking fluency, as revealed later in the literature review, is a complex phenomenon Quasi-experimental studies could allow researchers to look at various
9 variables such as effort, language aptitude, personality traits or parental influence and learner commitment
The objects of the study are the eleventh grade students at Nam Dan I High School It is located in Nam Dan, a poor district of Nghe An province
This study investigates the impact of pair and group work activities compared to individual work on students' speaking fluency, focusing on speech size, hesitation frequency, and repetition during speaking classes Due to time and financial constraints, the research is limited to two eleventh-grade classes that are matched based on their speaking levels It is assumed that factors such as students' personalities, parental influences, and study environments are similar between the two groups.
The organization of the thesis
The thesis consists of five chapters:
CHAPTER 1 is the introduction, which represents to statement of the problem, the aims and the scope of the study
CHAPTER 2 is the literature review in which the theoretical backgrounds relating to speaking, pair and group work, and the attitudes towards these activities are mentioned
CHAPTER 3 describes the methodology used in the research It gives details of the characteristics of the participants, description of the data collection tool and procedures
CHAPTER 4 presents and analyzes the collected data, discusses the results and summarizes the finding from the quasi-experiment
CHAPTER 5 consists of some recommendation drawn out by the author from the research Suggestions for further research are also included in this chapter
LITERATURE REVIEW
Theory of speaking
In daily life, listening occurs twice as frequently as speaking, which is itself used twice as much as reading and writing Within the classroom, speaking and listening are the primary skills utilized, highlighting the necessity for foreign language teachers and learners to focus on these abilities.
Speaking is frequently an undervalued skill, often taken for granted because it is a common ability among most people This form of expression is typically viewed as less prestigious, favoring literary skills instead Additionally, the transient and improvised nature of speaking can lead to perceptions of it being superficial or overly simplistic, overshadowing its significance as a vital communication tool.
Bygate (1987) emphasizes that oral interactions can be understood through routines, which are predictable methods of conveying information These routines can be categorized into two main types: information routines and interaction routines Information routines consist of common structures such as expository forms (narration, description, instruction, comparison) and evaluative forms (explanation, justification, prediction, decision) On the other hand, interaction routines can be classified as service-oriented, like job interviews, or social, such as dinner parties.
Bygate highlights that a key aspect of oral interaction is the ongoing negotiation of meaning among participants, who must manage various elements such as who speaks, to whom, when, and the topics being discussed This dynamic is illustrated in his framework presented in Figure 1.
Figure 1: Characterizing oral interaction (Bygate 1987)
In brief, Bygate is reasonable when he states that “speaking is a skill which deserves attention every bit as much as literacy skills in both first and second language”
The importance of speaking in different teaching approaches
The Grammar-Translation Method focuses on teaching students to analyze grammar and translate texts between languages, primarily in written form As noted by Richards and Rogers (1986), this method is characterized by its emphasis on grammatical structure and translation exercises.
(a) reading and writing are the main focus;
(b) the vocabulary studied is determined by the reading texts;
(c) “the sentence is the basic unit of teaching and language practice” (p.4)
(d) the primary emphasis is on accuracy;
(e) teaching is deductive (i.e grammar rules are presented and then practiced through translating); and
(f) the medium of instruction is typically the students’ native language
Expository :description, instruction,comparision Evaluative:explanion, justification,prediction, decision
Service:Job interview Social :dinner party
Management of interactionNegotiation of meaningNegotiations
The Grammar-Translation Method fails to equip students with the necessary skills to speak English fluently According to Bailey (2002), this approach does not align with the objectives of enhancing fluency, oral production, or communicative competence in adult learners (p.18) Instead, speaking is primarily limited to reading translations aloud or performing grammar exercises, leaving minimal chances for learners to actively convey their ideas, thoughts, needs, or feelings.
In the Audio-lingual Method, speaking skills are taught by having students repeat sentences and recite memorized textbook dialogues Bailey (2002) states
Repetition drills are a key feature of the Audio-lingual Method, aimed at helping students become familiar with the language's sound and structural patterns Through consistent practice of grammatical structures, learners develop automaticity in their speech, which is thought to enable them to participate effectively in conversations.
