INTRODUCTION
Rationale for the research
To effectively use any language, learners must master essential skills: listening, speaking, reading, and writing Among these, speaking is often regarded as the most crucial skill in the language learning journey As Nunan (1991) highlights, many people consider the ability to engage in conversation as the primary measure of success in learning a second language Consequently, enhancing speaking skills is vital in language programs, especially in English as a Foreign Language (EFL) and English as a Second Language (ESL) contexts.
Learning to speak a foreign language is often seen as one of the most challenging tasks for students (Brown and Lee, 2015) Mastery of key elements such as pronunciation, grammar, vocabulary, fluency, and comprehension is essential for effective communication Without proficiency in these areas, communication can become hindered Additionally, various factors can impact students' performance, including limited opportunities for meaningful communication and the challenges posed by large or mixed-ability classes, which can diminish motivation in developing English as a Foreign Language (EFL) speaking skills.
In my seven years of experience teaching English at a high school in Thai Binh, I have observed that the focus on grammar and vocabulary often overshadows the importance of speaking practice This neglect has created a significant gap between the objectives of speaking lessons and actual classroom activities As a result, students struggle with pronunciation, possess a limited vocabulary, and frequently misunderstand the teacher's instructions, leading to a lack of confidence when speaking English Addressing these pronunciation challenges is not only necessary but urgent, emphasizing the responsibility of students to improve their speaking skills.
Teachers play a vital role in providing students with opportunities to practice their speaking skills By implementing effective teaching techniques, educators can foster an active and creative learning environment in the classroom Among various methods, Kagan cooperative learning structures have been identified as a particularly effective approach to enhance student engagement in speaking activities.
Kagan cooperative learning structures are implemented globally, including in Vietnam, as an effective method for teaching speaking skills through collaboration This approach encourages students to work together, facilitating discussions and task completion, which reduces silence during speaking activities Additionally, cooperative learning fosters bravery and confidence among students, providing opportunities for individual support and assistance from peers By collaborating, students can enhance their vocabulary and pronunciation while practicing speaking and receiving feedback from one another Ultimately, this method increases students' speaking opportunities and strengthens their communication skills.
To enhance the speaking skills of 11th-grade students at Me Linh High School in Thai Binh, I have been motivated to explore the benefits of Kagan cooperative learning structures in language teaching This study aims to demonstrate how these collaborative techniques can effectively improve students' speaking abilities in the classroom.
Research objectives
This research was designed to improve the students’ speaking skills by using KCLS Generally, the primary objectives of the study were set up as follows:
- Exploring how the use of KCLS in teaching English can enhance 11 th grade students’ English speaking skills
- Finding out the opinions of high school students of the use of KCLS in English speaking lessons
1 How can the use of Kagan cooperative learning structures in teaching English speaking enhance Me Linh 11 th grade students’ English speaking skills?
2 What are the students’ opinions of Kagan cooperative learning structures?
This thesis examines the use of KCLS in enhancing English speaking skills among 11th-grade students at Me Linh High School over a ten-week period during the first term of the 2018-2019 academic year The speaking activities utilized in this study are carefully selected and adapted from the textbook "Tiếng Anh 11."
Briefly, English teachers, students and researchers can benefit from the results of this research
English teachers, particularly those who have previously overlooked their students' speaking abilities, will gain fresh insights into teaching methodologies by incorporating cooperative learning structures to enhance speaking skills.
The new method aims to create an engaging and dynamic environment for students during their speaking lessons, allowing them to benefit directly from the experience This innovative approach offers students a stress-free opportunity to practice English speaking, enhancing their learning experience Additionally, it provides valuable insights for self-study, helping students to further improve their English speaking skills.
Finally, for the researchers, the study can provide useful information for further studies of the same topic in the future
The study was divided into three parts which are presented as follows:
Chapter 1- Introduction presents the rationale and the aims of the study, research questions, significance, scope as well as organization of the study
Chapter 2- Literature review reviews the literature relevant to the study which consists of the concept of teaching speaking, cooperative learning, the application of
Chapter 3- Methodology presents information about the context of the study, the participants, the instruments, the data collection procedure and data analysis procedure
Chapter 4 – Data analysis, findings and discussion is the main part of the study that reports and discusses the main findings according to research matter
Chapter 5- Conclusion presents the author’s reflection and the outcomes of the study as well as indicates some limitations of the study, and finally gives some suggestions for further research.
