INTRODUCTION
Rationale for the study
In recent years, the focus on teaching English, particularly to primary students, has gained significant interest This trend is accompanied by investments in educational facilities and the implementation of active teaching methods Group work activities are believed to yield positive outcomes in English language learning One increasingly popular approach is the use of group discussions in "Let’s Talk" activities, as exemplified by Phung Hung A Primary School.
Phung Hung A Primary School, a leading educational institution in Khoai Chau district, Hung Yen province, actively participates in the VNEN project, which emphasizes group work activities In this environment, students typically collaborate in pairs or small groups of two to four, discussing topics and presenting their findings to the class This approach allows less confident students to practice their language skills in a supportive setting, fostering peer learning rather than dependence on the teacher However, challenges arise as some students do not fully engage in these group activities, creating difficulties for teachers This study aims to explore the participation of 5th-grade students in group discussions during "Let's Talk" activities and to develop practical teaching strategies to enhance student involvement in collaborative learning.
Group work is increasingly popular in schools, particularly in English classes, where it has shown to yield positive outcomes However, implementing group work in primary school English classes can be challenging Research indicates that students in language classes across Asian countries, including Vietnam, often exhibit low participation levels in group activities Many students tend to be timid or passive, regardless of teachers' efforts to facilitate cooperative learning (Morita, 2004; Liu, Zhang, and Lu, 2011) This trend is evident at Phung Hung A Primary School, where students frequently appear quiet and reluctant to share their ideas, leaving teachers feeling disappointed in their attempts to engage them.
Kim (2006) and Donald (2010) identified key factors affecting student participation in group work, including fear of losing face, lack of English proficiency for expressing opinions, and doubts about the effectiveness of group activities Student participation is a crucial indicator of successful group tasks, making it essential to identify the factors influencing learners' engagement By understanding these factors, educators can suggest effective teaching methods to improve group work performance in primary school language classes This has led to the study titled “An Investigation into 5th Graders' Participation in Group Work Discussion at Phung Hung A Primary School, Khoai Chau-Hung Yen.”
Aims of the study
This study investigates the participation of grade 5 students in group discussions during the "Let's Talk" activities in the course book at Phung Hung A Primary School in Khoai Chau, Hung Yen Additionally, it aims to identify the key factors that influence student participation in these group work discussions.
To achieve the above aims, the following questions are given:
1 How do the 5 th graders at Phung Hung A primary school participate in group work discussion in “Let’s talk” activities?
2 What are the most important influencing factors to the students' participation in group work discussion at Phung Hung A primary school?
Methods of the study
To seek for the answers to the above research questions, a survey research design has been adopted
- The questionaires were used to investigate students’ level of participation in group work discussions and the most affecting factors to their participation
- Three observations were used to make clear the students’ level of participation
- Six interviews were employed to gain more information of the most affecting factors.
Scope of the study
This study examines the impact of group work discussions on student participation and the factors influencing it The researcher dedicated time and effort to investigate the organization of group work activities in three fifth-grade classes at Phung Hung.
A primary school during the time of the school year 2017-2018 with 120 students.
Significance of the study
The study “An investigation into 5th graders' participation in groupwork discussion at
Phung Hung A Primary School in Khoai Chau, Hung Yen, aims to enhance the author's professional development by examining the use of group work activities in English classes This study focuses on the engagement levels of fifth-grade students, providing valuable insights into effective teaching strategies at primary schools like Phung Hung A.
To enhance the effectiveness of English group work activities, it is essential to provide students with four key details Additionally, this study aims to share valuable experiences and recommendations with fellow educators on how to facilitate group work that encourages higher levels of student participation.
The thesis structure is divided into five main parts:
Chapter 1, INTRODUCTION, provides some brief information about the reasons for choosing the topic, the aims, the methods, the scope as well as the design of the study
Chapter 2, the Literature Review, explores key concepts related to the research topic, including the definition of speaking skills, the nature of group work, and the benefits and drawbacks of group work activities, as well as the role of student participation in group discussions.
Chapter 3, METHODOLOGY, outlines the research methodology, detailing the current state of English teaching and learning at Phung Hung A Primary School This chapter also discusses the data collection methods employed, including survey questionnaires and observational techniques.
Chapter 4, FINDINGS AND DISCUSSION, gives a detailed presentation of data and description of data analysis Explanations, interpretation of the findings are mentioned
Chapter 5 concludes the thesis by summarizing the key findings and offering recommendations for enhancing grade 5 students' participation in group work activities, particularly in speaking discussions.
LITERATURE REVIEW
Definitions
Group work, as defined by Rod Killen (2004), involves two or more students collaborating on a task According to Davis (1993), there are three distinct types of group work: informal learning groups, formal learning groups, and study teams.
Informal learning groups are temporary clustering of students within a single class session
Informal learning groups can be easily initiated by having students discuss a question with a neighbor for two minutes or by forming small groups of three to five to tackle a problem Teachers can create these groups at any point during the class, regardless of size, to assess students' understanding, allow them to apply their knowledge, or simply to introduce a dynamic shift in the lesson.
Formal learning groups are designed to accomplish specific tasks, such as writing reports or executing projects These collaborative groups may operate within a single class session or extend over several weeks Students work together until the task is completed, culminating in a graded project.
Study teams are stable, long-term groups that offer essential support and encouragement to their members throughout a semester Their primary role is to assist members in completing course requirements and assignments, while also keeping everyone informed about lectures and tasks missed during absences As class sizes increase and subjects become more complex, the value of study teams significantly enhances the learning experience.