Bailey (2002) highlights that the foundation of this method relies on effective habit formation, which necessitates frequent repetition and correction in language lessons This approach minimizes the emphasis on vocabulary and grammar explanations, suggesting that teaching oral language primarily involves facilitating repeated oral practice of target language structures The focus is on enhancing grammatical and phonological accuracy while fostering fluency.
As language teaching evolved under the influence of cognitive and socio-linguistic theories, experts recognized that the audio-lingual approach overlooked crucial elements of communication Specifically, it failed to address the connection between language and meaning, and it did not establish a social context that linked the formal aspects of language to functional elements like politeness.
Communicative Language Teaching (CLT) research often begins with the concept of communicative competence, initially defined by Chomsky in 1965, who distinguished between grammatical competence (knowledge of language) and performance (use of language in context) Hymes (1971) expanded this idea to include social interaction and the negotiation of meaning, leading to the broader definition of communicative competence, which integrates grammatical rules with language use Canale and Swain (1980) identified three key components of communicative competence: grammatical competence (knowledge of vocabulary and structure), sociolinguistic competence (understanding language use in various social contexts), and strategic competence (ability to manage communication effectively during breakdowns) Canale further refined this model in 1983, introducing a four-dimensional framework that encompasses grammatical, sociolinguistic, discourse, and strategic competence.
The Communicative Language Teaching (CLT) approach emphasizes the importance of understanding language within its social context rather than merely as grammatical structures As noted by Burns (1997), this perspective prioritizes speakers' performance and language use, encompassing not only linguistic knowledge but also cultural and communicative systems It highlights the relationship between the setting, participants, purpose, channel of communication, and topic Ultimately, the CLT method focuses on teaching language for effective communication.
Since the 1970s, the communicative approach has significantly impacted teaching and learning globally According to Brumfit (1984), one of its key advantages is the promotion of a more holistic understanding of education This method prioritizes learners' ability and willingness to use the target language effectively and accurately for communication Consequently, communicative language teaching emphasizes spoken language use over grammatical form, encouraging teachers to implement activities that foster student speaking skills.
In Communicative Language Teaching (CLT), the primary focus is on meaning rather than accuracy, emphasizing students' ability to convey their messages effectively To foster communicative competence, learners are given ample opportunities to use the language in real contexts, prioritizing understanding over grammatical correctness Consequently, CLT promotes small group activities, allowing each student to maximize their engagement with the language through pair work and collaborative group work, which are essential elements of interaction-based lessons.
Communicative Language Teaching (CLT) emphasizes a learner-centered approach to second language teaching, shifting the instructor's role from traditional authority to facilitator In this model, teachers create exercises and provide guidelines while minimizing their own speaking time, allowing for increased student practice and interaction CLT also prioritizes the use of authentic materials and encourages learners to engage with real-life communicative situations, fostering greater confidence in their language abilities.
Communicative Language Teaching (CLT) offers significant advantages over other teaching approaches, particularly in enhancing learners' speaking skills By providing opportunities for real language use, CLT effectively boosts learners' speaking fluency and overall communication abilities.
Different aspects of teaching speaking
Speaking is the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts Nunan (2003) defines
“teaching speaking” is to teach ESL learners to:
Produce the English speech sounds and sound patterns
Use word and sentence stress, intonation patterns and the rhythm of the second language
Select of appropriate words and sentences according to the proper social setting, audience, situation and subject matter
Organize their thoughts in a meaningful and logical sequence
Use the language as a means of expressing value and judgments
Use the language quickly and confidently with few unnatural pauses, which is called as fluency
For many years, teaching speaking has been undervalued, often reduced to repetitive drills and memorization of dialogues However, in today's world, the focus of teaching speaking should shift towards enhancing students' communication skills This shift enables students to express themselves effectively and navigate the social and cultural norms relevant to various communicative contexts (Kayi, 2006).
2.3.1 Characteristics of a successful speaking activity
According to Ur (1996), speaking is the most crucial of the four language skills, as individuals who are proficient in a language are identified as speakers Most learners of foreign languages prioritize the ability to speak Ur outlines the essential characteristics of effective speaking activities, emphasizing their importance in language acquisition.