Scope of the research
This thesis examines the application of KCLS in enhancing English speaking skills among 11th grade students at Me Linh High School over a ten-week period during the first term of the 2018-2019 academic year The speaking activities utilized in this study are carefully selected and adapted from the textbook "Tiếng Anh 11."
Significance of the research
Briefly, English teachers, students and researchers can benefit from the results of this research
English teachers who have previously overlooked their students' speaking abilities will gain fresh insights into enhancing these skills through the implementation of cooperative learning structures in their teaching methodology.
The new method aims to create an engaging and dynamic environment for students during their speaking lessons, allowing them to directly benefit from a fresh approach to learning This innovative technique enables students to practice English in a stress-free setting while gaining valuable experiences that enhance their self-study efforts and improve their English speaking skills.
Finally, for the researchers, the study can provide useful information for further studies of the same topic in the future.
Structure of the research
The study was divided into three parts which are presented as follows:
Chapter 1- Introduction presents the rationale and the aims of the study, research questions, significance, scope as well as organization of the study
Chapter 2- Literature review reviews the literature relevant to the study which consists of the concept of teaching speaking, cooperative learning, the application of
Chapter 3- Methodology presents information about the context of the study, the participants, the instruments, the data collection procedure and data analysis procedure
Chapter 4 – Data analysis, findings and discussion is the main part of the study that reports and discusses the main findings according to research matter
Chapter 5- Conclusion presents the author’s reflection and the outcomes of the study as well as indicates some limitations of the study, and finally gives some suggestions for further research
LITERATURE REVIEW
Speaking
Speaking is a vital process of sharing information between a speaker and listener, particularly in classroom settings where it facilitates the conveyance of ideas and arguments As a key language skill in foreign language learning, speaking involves building and sharing meaning through oral communication It serves as a bridge for learners, connecting classroom experiences to the real world (Hadfield, 1999:7) By mastering speaking, students learn to express themselves communicatively and interact meaningfully within society Therefore, it is essential for students to develop their speaking skills when learning a foreign language.
When teaching speaking skills, educators must consider key aspects outlined by Brown (2001), which include fluency, accuracy, pronunciation, and vocabulary These elements are essential for designing effective speaking activities that enhance student learning A well-structured speaking activity should incorporate all four aspects to ensure comprehensive skill development.
According to Harris (1974:81), fluency in speech is characterized by the speed and flow of language use A fluent speaker is someone who communicates quickly and confidently, exhibiting minimal hesitation, unnatural pauses, or false starts It is essential for speakers to understand where to appropriately pause and stop, allowing them to group words into meaningful units, such as phrases or clauses, enhancing the clarity and coherence of their speech.
While, accuracy focuses on issues of appropriation and other formal factors
Effective language learning involves mastering grammar, pronunciation, and vocabulary (Brumfit, 1984) According to Nunan (2003:55), accuracy in speech is achieved when students' language aligns with authentic usage in the target language To attain this level of accuracy, students must employ the correct grammatical structures in their communication.
Pronunciation is a crucial aspect of speaking, alongside fluency and accuracy Thornbury (2005) defines pronunciation as the ability to produce comprehensible utterances necessary for task completion Harmer (2001) expands on this by highlighting key elements of pronunciation, including pitch, intonation, individual sounds, spelling, and stress Effective pronunciation is vital as it conveys meaning; incorrect pronunciation can lead to misunderstandings and may offend others in conversation.
Vocabulary plays a crucial role in assessing students' English speaking fluency, as the choice of words must align with the topic at hand A proficient speaker needs a rich vocabulary to effectively convey their ideas Without adequate vocabulary, individuals struggle to communicate their thoughts clearly, both orally and in writing According to Thornbury (2005:22), speakers typically rely on three key elements when articulating their messages.