Group work has become a fundamental aspect of language teaching globally since the introduction of Communicative Language Teaching (CLT) In language classes, this cooperative approach allows students to collaborate, sharing goals and responsibilities to successfully complete tasks assigned by the teacher, either in pairs or small groups.
A team is defined as a group of individuals who interact with each other, possess psychological awareness of one another, and recognize themselves as part of a collective unit (Sprott, cited in Metcalfe, 1959) Group work, as described by Doff (1988), involves the teacher dividing the class into small groups, typically consisting of four to five students each, allowing all groups to collaborate simultaneously.
Group work fosters cooperation among members, encouraging them to negotiate and listen to diverse opinions This collaborative environment allows students to participate more equally and feel empowered to use English to address challenges The emphasis in group work lies not only on the final product but also on the process and the skills developed to reach the desired outcome.
Group work involves two or more students engaging in verbal communication to collaboratively share goals and responsibilities while completing tasks assigned by teachers In this context, group work is synonymous with pair work or teamwork.
Active student participation is essential for assessing language proficiency levels among learners Howard, Short, and Clark (1996) emphasize that such engagement in the classroom fosters effective learning, while Peacock (1997) distinguishes between on-task and off-task participation in the context of language acquisition.
Students are considered "on task" when they actively engage in the day's pedagogic activities, while they are deemed "off task" when they show a complete lack of attention According to Sylvelyn, Judith, and Paulin (2009), true student participation occurs when learners actively contribute to classroom discussions, contrasting with passive learners who merely absorb information.
Students’ participation in learning projects is driven by a mix of motives and operates at various levels (Smith, 2007) This active engagement can be categorized into five key areas: preparation, contribution to discussions, group skills, communication skills, and attendance (Dancer & Kamvounias, 2005) Faculty perceive participation as a progression through six stages, from mere attendance to delivering oral presentations (Fritschner, 2000) Additionally, participation encompasses unsolicited responses, such as student questions and comments (Fassinger, 1995) Thus, participation in this study is understood through these scholarly definitions.
- staying focused on the group task
- giving constructive feedback and offering own opinions
- trying to solve the problems arising during group discussion
An overview of speaking, teaching speaking and speaking discussion
There are various definitions of speaking According to Jones, R (1989: 86) he defined speaking as “a form of communication, so it is important that what you say conveyed in the
Effective speaking skills are essential for students, as they facilitate communication both in and out of the classroom Practicing speaking is crucial for achieving fluency in learning and teaching contexts According to Brown and Yule (1989), speaking serves to express needs, requests, information, and services, highlighting its role in natural communication Ultimately, the ability to articulate thoughts and needs is vital for meaningful interactions within a community.
Speaking is a vital skill that deserves as much focus as literary skills in both native and foreign languages, as highlighted in 1987 When students communicate confidently in class, they are better equipped to engage in real-life situations Therefore, fostering fluency in spoken English is essential This development requires students to take risks in a supportive and relaxed environment, which builds trust Ultimately, fluency involves the ability to converse easily and appropriately with others.
Bygate (1987) suggests that conversation can be analyzed in terms of routines which are
“conventional ways of presenting information because they are conventional, they are predictable and help ensure clarity There are two main kinds of routines: information routines and interaction routines
Information routines refer to the regularly occurring types of information structures, which encompass narratives, descriptions of locations and individuals, factual presentations, comparisons, and instructional content In essence, these routines can be broadly defined as systematic approaches to conveying information effectively.
Expository routines focus on factual information related to sequencing or the identity of a subject According to Brown and Yule (1983), the main types of expository routines include narration, description, and instruction.
9 evaluative routines involve the drawing of conclusion, usually requiring the expression of reasoning
Interaction routines are defined by the typical sequences and types of turns that occur in various social contexts These routines can be broadly characterized by the specific types of exchanges that happen in situations such as telephone calls, interviews, casual meetings, dinner conversations, and lessons Each of these interactions follows a distinctive organizational pattern that shapes the flow of dialogue.
Verbal language is the primary mode of communication for individuals, and proficiency in speaking significantly impacts various aspects of life Recent efforts to enhance communication skills have highlighted the importance of fostering speaking abilities Developing verbal skills encompasses both language competence and practical language use Consequently, speaking activities are designed to build confidence, motivation, and the capability to utilize the target language accurately and effectively for meaningful communication.
Teaching speaking skills in English is essential for students to effectively communicate in both academic and everyday contexts The success of this instruction largely hinges on how teachers establish clear goals and understand the lesson's objectives Speaking a foreign language is often viewed as one of the most challenging aspects of language acquisition To enable students to express themselves clearly and accurately, teachers must create an environment that encourages free communication and fosters independent collaboration, requiring minimal guidance Understanding the complexities of the language learning process is crucial, especially considering the various challenges that speaking activities may present to learners.
Setting attainable objectives and maintaining realistic expectations about learners' achievements are crucial for effective teaching This approach necessitates a positive attitude from teachers towards student performance, particularly in organizing the class for group work and employing communicative strategies for simultaneous instruction.
A successful speaking activity in the classroom
Effective language teaching prioritizes spoken language, emphasizing classroom activities that enhance learners' speaking abilities According to Ur (1996), successful speaking activities exhibit four key characteristics: abundant learner participation, equal engagement among students, high motivation levels, and language use that meets acceptable standards These elements are essential for fostering active and enthusiastic involvement in speaking lessons To encourage participation, learners must feel motivated, whether by the desire to share new ideas, contribute to task completion, or engage with topics they enjoy During speaking practice, it is crucial for learners to maximize their speaking time while ensuring that everyone has equal opportunities to participate Additionally, learners should aim to express themselves clearly and accurately, facilitating effective communication.