Learners talk a lot As much as possible of the period of time allotted to the activity is in fact occupied by learner talk
Participation is even Classroom discussion is not dominated by a minority of talkative students: all get a chance to speak and contributions are fairly evenly distributed
High motivation among learners drives their eagerness to speak, fueled by their interest in the topic and the desire to share new insights or contribute to achieving specific task objectives.
Language is of an acceptable level Learners express themselves in utterances that are relevant, easily comprehensible to each other, and of an acceptable level of language accuracy
(p 120) CLT and collaborative learning serve best for this aim According to Kayi
In 2006, Kayi highlights the importance of Communicative Language Teaching (CLT) in ESL classrooms, emphasizing that real-life communication situations enhance students' language skills By fostering an interactive classroom environment, ESL teachers can facilitate authentic activities and meaningful tasks that support oral language development Kayi recommends various engaging speaking activities, including discussions, role plays, simulations, and storytelling, which can be effectively conducted in pairs or groups to encourage collaboration and communication among students.
(2006) also gives some suggestions for teachers in teaching speaking They are to:
Provide maximum opportunities to students to speak the target language by providing a rich environment that contains collaborative work, authentic materials and tasks, and share knowledge
Try to involve each student in every speaking activity; for this aim, practice different ways of student participation
Reduce teacher speaking time in class while increasing student speaking time Step back and observe students
Indicate positive signs when commenting on a student’s response
Asking eliciting questions such as “What do you mean? How do you reach that conclusion?” in order to prompt students to speak more
Provide written feedback like “Your presentation was really great It was a good job I really appreciated your efforts in preparing the materials and efficient use of your voice…”
Do not correct students’ pronunciation mistakes very often while they are speaking Correction should not distract student from his/her speech
Involve speaking activities not only in class but also out of class, contact parents and other people who can help
Circulate around classroom to ensure that students are on the right track and see whether they your help while they work in groups or pairs
Provide the vocabulary beforehand that students need in speaking activities
Diagnose problems faced by students who have difficulty in expressing themselves in the target language and provide more opportunities to practice the spoken language
In conclusion, teaching speaking is a crucial aspect of second language acquisition, as effective communication significantly enhances learners' success in both academic and everyday contexts Consequently, language educators must prioritize speaking instruction, utilizing diverse activities to foster essential interactive skills that students will need throughout their lives.
2.3.2 The assessment of speaking proficiency
Testing oral proficiency is now a crucial aspect of language assessment, reflecting the increasing emphasis on speaking skills in language education A key component of oral tests is the marking system, which typically involves various mark categories combined with rating scales to create a comprehensive evaluation grid (Underhill, 1993, p.95) Traditionally, these mark categories focus on specific aspects of speaking ability.
Underhill emphasizes that mastering a language is valuable in itself, regardless of the context or purpose of communication (p.96) He identifies key elements of language proficiency that are frequently referenced in discussions about effective language use.
“Grammar”, “Vocabulary”, “Pronunciation, Intonation and Stress”, “Style and Fluency”, and “Content”
On the other hand, Underhill (1993) points out the performance criteria,
Effective communication involves analyzing the speakers, the context, and the accuracy of their statements, as it encompasses all facets of a speaker's performance This perspective emphasizes language as a vital communication tool, particularly focusing on the size of utterances—specifically, the length of the spoken expressions.
(b) Complexity (how far does the speaker attempt complex language?)
(c) Speed (how fast does (s)he speak?)
(d) Flexibility (can the speaker adapt quickly to changes in the topic or task?) (e) Accuracy (is it correct English?)
(f) Appropriacy (is the style or register appropriate?)
(g) Independence (does the speaker rely on a question or stimulus, or can he initiate speech on his own?)
(h) Repetition (how often does the question or stimulus have to be repeated?) (i) Hesitation (how much does the speaker hesitate before and while speaking?)