- When people speaking, they are involving high proportion of words and expressions that express their attitude (stance) to what is being said
Speakers often use positive and negative language to convey their evaluations, as much of communication serves an interpersonal purpose By recognizing what individuals appreciate or disapprove of, they can effectively express solidarity with others.
- A speech also usually employs deictic language, i.e words and expressions that point to the place, time, and participants in the intermediate or a more distant context
Vocabulary means the appropriate diction which is used in communication Therefore, it is necessary for the English teacher to put some effort in order to enrich the students’ vocabulary
The writer concludes that the four aspects of speaking are very important to be concerned by a speaker in order that the listeners can understand what the speaker says easily.
Teaching speaking
Teaching speaking can be defined as interactions of oral communication between teachers and students in the classroom Kayi (2006) says that teaching speaking has some functions to the students:
1 Teach the students to produce the English speech sounds and sound patterns
2 Use word and sentence stress and intonation patterns and the rhythm of the second language
3 Select appropriate words and sentences according to the proper social setting, audience, situation and subject matter
4 Organize their thoughts in a meaningful and logical sequence
5 Use language as a means of expressing values and judgments
6 Use the language quickly and confident with few unnatural pauses
The primary goal of teaching speaking in the classroom is to enhance students' oral communication skills and ensure they can speak effectively As noted by Harmer (2001), the focus of speaking instruction is to prepare students for successful communication.
To effectively teach speaking skills, educators must create activities that encourage real communication among students According to Wenxia (2008), teachers should focus on presenting language not just as a theoretical concept but as a means of communication Engaging learners actively in communication makes learning to speak in English more accessible Brown (1994:275) outlines essential principles that teachers should adhere to in order to enhance speaking instruction.
To enhance speaking skills, it is essential to employ diverse techniques that address various learner needs, balancing accuracy with interaction and fluency Incorporating intrinsically motivating methods and encouraging the use of authentic language in meaningful contexts is crucial Providing constructive feedback and correction is also important, alongside leveraging the natural connection between speaking and listening Additionally, offering students opportunities to initiate oral communication and fostering the development of effective speaking strategies will further support their growth in this area.
English teachers play a crucial role in enhancing students' speaking skills, necessitating effective teaching methods to address the challenges students encounter while learning English To foster an engaging and creative classroom environment, teachers must employ suitable techniques that encourage active participation As noted by Ur (1999:120), successful speaking activities hinge on specific characteristics that teachers should prioritize.
- Participation is even: It is said that the students should be grouped and organized to maximize the amount of student talk for each student
High motivation among learners drives their eagerness to engage in conversation, as they are either genuinely interested in the topic at hand or have fresh insights to share Additionally, their desire to contribute towards achieving specific task objectives further fuels this enthusiasm.
- Language is of an acceptable level: Learners express themselves in utterance that is relevant, easily comprehensive to each other, and of an acceptable level of language accuracy
To effectively motivate students to communicate in English, teachers should transform the classroom environment into an engaging and stimulating space By immersing students in interactive activities, educators can foster better communication skills Bailey (2003:48) emphasizes that an ideal teacher encourages student dialogue through group and pair work while minimizing their own speaking time This approach not only enhances student participation but also promotes a more dynamic learning experience.
9 should keep encouraging the students to get involved during the process of learning in the class most of the time.
Kagan cooperative learning structures
Kagan (2013) emphasized that structures are a key differentiator of the Kagan cooperative learning method, enabling the transformation of theoretical concepts into practical classroom applications These structures illustrate the social dynamics of teamwork through defined steps that guide interaction patterns According to Kagan and Kagan (2009), structures are "content-free, repeatable instruction sequences" that facilitate effective student interaction and embody the core principles of cooperative learning Kagan (2013) elaborated that these instructional strategies are versatile and can be applied to various content areas, fostering innovative activities All Kagan Structures consist of meticulously crafted sequences that enhance student engagement with peers, academic material, and instructors, while promoting the fundamental principles of cooperative learning Their simplicity and ease of use encourage long-term implementation in educational settings.
Kagan (2013) developed more than 200 instructional structures, each designed with specific steps and learning outcomes One effective example is the Inside-Outside Circle, which can be adapted for groups of any size and is suitable for students ranging from kindergarten to adults.