However, if students cannot communicate in reality, they will not be supposed to be successful Thus, Pattison (1992:7-8) lays great stress on four conditions to develop speaking ability as follows:
-Learners choose what they want to say by giving them a list of different situations or topics (with one or some grammar points for elementary level)
-Type of drills in which learners respond mechanically without thinking about what they are saying is left out
-Teachers should pay more attention to fluency than accuracy and do not interrupt to correct mistakes or errors
-Pair or group work is employed
Classroom activities that enhance students' verbal expression are crucial in a language course utilizing Communicative Language Teaching (CLT) However, creating and managing these speaking activities can be more challenging than those for listening, reading, or writing As noted by Ur (1996, p.121), teachers frequently encounter various difficulties in this process.
Inhibition is a significant barrier in language learning, particularly in speaking activities Unlike reading, writing, or listening, speaking necessitates immediate interaction with an audience Many learners feel inhibited when attempting to communicate in a foreign language due to fears of making mistakes, facing criticism, or feeling self-conscious about the attention their speech draws.
A common challenge faced by teachers is students' inability to articulate their thoughts, often stemming from a lack of motivation to communicate beyond a sense of obligation This issue, highlighted by Lawtie (2004), requires effective strategies to encourage self-expression and engagement in the learning process.
Uneven participation poses a significant challenge for teachers, as only one participant can speak at a time to be heard In larger groups, this results in limited speaking time for each individual Additionally, some learners tend to dominate discussions, leaving others with little opportunity to contribute.
The use of a shared mother tongue among learners can pose challenges in language acquisition, as students may rely on their native language instead of practicing the target language This tendency can hinder their progress and limit opportunities for effective communication in the new language.
Speaking in a foreign language can be challenging for learners, as it often feels unnatural and exposes them to vulnerability, leading them to revert to their mother tongue Lawtie (2003) emphasizes that the effectiveness of speaking tasks hinges on their appropriateness for the students' proficiency level; tasks that are too difficult or too easy can result in disengagement and a return to the first language To address these challenges, Lawtie (2004) suggests that teachers should carefully evaluate the speaking activities they implement, ensuring they are engaging enough to foster genuine communication Ultimately, creating successful speaking activities that encourage high participation and motivation demands significant effort from teachers in their design and execution.
An overview of group work using in speaking activities
2.3.1 Ways to divide the whole class into small groups
Teachers can encourage collaboration among students who share an interest in a specific topic, fostering a motivating environment that allows them to express their genuine enthusiasm for the subject matter.
Teachers should provide a diverse list of topics related to the lesson, allowing students to select their interests and form groups accordingly However, when too many students share the same interest, it can complicate group formation To address this issue, teachers can encourage students to create smaller groups of three to five members, ensuring a variety of interests within each group.
2.3.1.2 Grouping students by different abilities
The goal of this method is to enable students to support each other in achieving their learning objectives By forming teams with varying skill levels, including high achievers, average students, and those who struggle, students collaborate on tasks This collaboration allows advanced learners to assist their peers in enhancing their English speaking skills For instance, when a student struggles to articulate their thoughts in English, their teammates can offer guidance, leading to significant improvement in their language proficiency over time.
To optimize classroom time, teachers frequently group students who sit adjacent to one another, as these students tend to have a better understanding of each other This proximity fosters stronger teamwork and collaboration, allowing them to work together more effectively than those seated further apart.
While collaboration among students can enhance task completion, a potential drawback arises when they have too much in common, leading to distractions as they engage in off-topic conversations instead of concentrating on the discussion at hand.
Random student groupings are a widely accepted method for creating fair teams, often achieved through counting off, pairing up, or drawing lots This approach minimizes disputes and maintains consistency; however, it can result in imbalanced skill levels among students, leaving less active participants without opportunities to express their ideas Furthermore, the lack of familiarity among students may hinder effective collaboration.
A "group" refers to a collection of individuals who come together to exchange ideas or address challenges Jacobs and Hall (1994) suggest that even two individuals can form a group, but determining the optimal group size varies by situation They also note that smaller groups encourage more participation from each member and reduce the likelihood of anyone being overlooked.
Smaller groups allow for easier control and require fewer management skills, enabling quicker decision-making through the input of a few members.
In his 1996 action research, William Pellowe emphasized the significance of pair work activities, highlighting that they are a crucial component of many educators' language teaching strategies He clarified that "pair" typically denotes groups of two, but can also include three members in classes with an odd number of students.
Likewise, according to Jaques (2000, pp.52-53), doing a small group activity is one way to
“change the pace” in the classroom The aim of this division is to generate ideas, increase students’ confidence in their answers, and encourage broad participation in a plenary session
This approach allows students to validate their ideas in pairs before presenting them to the entire class, fostering greater confidence, especially among shy students, and encouraging more active participation in classroom activities.
2.3.2.2 Grouping of three, four or five members
When faced with challenging tasks, students benefit from increased collaboration, making larger groups of three to five members more effective than pair work In these groups, a designated leader assigns tasks to each member, ensuring that everyone contributes to the overall project Once the individual tasks are completed, the leader compiles the results to create a cohesive final product.