(p.96) Hughes (1994, p.50) states that “The required level(s) of performance for (different level of) success should be specified” In order to clarify this, he mentions
“the basic level oral interaction specifications, referring to accuracy, appropriacy, range, flexibility, and size These specifications at intermediate level are described as:
(a) Accuracy: Pronunciation still obviously influenced by the first language (L1) though clearly intelligible Grammatical/lexical accuracy is generally high, though some errors which do not destroy communication are acceptable
(b) Appropriacy: Use of language generally appropriate to function The overall intention of the speaker is always clear
(c) Range: A fair range of language is available to the speaker (S)he is able to express himself/herself without having to search for words
(d) Flexibility: It is able to take the initiative in a conversation and to adapt to new topics or changes of direction – though neither of these may be consistently manifested
(e) Size: Most contributions may be short, but some evidence of ability to produce more complex utterances and develop these into discourse should be manifested
The updated assessment scale for the IELTS (International English Language Testing System) evaluates spoken language based on four key performance criteria: fluency and coherence, lexical resource, grammatical range and accuracy, and pronunciation, as outlined in the IELTS handbook (2014).
Fluency and coherence in speech involve the ability to communicate with a natural flow, maintaining an appropriate pace and effort while effectively connecting ideas Key indicators of fluency include the rate of speech and the continuity of expression, which together contribute to creating coherent and connected communication.
Lexical resource encompasses the breadth of vocabulary a candidate employs and the accuracy with which they convey meanings and attitudes Key indicators include the diversity of words utilized, the suitability and relevance of the chosen vocabulary, and the candidate's capability to paraphrase effectively to navigate vocabulary gaps, whether with or without noticeable hesitation.
Grammatical range and accuracy denote the variety and correct application of grammatical resources by a candidate Key indicators of grammatical accuracy include the frequency of grammatical errors within a specific amount of speech and the impact these errors have on communication.
Pronunciation: refers to the ability to produce comprehensible speech to fulfill the speaking test requirement
In summary, fluency is consistently highlighted across all assessment criteria, underscoring its significance in both teaching speaking skills and evaluating student progress The following section of the thesis will provide a more detailed exploration of fluency.
Speaking, as noted by Bygate (1987), requires encoding communicative intent in real-time, influenced by time constraints and the reciprocal nature of speaker-listener interactions This dynamic necessitates managing the unpredictability of listener responses Therefore, proficiency in spoken language entails the ability to produce fluent, accurate, and contextually appropriate utterances autonomously.
Fluency in a language is defined as the ability to accurately use its structures while focusing on content rather than form According to Hartman and Stork (1987), a fluent speaker can automatically employ language units and patterns at a normal conversational speed when required.
Fillmore (1979) proposes that fluency includes the abilities to:
(a) fill time with talk (i.e., to talk without awkward pauses for a relatively long time)
(b) talk in coherent, reasoned, and “semantically dense” sentences
(c) have appropriate things to say in a wide range of contexts
(d) be creative and imaginative in using the language
Pair work and group work activities
To enhance students' speaking fluency, Brown (2003) emphasizes the importance of lectures that broaden their understanding of available choices, tools, and strategies Effective fluency teaching requires educators to relinquish some control in the classroom, allowing students to take an active role in their learning By creating opportunities for communication, teachers can foster an environment where fluency can thrive, ultimately encouraging students to engage in meaningful dialogue.
Teachers should facilitate activities that encourage students to engage in discussions simultaneously, such as pair work and group activities For those accustomed to traditional teacher-centered classrooms, transitioning to a student-centered approach can be challenging However, allowing students the freedom to participate in these interactive activities is essential for enhancing their fluency and communication skills.
Utilizing pair and group activities significantly enhances students' speaking practice and fluency This section will explore these activities in greater detail.
2.4.1 Definition of pair work and group work activities
Brown (1994b, p.173) writes “group work of a genetic term covering a multiplicity of techniques which two or more students are assigned a task that involves collaboration and self-initiated language”
Doff (1988) defines pair work and group work as follows:
In pair work, the teacher organizes the class into pairs, allowing students to collaborate simultaneously with their partners, which differs from public or open pair work where students take turns speaking in front of the class Similarly, in group work, the teacher divides the classroom into small groups, typically consisting of four to five students each, enabling all groups to work together at the same time.
According to Richards et al (1993), pair work, also known as pair practice, refers to language activities where learners collaborate in pairs In contrast, group work involves small groups of learners working together, either on a single task or on different components of a larger task.