In 1996, it was described that students can engage in a structured activity by forming two large concentric circles, where those in the inner circle face outward and those in the outer circle face inward, pairing each student with a partner Rimmerman elaborated that the teacher introduces a prompt, allowing partners to discuss it while ensuring each participant has an equal opportunity to share their thoughts.
Kagan and Kagan (2009) suggest that after students have engaged in discussion and shared information within their group, one circle can rotate a specified number of partners to the left or right, allowing them to form new partnerships and restart the process.
The Kagan cooperative learning approach emphasizes the importance of selecting appropriate structures over strictly adhering to curriculum-bound activities According to Davidson (1994) and Kagan (1990), teachers must learn and integrate these structures into their lessons to implement Kagan's method effectively This approach aligns with key elements of cooperative learning identified by Johnson and Johnson (1999a) and Slavin (1990), such as positive interdependence and individual accountability Additionally, Kagan advocates for teaching the steps of the chosen structure before implementing cooperative learning activities (Davidson, 1994).
Kagan and Kagan (2009) developed ten functions of cooperative learning structures, focusing on interpersonal and academic categories These structures serve specific purposes, including class building, team building, social skills, communication skills, decision-making, knowledge building, procedural learning, information processing, thinking skills, and information presentation Various structures are effective for achieving diverse educational objectives, with many fitting into multiple categories A summary of their critical attributes and the benefits to the learning community is provided in Table 1.
Students out of seats interacting with all members in the class
Improved class climate with the resultant feeling that this is “our class”
Teambuilding Students interact with their Enthusiasm, trust, and support
Interpersonal assigned teammates in a pleasant and productive manner which produces more efficient academic work
Students obtain and refine social skills, character virtues, and emotional intelligence
More polite, cooperative, respectful, responsible students who are able to understand different viewpoints
Equalize communication and encourage positive communication patterns
Improved oral, written, and non- verbal communication among members of the community Decision
All students are given time to verbalize and hear other points of view before making a consensual decision for the team
Creation of more unified teams due to increased skills with conflict resolution, win-win, and consensual decision making Knowledge building
Students work together to gain knowledge and comprehension
Produces a high level of mastery of academic content and basic skills
Students work together to gain and refine skills and procedures
Students work together to talk about or review presented information
Allows content to move to long- term memory and clean the working memory
Students create and exchange novel, unique, and set-breaking ideas
Fosters an environment in which students questions, reflect, evaluate, and apply information Presenting
These structures allow for the sharing of information and ideas among teams or the class as a whole
Engages the community in higher level thinking and understanding multiple points of view
KCLS fosters teamwork among students, enabling them to collaborate effectively with partners and classmates in language learning This collaborative environment alleviates frustration, as learners support one another, discovering various strategies to address language challenges collectively Such structures create a positive atmosphere, preventing fatigue and allowing students to engage deeply with language concepts The following are some of the preferred KCLS techniques, as identified by Kagan (2001), that researchers can utilize to enhance student interaction and develop speaking skills.
The Three Step Interview involves students pairing up to conduct interviews on a specific topic In the first step, one student interviews their partner, after which they switch roles and repeat the process In the final step, pairs come together to share insights from their interviews in a Round Robin format, allowing for a collaborative exchange of knowledge.
The Think-Pair-Share strategy is a three-step cooperative learning approach First, participants silently reflect on a question presented by the instructor Next, they pair up to discuss their thoughts Finally, the pairs share their insights with other pairs, teams, or the whole group, fostering collaborative learning and engagement.
In the corners activity, students engage in decision-making by moving to one of the four corners of the classroom, each representing a different viewpoint: strongly agree, agree, disagree, or strongly disagree Once positioned, they collaborate with peers in their chosen corner to discuss their perspectives and reach a consensus Subsequently, a representative from each group presents their collective insights to the entire class, fostering a dynamic exchange of ideas and promoting critical thinking.
The "Two Stay, Two Stray" learning method involves dividing students into small groups of four to discuss a given assignment Two members from each group visit other groups to share their findings, while the remaining two students stay behind to receive information from the visiting members After the exchange, the visiting students return to their original group, fostering collaboration and enhancing understanding of the assignment.