It means that the leader is the key to the success which requires the teacher to have deep understanding of the class to indicate the responsible leaders
2.3.2.3 Groups of more than five members
In Jacobs’ opinion, larger groups are the best choice for doing big tasks because they
Increasing the diversity of individuals within a group, including their skills, personalities, and backgrounds, enhances the overall dynamics Additionally, larger groups tend to minimize the number of separate teams, allowing teachers to monitor and manage them more effectively.
The optimal size of student groups in a classroom is influenced by various factors, including the physical layout of the space and the nature of the tasks at hand For effective discussions, small teams of two to four members are recommended Kagan (1992) suggests that groups of four are particularly beneficial for speaking lessons, where students initially collaborate in pairs before engaging with another pair, fostering interaction and enhancing communication skills.
19 can make use of the strong points of pair work, besides; the whole group can deal with such puzzling challenges within a short time
2.3.3 Benefits of using group work activities
Hamm and Adams (1992) conducted approximately 400 studies on the impact of cooperative, competitive, and individualistic learning on student achievement, revealing that students in cooperative learning environments significantly outperformed their peers in other settings This approach allows learners to support one another, fostering a collaborative atmosphere where they can collectively reach their goals By bringing together students from diverse backgrounds and skill levels, cooperative learning enables stronger students to assist those who may struggle, enhancing their understanding and retention of knowledge.
Simultaneously, the weak ones could learn these knowledge units in more details
The writers presented the benefits of cooperative learning to the students as followed:
Learning in small groups improves academic performance among high-and-low achieving students
Minority of students have made consistently favorable achievements in working in groups
Disadvantaged students significantly benefit from collaborative learning techniques
Working in mixed-ability groups doesn’t stifle individual initiative
Cooperative learning has positive effects on students’ self-esteem, social relations, attitudes toward mainstreamed students, and race relations
By teaching others, all of the students actually come to understand the material better
Research indicates that students develop cooperative behavior skills that extend beyond their learning teams, positively influencing their interactions with peers outside of these groups Furthermore, these skills are beneficial in unstructured social situations, demonstrating the broader impact of collaborative learning on social behavior.
In general, using group work activities is one of the best techniques to foster students’ speaking skills as well as their social skills
Besides the above benefits, students have to face a lot of problems or challenges in teamwork activities
2.3.4 Challenges in using group work activities
2.3.4.1 Loosing cooperation towards members of groups
Previous related study
Various researchers have explored factors influencing students' participation in group work, utilizing methods such as interviews, observations, and journals from second or foreign language learners A notable study by Dwyer and Heller-Murphy in 1996 involved interviewing six Japanese students at the University of Edinburgh to uncover reasons for their reluctance to engage in language classrooms The findings revealed that students often hesitate to participate due to fears of public failure, making mistakes, low English proficiency, lack of self-confidence, and unfamiliarity with the rules and norms of English conversation.
Liu and Jackson (2009) explore the issue of student reticence in English speaking lessons at the tertiary level, utilizing surveys, observations, reflective journals, and interviews for data collection Their findings indicate that students with higher proficiency levels are more inclined to participate in class discussions, while pair work is favored over lectures Increased exposure to spoken language and familiarity with the classroom environment enhances students' willingness to engage Similarly, Liu (2011) highlights reticence and anxiety among students in a Chinese context, revealing that many prefer silence due to fear of language risks Factors contributing to this reluctance include lack of self-confidence, inadequate preparation, fear of mistakes, disinterest in discussions, and individual personality traits, as noted by Hamelock & Friesen (2012).
Donald (2010) explores the phenomenon of reticence among teachers and students, revealing that the fear of making mistakes and the methods of error correction significantly contribute to students' reluctance to participate The study also highlights that engaging in group work effectively diminishes this reticence among participants.
A 2012 study by Riasati explored the perceptions of Iranian EFL learners regarding factors that affect their willingness to speak in language classrooms The findings revealed several influencing factors, including the type of tasks, discussion topics, the role of the interlocutor and teacher, classroom atmosphere, learners' self-assessed speaking abilities, and personality traits Additionally, the study highlighted that students' fears of evaluation and concerns about speech accuracy significantly diminished their willingness to participate in class discussions.
On the report of Hanh Nguyen (2015), students’ participation in group work activities is regarded as low level These findings are in agreement with previous studies in Asia settings
Students in Asia, particularly those at Hanoi University of Industry, often exhibit strong listening skills but tend to be less active participants in language classes Key factors influencing student participation include linguistic abilities, teaching methods, personality traits, personal beliefs, motivation, and socio-cultural influences Notably, a significant barrier to active engagement is the students' limited vocabulary.
Group work has become a significant area of research, particularly with the rise of communicative language teaching in Vietnam over recent decades While many studies focus on group work skills, there is a notable gap in exploring learners' behaviors and attitudes, especially among young learners in primary schools, as most research tends to emphasize adult learners This lack of focus presents challenges in gathering comprehensive information for my study within the Vietnamese context Consequently, my research is based on the limited resources available in libraries and online.
METHDOLOGY
This chapter presents the methodology The writer is going to use survey research
Survey research is one of the most commonly used methods to gain information about a population of interest
Survey research can be conducted through various methods, including questionnaires, interviews, and observations These techniques allow researchers to gather data from a substantial number of participants without needing to survey the entire population.