Pair work and group work are not merely teaching methods but effective strategies for organizing classroom activities These approaches can be adapted for various tasks, making them more suitable for certain activities than others They are particularly appealing as they enhance students' speaking time and create more opportunities for interaction among learners.
2.4.2 Procedures for pair work and group work
Pair work and group work activities can be conducted through three phase, before – preparing for the activity, during – conducting the activity, and after – giving feedback
Before conducting the activity, teachers have to decide how to put individual students into pairs and groups Teachers can base such decision on one of the following principles:
When forming student pairs or groups, prioritizing friendships is crucial to ensure that students work with peers they enjoy, rather than those they find challenging Teachers can observe student interactions to identify friendships, but these observations may not always be accurate, and relationships can evolve Allowing students to choose their own partners can foster a more comfortable environment, as they will naturally gravitate towards friends or peers they admire However, this method can lead to chaos and may inadvertently leave less popular students isolated, highlighting the need for a balanced approach in group formation.
A sociogram offers a more informed method for grouping students by having them anonymously list their preferred classmates and those they do not like Students write their names on a piece of paper, ranking their favorite peers while knowing only the teacher will view their responses This information allows teachers to create sociograms, visually representing relationships in the classroom, with symbols indicating likes and dislikes.
Streaming in education often sparks debate, particularly regarding whether students should be grouped by ability One effective approach is to create mixed-ability pairs and groups, where stronger students assist their less fluent peers This collaborative learning not only aids weaker students in improving their language skills but also deepens the understanding of the subject for the more capable learners, fostering a supportive educational environment.
To effectively address the varying skill levels of students within a class, teachers should consider forming groups where all members share a similar level of ability This approach enables educators to provide targeted support to weaker students while offering more challenging tasks to stronger students However, it is important to note that this grouping strategy may diminish the benefits of cooperative learning, where students of different levels assist one another.
In addition to grouping students by ability, we can also organize them based on their level of participation By identifying students who engage less in class discussions, we can create a dedicated group for those with lower participation rates, encouraging them to become more involved.
27 find it less easy to hide behind their more talkative colleagues Teachers can also make groups of especially talkative students too
Teachers can group students by chance, meaning there are no specific reasons related to friendship, ability, or participation levels This method is the simplest approach, requiring minimal pre-planning and highlighting the cooperative aspect of teamwork.
Grouping students by their seating arrangement can facilitate collaborative work in pairs or groups However, consistently placing students in the same spots may lead to repetitive pairings, potentially resulting in boredom over time.
The 'wheels' scenario is an effective method for organizing pair work in the classroom In this setup, half of the students form an inner circle facing outward, while the other half creates an outer circle facing inward As the outer circle rotates clockwise and the inner circle moves counterclockwise, students eventually stop and engage in discussions or activities with the partner directly in front of them This dynamic approach fosters interaction and collaboration among classmates.
Teachers can easily organize students into groups by assigning each student a number from 1 to 5 based on their seating arrangement, allowing them to form five distinct groups Alternatively, for a more random grouping, teachers can have students stand in line according to their birthdays, from January to December, and then create groups by taking the first five, the next five, and so on.
Summary
Research highlights the significant benefits of pair and group work activities in second language teaching, yet their implementation remains limited in Vietnamese high schools In speaking lessons, traditional methods dominate, resulting in students feeling passive and reluctant to participate, especially in rural areas where confidence is low Consequently, classrooms often lack engagement, with teachers dominating discussions This situation prompted the author to investigate the impact of pair and group activities on speaking fluency among Nam Dan I high school students, with detailed methodology outlined in Chapter Three.
METHODOLOGY
Research questions
The research aims to answer the following research questions:
1 Does the use of pair and group work activities have good effects on improving high school students’ speaking fluency in terms of the size of speech, the frequency of hesitation and repetition?
2 What are students’ attitude towards pair and group activities in speaking lessons?
3 What are effective pair and group activities which can be applied for high school students to improve their speaking fluency?
Description of variables
The independent variables recognized in this study are the use of pair work and group work activities and the use of individual work
The dependent variable in this study is students' speaking fluency, assessed through their performance in classroom mini-tests This evaluation is based on three established fluency criteria outlined in section 2.3.3.
(a) Size (the total number of words spoken in a fixed time)
(b) Hesitation (the number of pauses for thinking in a fixed time)
(c) Repetition (the number of repetition of words, phrases or clauses in a fixed time)
Research methods
To assess students' speaking fluency and their attitudes towards pair and group work activities, the researcher employed a quantitative approach by distributing attitude questionnaires to the experimental group Additionally, to gather precise data, the author recorded students’ speaking tests and conducted classroom observations at the beginning, middle, and end of the semester.
To gain a precise understanding of high school students' speaking fluency, high-quality recordings of their speaking tests were made According to Woolf (2002), these recordings “can capture all information” and enable researchers to “analyze data more accurately.” The analysis focused on three key criteria: size, hesitation, and repetition, allowing the author to identify significant differences among groups resulting from varying treatments.
Classroom observation allows researchers to witness student participation in activities and interactions among teachers and students According to Seliger and Shohamy (1995), observations are primarily used to gather data on language usage in various settings and to examine the processes of language learning and teaching, as well as the behaviors of both teachers and students Richards (1994) emphasizes that while observation is often linked to evaluation, its primary purpose is to gather information about teaching practices rather than to assess their effectiveness.
Investigating students' performance in class presents challenges, as researchers cannot accurately capture simultaneous student conversations during pair and group work Therefore, classroom observation emerges as a more effective method for assessing the impact of collaborative activities on student engagement and learning outcomes.
In his 1994 book, Richards emphasizes that classroom observations can be an unwelcome disruption for teachers, highlighting their busy professional lives He asserts that such observations are significant and should be conducted with seriousness and care Despite this, the teacher being observed demonstrated a positive attitude, showing openness to implementing new ideas and methods in her classroom.
According to Allwright and Bailey (1991), enhancing the focus of classroom observations involves pre-determining specific areas of interest, creating an observational schedule with relevant categories, and systematically recording occurrences under these headings The primary objective of classroom observation is to analyze the pair and group activities implemented by the teacher, along with evaluating students' performance and attitudes towards these activities during speaking lessons.
An observation worksheet was then designed in order to best serve this aim
The observation worksheet comprises six essential components designed to evaluate various aspects of classroom dynamics Firstly, it assesses the teacher's preparation, including lesson plans, activities, and necessary materials Secondly, it examines the methods used by the teacher to provide instructions to students, whether they are simple or complex, oral or written, and creative or conventional The third component focuses on interactions between the teacher and students, while the fourth, the most critical section, analyzes student-to-student interactions, including their attitudes towards speaking activities, levels of motivation and involvement, and the use of their native language The fifth part evaluates the feedback provided by the teacher to students, and the final section summarizes the observed strengths, weaknesses, and recommendations for future development.
38 responds to each statement using the following scale: 1=Not observed 2=More emphasis recommended 3complished very well
Surveys and questionnaires are effective tools for collecting valuable information on the emotional aspects of teaching and learning, including beliefs, attitudes, motivation, and preferences They allow educators to gather substantial data in a relatively short amount of time, enhancing the understanding of student experiences and needs.
The author conducts surveys using questionnaires to explore students' attitudes toward pair and group work activities, as attitude questionnaires are widely recognized as effective tools in educational research, particularly in English Language Teaching (ELT) Researchers highlight the advantages of using questionnaires, including the ability to gather data from a large number of subjects and the ease of tabulating and analyzing the collected information (Brown, 1995) Additionally, Gillham (2000) outlines several benefits of utilizing questionnaires in research.
Low cost in time and money
Analysis of answers to closed question is straightforward
Less pressure for an immediate response
The author opted for written questionnaires over interviews due to several advantages Written questionnaires are more cost-effective, allowing for a greater number of research questions Additionally, they enable a larger sample size of students, leading to more accurate and reliable data collection Importantly, the researcher’s opinions do not sway respondents, ensuring unbiased answers.