Survey research allows researchers to gain information from indirect ways such as via telephone, mail not the only way in-person
The selection of samplers is determined by chance or not which contribute to the decision whether the result of the research can be generalize to a large population or not
Questionnaires with semi-open questions, direct observation and qualitative interview are applied in this survey research as measures to collect data for analyzing
Students from three fifth-grade classes at Phung Hung A Primary School have been learning English since grade one, resulting in varying proficiency levels While stronger students navigate the language with relative ease, others struggle, particularly with speaking skills during interactive activities The school employs the VNEN model, which fosters effective classroom management conducive to group discussions.
3.1.2 The textbook and the Let’s talk activities
The primary textbook, published by the Vietnam Education Publishing House and authored by a team led by chief writer Hoang Van Van, focuses on enhancing speaking communication skills It places significant emphasis on listening and speaking, with particular attention given to pronunciation, including word and sentence stress.
The book features 20 diverse units along with four review lessons, each unit comprising three lessons that are divided into two 35-minute periods Each unit is structured around five key components: topic, competencies, sentence patterns, vocabulary, and phonics, ensuring a comprehensive learning experience.
4 Listen and circle/ number/ write/complete/tick
"Let’s Talk" is a key section in the English curriculum for 5th graders at Phung Hung A Primary School, typically positioned as the third part of each lesson This section is designed to enhance students' speaking skills by providing opportunities for group work, where students collaborate to complete tasks related to the "Let’s Talk" activities.
31 normally through discussing the topic with the suggested structures The duration is approximate 15 to 20 minutes
( Let’s talk activity for unit 2 page 13 English 5-semester 1)
Phung Hung A Primary School is situated in Khoai Chau district, Hung Yen province, approximately sixty kilometers from Hanoi The region has underdeveloped industries and services, with most households relying on agriculture for their livelihood A small number of residents work as officers in state administrative agencies, while others are employed in garment companies.
At Phung Hung A Primary School, students exhibit a strong commitment to their education, particularly in learning English, despite it not being a major subject in the area The school community, including both teachers and students, actively works to enhance teaching and learning outcomes Students recognize the significance of English for their future, leading to a vibrant and energetic learning environment They participate in VNEN classes and engage in group work activities, which are integral to their learning process The classroom is arranged to facilitate collaboration, with students sitting in groups of four to six and rotating seats monthly to form new groups, fostering teamwork and interaction.
Teaching English used to be administered in traditional ways It meant that learning English with too much emphasis on grammar in stead of improving the use of English or
English has been a core subject in primary schools in Hung Yen for several years, yet the limited two periods per week have proven insufficient for developing effective communication skills, particularly in stress and intonation as recommended by MoET Since the 2016-2017 school year, some primary schools in Khoai Chau have increased English instruction to four periods weekly, supplemented by two additional sessions from Victoria Education Company Additionally, a select number of schools participated in a 2020 English program that offered six periods of instruction per week, utilizing new course books that focus more on speaking and listening skills Despite these improvements and upgraded school facilities, students still struggle with effective communication in English To enhance students' communicative abilities, many English teachers have integrated group work activities, particularly speaking discussions and "Let’s Talk" exercises from the English 5 course book.
Teachers often find it impossible to cover the entire textbook during class, leading them to omit simpler sections and assign them as homework to concentrate on key lesson topics Despite this, "Let's Talk" activities remain a priority, with educators dedicating significant attention to ensuring students engage in these discussions Group work is frequently utilized in these activities, although its effectiveness has yet to be thoroughly researched.
The study will utilize survey research methods, employing questionnaires and observations to gather information and evidence All comments, recommendations, and conclusions will be derived from the analysis of the collected data.
In this study, the researcher used both quantitative and qualitative methods Bouma has stated
Both qualitative and quantitative approaches are essential in social sciences research, as they leverage the strengths of each method (Johnson, Onwuegbuzie, & Turner, 2007) Quantitative analyses utilize descriptive and inferential statistics, while qualitative analyses generate expressive data that offers detailed narratives to address research objectives Quantitative data can be gathered through self-reports and physiological tests, whereas qualitative data is collected through focus groups and structured interviews (Creswell, 2013) The quantitative approach aims for objectivity and control, providing standardized methods for hypothesis testing (Burns, 1999) In contrast, qualitative research explores participants' opinions, actions, and experiences through interviews and observations, contributing to the literature review's foundational knowledge A key advantage of qualitative methods is the collection of extensive and detailed data, which offers researchers rich insights (Burns, 1999; Larsen Freeman & Long).
3.2.1 Research design and the rationale for the choice of design
For this study, a quantitative approach using survey design was selected due to its effectiveness in describing trends and characteristics within a population As noted by Creswell (2012), surveys are ideal for understanding individual attitudes, opinions, and practices, as well as evaluating program effectiveness and identifying community needs Specifically, the researcher seeks to explore students' reluctance to engage in group work activities in English as a Foreign Language (EFL) classrooms and to uncover the underlying causes of this reluctance.
Surveys are an effective method for gathering data, allowing researchers to measure multiple variables efficiently without significantly increasing time or costs They enable the collection of information from a large number of participants quickly and at a low cost Moreover, surveys can be conducted anonymously, which helps to eliminate bias in the responses.
This study will take place at Phung Hung A Primary School, a leading institution in Khoai Chau district, Hung Yen province, known for its commitment to innovative teaching methods through the VNEN project At this school, group work activities are a common practice, typically involving pairs or small groups of two to four students engaging in discussions on various topics The emphasis in English language instruction is on enhancing students' communication skills, fostering their ability to effectively express themselves in English.