In the scope of this study, the author designs an attitude questionnaire (see
Appendix 2) which consists of three parts with ten closed questions Part A with 5 questions is designed to seek students’ sense of improvement in their speaking fluency after the first semester applying the quasi-experiment Students are asked if they felt more confident when using English after a semester of attending many pair work and group work activities in class; and whether their times of hesitation and repetition reduced when they spoke The speed and length of students’ talk are asked in question 4 and 5 of part A
Part B consists of four questions designed to gather students' opinions on the effectiveness of pair and group work in classroom activities Students are asked if they find these collaborative activities engaging and if they believe they enhance their speaking fluency Positive responses regarding the effectiveness of pair and group work indicate a willingness to participate in similar activities in the future.
Part C focuses on identifying the most engaging activities that enhance student learning A total of 10 activities were highlighted, encompassing both individual and collaborative efforts These activities include presenting topics to the class, engaging in group discussions, interacting with teachers, participating in role plays, practicing conversations in specific contexts, performing individual or choral repetitions, storytelling, playing group games, describing scenes or objects, and conducting interviews.
Subjects of the study
The study involves 75 students from two classes, 11C1 and 11C10, at Nam Dan I High School, situated in a disadvantaged district of Nghe An province Many students come from impoverished farming families, leading to limited financial support for their education The school faces significant challenges, including a lack of teaching equipment and facilities, with insufficient cassette players, projectors, and internet-connected computers, making it difficult for both teachers and students to stay current with educational resources.
Large class sizes, often with around forty students, significantly hinder foreign language learning and teaching, making it challenging for both teachers and students to communicate effectively amid noisy environments Inadequate classroom furniture limits comfort and flexibility during pair and group activities, while insufficient opportunities for speaking practice impede language skill development Additionally, the lack of modern technology in classrooms makes it difficult to deliver engaging lessons Students from rural areas face limited opportunities to practice English outside of school, leading to a lack of confidence in speaking and expressing their ideas Their primary motivation for learning English is often just to pass exams, resulting in low engagement during lessons Furthermore, the presence of mixed proficiency levels necessitates lesson adaptations, and many students struggle with background knowledge, which affects their ability to articulate thoughts in English.
At Nam Dan I High School, the study focused on two classes of 11th grade: 11C1, serving as the experimental group, and 11C10, designated as the control group, based on the school's timetable Both classes had successfully completed their grade 10 end-of-year exams and engaged in 57 English study periods over 19 weeks during the first semester, adhering to the Ministry of Education and Training's curriculum The experienced teacher, a graduate of Vinh University in 2002, has taught at Nam Dan I High School for 14 years, making her an ideal choice for the study, as she possesses a deep understanding of the curriculum and her students Prior to the experiment, the researcher collaborated closely with her to ensure effective implementation.
This article outlines the lesson plans and activities designed for two different classes, each utilizing distinct approaches to the same textbook lesson To fulfill the research requirements, two separate lesson plans were created, which can be found in Appendix 9, showcasing the methodologies for both groups.
Data collection procedure
Data collection occurred in three phases: initially, a placement test was administered to assess the English speaking proficiency of two classes Next, a quasi-experiment was conducted, involving teaching sessions, audio recordings, and observations Finally, an attitude questionnaire was distributed to gauge students' perceptions of pair and group work activities implemented in the classroom.
At the beginning of the experiment, two classes underwent a speaking test, which was recorded to assess their English speaking proficiency The evaluation involved interviews conducted by the researcher and the students' English teacher to ensure fairness Students' performances were measured using the Global Scale from the Common European Framework of Reference for Languages (CEFR, 2001) Following the test, students were classified into two groups, A1 and A2, according to the CEFR Scale.
understand sentences and frequently used expressions related to areas of most immediate relevance (e.g very basic personal and family information, shopping, local geography, employment)
communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters
describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need
understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type
introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has
interact in a simple way provided the other person talks slowly and clearly and is prepared to help
According to the CEFR (2001), the speaking fluency levels of A1 and A2 students are distinctly outlined A2 learners can form phrases on familiar subjects with enough ease to engage in brief conversations, albeit with noticeable hesitation and false starts In contrast, A1 students are limited to very short, isolated phrases, often relying on pre-packaged expressions, and experience significant pauses as they search for words and attempt to repair communication.