The subject pool of the study is limited to grade 5 students at Phung Hung A Primary school
In the light of sampling, the population of this study consists of 120 students
A survey questionnaire was utilized in this study consists of two main parts:
The initial section of the questionnaire is based on the Willingness Scale for Participation in Group Work by Fushino (2010), designed to assess students' reluctance to engage in group activities through ten specific items Each item is evaluated using a 5-point Likert scale, where responses range from 1 (strongly disagree) to 5 (strongly agree).
FINDINGS AND DISCUSSIONS
A study was conducted using a structured questionnaire to analyze the factors influencing student participation in group speaking activities, based on a survey of 98 primary school students The questionnaire scales were validated through scientific reviews and expert discussions Strategic factors were assessed using a Likert scale ranging from 1 (disagree) to 5 (completely agree) The findings highlighted key factors that directly contribute to enhancing student engagement in group work and assist teachers in adopting more effective teaching methods Statistical methods employed in the analysis included frequency, mean (X̅), and ranking.
To evaluate the reliability of the scales, researchers employed Cronbach's alpha, Corrected Item-Total Correlation, and Cronbach's Alpha if Item Deleted A scale is considered reliable if it meets the criteria of Cronbach's Alpha greater than 0.7 and a Corrected Item-Total Correlation between 0.3 and the Cronbach's Alpha if Item Deleted, which should also be lower than the overall Cronbach's Alpha (Hoang Trong - Chu Nguyen Mong Ngoc, 2008) The results presented in Table 6 indicate that the eight strategic factors, comprising 29 scales, achieved the necessary statistical reliability, thus enabling further analysis and inspections.
Cronbach's Alpha if Item Deleted Factors relating to the teacher (α=0.822, n=5)
1 I am frightened when I don’t know well goals of group tasks and teacher’s instruction
2 I am reluctant to take part in group work because I am afraid of teacher’s harsh comments
3 I am uncomfortable with being in groups arranged by teacher
4 The boring topics of group work make me unwilling to participate in group work
5 The allowance time for group work is not enough .538 809
1 I always think that other students perform better than
2 I am a shy student so I do not talk much in group work
3 Group discussion without well preparation drives me nervous
4 I show better in individual work than in group work .514 896
5 Group work gives chance for more noise in classroom
6 Group work means time-consuming .754 880
7 I am ashamed to make to many mistakes in group work
8 I don’t want to make other members lose face because of my unfavorable comments
9 I expect to learn from teacher’s presentation more than from classmates in group work
10 I don’t like group work because conflicts during group work can destroy relationship between members even after the class
1 I am scared that I would make dramatical grammar errors when I speak in group work
2 I am inconfident with my pronunciation in speaking discussion
3 I lack vocabulary to express my ideas in discussing .777 849
1 I am not interested in English so I feel reluctant to engage in group discussion
2 I do not try my best in group work because it is seperated from tests and exams
3 I am not excited to take part in group discussion because I have no opportunities to practice English outside the classroom
Students’ participation in group work speaking activities (α=0.8742, n=8)
1 I try to pay attention during group work .340 733
2 I listen to other members’ ideas attentively .414 720
3 I am willing to answer other members’ questions if having
4 I will give questions if thre is something unclear to me
5 I give constructive feedback and detailed comments on others’ ideas
6 If I have a disparate opinion, I will express it to other members
7 I am willing to connect members if there are any conflicts
8 I try to use English to communicate during group work
Table 1 demonstrated that all the variables of the specific variables are converging
(decatibility 63.362% the maximum level of the factor is specified in the undefined module), KMO factor (0.781> 0.6) and Sig 2), diferentiation of vảiables> 0.5 are fit to requested theories
Table 2: Explore independent factors Analysis
1 I always think that other students perform better than I do
2 I am a shy student so I do not talk much in group work
3 Group discussion without well preparation drives me nervous
4 I show better in individual work than in group work
5 Group work gives chance for more noise in classroom
6 Group work means time-consuming .695
7 I am ashamed to make to many mistakes in group work
8 I don’t want to make other members lose face because of my unfavorable comments
9 I expect to learn from teacher’s presentation more than from classmates in group work
10 I don’t like group work because conflicts during group work can destroy relationship between members even after the class
Factors relating to the teacher
1.I am frightened when I don’t know well goals of group tasks and teacher’s instruction
2.I am reluctant to take part in group work because I am afraid of teacher’s harsh comments
3.I am uncomfortable with being in groups arranged by teacher
4.The boring topics of group work make me unwilling to participate in group work
5.The allowance time for group work is not enough
1 I am scared that I would make dramatical grammar errors when I speak in group work
2 I am inconfident with my pronunciation in speaking discussion
3 I lack vocabulary to express my ideas in discussing
1 I am not interested in English so I feel reluctant to engage in group discussion
2 I do not try my best in group work because it is seperated from tests and exams
3 I am not excited to take part in group discussion because I have no opportunities to practice English outside the classroom
KMO and Bartlett's Test 0.781 Sig 0.000
Table 3: Explore dependent factors Analysis
4.2.1 Factors relating to the teacher
Table 4: Factors relating to the teacher
1 I am frightened when I don’t know well goals of group tasks and teacher’s instruction
2 I am reluctant to take part in group work because I am afraid of teacher’s harsh comments
3 I am uncomfortable with being in groups arranged by teacher 3.50 2
4 The boring topics of group work make me unwilling to participate in group work
5 The allowance time for group work is not enough 3.31 5
Factors relating to the teacher 3.40
The study reveals that the fear of receiving negative comments from teachers is a significant concern among students, with an average score of 3.51 Over half of the participants expressed discomfort with the feedback provided by teachers, leading to reluctance in engaging in group work This finding highlights a troubling trend, as many students appear to struggle with unfavorable evaluations from their instructors Furthermore, a teacher's attitude towards students' mistakes can adversely affect their self-awareness and willingness to participate in class activities (Tanveer, 2007; Young, 1991).