The test results indicate that students in both classes have nearly equivalent English proficiency levels, with minimal differences observed In class 11C1, there are 17 students in the A1 group and 19 in the A2 group, while class 11C10 has 19 students in A1 and 20 in A2 The researcher plans to compare recordings of students from the same group across both classes.
The treatment spanned 19 weeks during the first semester of 11th grade, comprising 15 weeks of in-class instruction, one week for revision, and three weeks allocated for tests Throughout this period, the teacher presented identical lessons to both the experimental and control groups For a comprehensive overview of the course content, refer to Appendix 4 The control group, designated as class 11C10, adhered to the traditional teaching method.
In a study on teaching methodologies, class 11C1 implemented Communicative Language Teaching (CLT), emphasizing pair and group work activities to enhance student interaction Unlike traditional approaches that favored teacher-student interactions, this experimental group focused on fostering collaboration among students Each week, the teacher dedicated 45 minutes to speaking lessons, aiming to improve students' communication skills effectively.
The recordings were conducted at three key points during the semester: the placement test at the beginning, a mid-term speaking mini-test, and an end-of-term speaking test Detailed test questions can be found in Appendices 5, 6, and 7 The researcher assessed students' speaking fluency by measuring the total number of comprehensible words spoken, the frequency of pauses, and the repetition of words, phrases, or clauses within one minute This recording aimed to compare the speaking fluency of the experimental group, which received treatment, against the control group, which did not.
The researcher conducted three recordings and observed both classes at three key points: the beginning of the semester (week 2), the midpoint (week 10), and the end of the course (week 17) This observation provided valuable insights into the dynamics of the speaking classroom, enabling the researcher to derive accurate findings.
After a 19-week first semester, an attitude questionnaire was administered to the experimental group to assess students' perceptions of pair and group work activities in their classroom The data collected from the recordings and the questionnaire were analyzed using the mean score method of descriptive statistics Ultimately, the findings were evaluated, leading the researcher to draw conclusions based on the results.
Data analysis
The researcher investigated the impact of pair and group work activities on students' speaking fluency by measuring the total number of comprehensible words spoken, the frequency of pauses, and the repetitions of words, phrases, or clauses within one minute The evaluation of comprehensible words was based on specific criteria.
The words are meaningful and make sense
The words which are wrong but do not affect the communication
The researcher employed the means score method of descriptive statistics to interpret the data from the recordings Initially, mean scores for size, hesitation, and repetition were calculated for each group across three speaking tests These mean scores were then compared, leading to the conclusion that the group with a higher number of comprehensive words and fewer pauses and repetitions demonstrated better speaking fluency.
The means score method of descriptive statistics was utilized to analyze responses from the attitude questionnaire Each question's mean score was calculated and compared against the standard scale points (5-4-3-2-1) to determine respondents' levels of agreement—strongly agree, agree, not sure, disagree, or strongly disagree A mean score above 3 indicates a positive response, reflecting favorable opinions among respondents, while a score below 3 signifies a negative response.
Positive score (from 3.0 up to 5)
A mean score from 4.5 up to 5: strongly agree
A mean score from 3.5 up to 4.4: agree
A mean score from 3.0 up to 3.4: neutral/ not sure
Negative scores (from 2.9 down to 1)
A mean score from 2.9 down to 1.4: disagree
A mean score from 1.4 down to 1.0: strongly disagree
In a survey with 36 respondents, the results for question 1 revealed that 11 participants strongly agreed (5), 18 agreed (4), 5 remained neutral (3), and 2 disagreed (2), while none strongly disagreed (1) Consequently, the mean score for this item is calculated based on these responses.
Comparing this means score with the above-mentioned principles; we can see that this item can be regarded as “agree”
This data interpretation scheme was applied to all the closed-end questions of the questionnaire
In addition to analyzing the mean scores from recordings and questionnaires, the researcher utilized observation worksheets from three separate class observations to enhance the findings These worksheets provided detailed insights into students' attitudes towards pair and group work activities, their interactions with the teacher and peers, and the effectiveness of various classroom activities.
Summary
Chapter Three outlined the research questions, variables, study subjects, data collection instruments, procedures, and methods for data interpretation The analysis of the data and a discussion of the key findings will be presented in Chapter Four.