The second key factor influencing student behavior in group work is the teacher's approach to grouping students Specifically, the size of the groups and the dynamics among group members play a crucial role Observational notes align with recent studies indicating that larger groups, particularly those exceeding five members, can hinder the effectiveness and success of collaborative efforts (Kagan, 1992; Hanh Nguyen, 2012).
Social interaction and relationships among group members significantly influence teamwork outcomes (Melles, 2004) Additionally, a study by Phuong-Mai (2008) revealed that Vietnamese secondary students prefer to work in groups with friends rather than unfamiliar peers.
Table 1 indicates that the time allowance for group work is not a significant concern for participants, as nearly fifty percent of responses fall under "neither agree nor disagree."
During teamwork, it is crucial to address the lack of interest in group discussion topics, as this issue ranks among the top three factors influencing engagement According to Wang Ping's research (2010), individuals are often reluctant to engage in discussions about uninteresting subjects, whereas they are eager to converse about topics that captivate them Approximately 50% of students reported that dull topics negatively impact their attitude towards group work, with 25.5% strongly agreeing that they are less inclined to participate in discussions when the topics are unappealing.
Teacher's unclear instructions ranked fourth highest with a mean score of 3.34, indicating that nearly half of the participants felt hesitant when they did not fully understand their tasks in teamwork This suggests that the clarity of teachers' instructions is crucial for the success of students in group discussions (Frischner).
Wade's research (1994) indicated that a key factor hindering student participation in group work is the teacher's role as an instructor This finding is further supported by subsequent evidence from 2000, reinforcing the notion that the teacher's approach significantly impacts student engagement in collaborative activities.
1 I always think that other students perform better than I do 3.10 9
2 I am a shy student so I do not talk much in group work 3.27 4
3 Group discussion without well preparation drives me nervous 3.32 3
4 I am better in individual work than in group work 3.33 2
5 Group work gives chance for more noise in classroom 3.21 6
6 Group work means time-consuming 3.23 5
7 I am ashamed to make to many mistakes in group work 3.36 1
8 I don’t want to make other members lose face because of my unfavorable comments
9 I expect to learn from teacher’s presentation more than from classmates in group work
10 I don’t like group work because conflicts during group work can destroy relationship between members even after the class
Students' learning styles significantly impact their performance in English classes and group work activities Many learners experience shyness, which affects their participation in discussions Approximately 75% of students feel embarrassed about making mistakes during team discussions, leading to a fear of losing face This anxiety often results in reluctance to speak up or share opinions in group tasks, hindering their overall engagement and contribution.
A significant portion of students expressed a preference for individual work over group collaboration, with more than half of the participants agreeing or strongly agreeing that they excel in solo tasks This indicates a prevailing attitude towards valuing personal effort over the dynamics of teamwork.
Wigfield and Eccles (2000) highlighted the connection between students' awareness and their roles in English group discussions, demonstrating that individual choice, persistence, and performance are influenced by learners' beliefs about their potential for success and the perceived value of the activity This theory helps explain why students with differing beliefs behave variably in group tasks; those who value group work tend to collaborate effectively, while others may not As Rim-Kaufman and Sawyer (2004) noted, attitudes and beliefs shape the mental states that drive actions In this context, many students strongly believe that individual work yields better results than group work, which may account for their limited participation in group discussions, falling short of teachers' expectations.
A significant factor affecting student participation in speaking activities is the lack of preparation, with 71% of students expressing nervousness when unprepared Research by Mustapha, Nik Abd Rahman, and Yunus (2010) highlights that this lack of preparation, along with fears of making mistakes in front of peers and teachers, contributes to decreased involvement in class Additionally, students' pursuit of perfection often leads to reluctance in engaging with others, resulting in a quiet atmosphere during discussions.
The data indicates that the lowest mean scores were recorded for three specific items: first, students often feel that their peers perform better than they do; second, there is a reluctance to make fellow group members feel embarrassed due to negative feedback; and third, students tend to rely more on their teachers' presentations for learning rather than on their classmates during group work.
1 I am scared that I would make dramatical grammar errors when I speak in group work
2 I am inconfident with my pronunciation in speaking discussion 3.16 2
3 I lack vocabulary to express my ideas in discussing 3.03 3
A significant barrier to participation in group work is the lack of language ability, with poor pronunciation and insufficient vocabulary also contributing to this issue Hanh Nguyen (2015) highlights that many students struggle to articulate their ideas during discussions due to vocabulary limitations, a finding supported by Coetazzi and Jin (1996) and Lightbrown and Spada (2006), who also identify vocabulary deficiency as a major factor in students' reluctance to speak Notably, the fear of making grammatical mistakes ranks as the primary reason for students' inactivity in group discussions, underscoring the importance of addressing these language challenges to enhance participation.
CONCLUSIONS
This study investigates the participation of fifth-grade students in group work discussions and the factors influencing their involvement The analysis and discussion of the results reveal several significant outcomes regarding student engagement in collaborative learning.
The study examined how 5th graders at Phung Hung A Primary School participate in group discussions, revealing that while students showed high levels of participation and willingness, their engagement was inconsistent Despite staying focused on group tasks, many students exhibited low motivation and expressed significant disagreement regarding the implementation of these tasks Consequently, there is a need to enhance students' belief in the effectiveness of group discussions to improve their overall engagement and motivation.
Several factors influence students’ participation in group discussions, primarily related to both teachers and students A significant concern for students is the fear of receiving negative feedback from teachers, with over eighty percent acknowledging that such comments can make them uncomfortable Additionally, students’ low English proficiency contributes to their hesitation, particularly their anxiety about making grammar mistakes during discussions This focus on grammar correction creates pressure, further diminishing their motivation to engage in group discussions Furthermore, limited opportunities to practice English in real-life situations and the disconnect between testing and communication skills are key demotivating factors that hinder student participation in speaking activities.
To sum up, these above presented findings are the basics for the researcher to offer some recommendations to enhance the effectiveness of group discussion in primary schools
Group discussions can become unproductive if not properly organized by the teacher To enhance engagement, it is advisable for educators to form small groups of four students with varying skill levels Mixed-ability groups allow students to support one another while minimizing disruptions Initially, teachers may struggle to understand their students' dynamics, making interest-based or convenient grouping beneficial It is essential for teachers to offer substantial support in vocabulary, structure, pronunciation, and idea generation to facilitate effective discussions.
Solving araising problems in implementing group discussion
Controlling disruptive noise during teamwork is essential for effective collaboration Establishing clear rules and consequences before group activities can help maintain focus Appointing an active leader to oversee the team can further enhance productivity Additionally, teachers should select engaging topics to capture students' interest and minimize off-topic conversations Incorporating an evaluation checklist that assesses group attitudes will encourage appropriate behavior and should be communicated prior to the tasks.
To effectively manage group tasks in educational settings, teachers should break down topics into subtopics of varying difficulty levels This approach ensures that advanced groups tackle more challenging subjects, preventing situations where one team completes their work faster than others, while less experienced teams face undue pressure Additionally, incorporating extra tasks serves as a proactive measure to enhance learning outcomes for all students.
There are ways of motivation to employ in order to enhance students’ participation in group work discussion
Utilizing visual aids and authentic materials, such as posters and street signs, can enhance students' engagement by connecting lessons to real-life contexts Teaching and learning facilities play a crucial role in this approach Additionally, addressing the fear of making mistakes is essential, as it often demotivates students; they should understand that errors are a natural part of the learning process Teachers should emphasize positive feedback to foster a supportive learning environment and mitigate any negative impacts on students' attitudes toward learning.
The current testing and evaluation systems for primary students, as outlined in Curricular 22 by Moet, require urgent reform With only one test assessing four skills each semester, there is no incentive for class participation, leading to decreased student engagement in speaking and discussion activities The absence of speaking tests diminishes motivation for both teachers and students to focus on speaking skills Therefore, it is essential to implement regular speaking exams within the evaluation scales to enhance the learning experience and foster greater participation.
Teachers should provide more opportunities for students to practice English outside the classroom, and an effective way to do this is through English clubs These clubs allow members to collaborate on projects and present their work monthly, fostering speaking skills Additionally, annual speaking contests among English clubs from different primary schools in the area further enhance students' language experience and confidence.
English and speaking discussion in groups familiar to students which motivate them to participate attentively in class
Fostering students’ awareness of group work
According to the expectancy-value theory, individual choices, persistence, and performance are influenced by beliefs about the likelihood of success and the perceived value of the activity This suggests that there is a direct relationship between learners' perceptions and their engagement levels It's essential for students to recognize that language facilitates social interaction, and participating in teamwork enhances this understanding Students who are aware of the benefits of group work can set personal goals and develop a positive attitude, fostering greater participation in discussions Additionally, providing training courses to equip students with necessary skills for group activities is crucial for their success.
Research shows that many students struggle with teamwork discussions due to low English proficiency To address this, it is essential for students to improve their skills across all four areas of the language One effective strategy is to expand vocabulary by reading supplementary materials and textbooks Young primary school students can benefit from using visual aids and authentic resources like magazines and cartoons, which make learning social English more relatable and enjoyable This approach not only helps build vocabulary but also enhances pronunciation and speaking skills Additionally, students are encouraged to explore online educational platforms such as Monkey Junior, Monkey Stories, and Etupiad, designed to develop English skills for young learners Finally, engaging in English teamwork activities outside of class provides valuable opportunities for practice and learning from peers.
Despite extensive research on group work, many issues remain unresolved Future studies should involve larger participant groups and diverse settings The current data was gathered from 120 students at Phung Hung, highlighting the need for broader investigations to enhance understanding in this area.
The study conducted in a primary school may not fully represent all fifth graders in Khoai Chau, suggesting that future research should consider a broader scope Additionally, exploring various aspects of group work, such as the optimal number of participants for primary school group activities, can provide valuable insights Investigating the impact of group work on English language learning success, as well as examining teachers' perspectives on group discussions and effective teamwork strategies, are recommended areas for further research.
This study still has three significant limitations in spite of the researcher’s great effort during the process of conducting this research
The study's scope is limited, involving only 120 students and receiving feedback from just 98, which renders the data insufficient for generalizing findings to the entire primary student population in Khoai Chau, Hung Yen Furthermore, the research was conducted at Phung Hung A Primary School, a leading institution, which may not provide a comprehensive view of the broader educational context.
The research is limited to two specific questions, overlooking various other important factors such as the optimal number of group members, suitable discussion topics, appropriate time allocations for group discussions, and the perspectives of teachers.