Students are divided into groups to analyze and report their findings Each group engages in comparison and discussion of their results, culminating in a presentation by a selected member from each group to share their insights with the class.
The Jigsaw method involves dividing a curriculum into sections, with each group member assigned a specific part to study After collaborating and sharing their knowledge with one another, all participants will have a comprehensive understanding of the entire curriculum At the conclusion of the activity, each learner will take a quiz to assess their grasp of the complete material.
The inside-outside circle strategy engages students in active discussion by dividing the class into two equal groups: an inner circle and an outer circle The teacher facilitates the process by posing a specific question or problem, allowing students time to reflect before sharing their thoughts with their partners As the discussion progresses, students in the outer circle rotate to the left, forming new pairs for further dialogue This dynamic approach not only encourages collaboration but also enables students to record new ideas and insights in their notebooks, enhancing their learning experience.
Principles of Kagan cooperative learning structures
Kagan & High (2002) suggest that all the cooperative learning structures are carefully structured and designed to implement four basic principles of cooperative learning (PIES) The four basic elements are:
1) Positive interdependence occurs when gains of individual or teams are positively correlated For example, there is not positive interdependence when the teacher is working with the whole-class, the teacher makes a question, and student responds it, students are not on the same side, they are competing for the attention of the teacher Besides, Jacobs (2006) asserts that positive interdependence is a
14 perception among group members, he explains it with a good phrase “What helps one group member helps all, and what hurts one group member hurts all”
2) Individual accountability is observed when all students in a group of held accountable for doing a share of the work and for mastery of the material to be learned The element of individual accountability teaches the students to perform higher as individuals by learning as a team For example, if the teacher lets students know that following a discussion they will be asked to list ideas they have heard from others, then there is individual accountability for listening and the group will be less likely to have everyone talking and no one listening
3) Equal participation is noticed when each member of group is afforded equal shares of responsibility When Kagan structures are used, the interaction is very carefully designed so there is far more equal participation (Kagan & High,
2002) As a rule, the structures are constructed so that everyone can contribute equally, with no one being forgotten or opting out (Stenlev, 2003)
4) Simulations interaction is allowed when class time is designed to allow many student interactions during the period According to Kagan & High (2002), when the teacher calls on one student in a whole-class, the teacher has only one of thirty students producing language, this is a little over 3% of the class When teachers use Kagan structures 50% of the class is producing language For example, when the teacher makes a question, instead of calling on 3 students and each one giving one answer, with one of the structures everybody is participating.
Advantages of Kagan cooperative learning structures
In general, KCLS have a number of advantages for ESL students, including:
Collaborative learning environments enhance comprehensible input as students adapt their communication to match their peers' understanding during group activities This adjustment fosters clearer and more effective exchanges of ideas, leading to improved comprehension and learning outcomes.
Language is effectively utilized in real-life interactions, minimizing transference issues This approach fosters collaboration among students with diverse functional ideas, as they work together towards a shared objective within a practical context.
- Negotiation of meaning: Students have the opportunity to adjust their language output to make sure they understand each other
- Lowered affective filter: Whereas it is frightening to speak out in front of the class, it is easy for students to talk with supportive teammate
- Peer support: Students encourage and support each other in language use
- Enhanced motivation: Because the structures are engaging interaction sequence and students need to understand each other there is high motivation to speak and listen for understanding
Teachers are enhancing language use in the classroom by allowing students more opportunities to speak while working with structured activities In contrast, traditional whole-class question-and-answer sessions can be time-consuming, as teachers engage with each student individually, asking questions and waiting for responses.
Cooperative learning enhances a variety of essential social skills, such as listening, taking turns, effective communication, conflict resolution, leadership, and teamwork Students engaged in cooperative learning environments tend to be more polite and considerate, fostering a positive atmosphere Additionally, this approach promotes collaborative learning in language acquisition, allowing students to express their ideas and attitudes towards a second language effectively.
Diversity skills are crucial in the 21st century, as students who engage in heterogeneous cooperative teams develop the ability to understand and collaborate with individuals from different backgrounds These competencies are increasingly important in our diverse society.
These and many other advantages of the Kagan structures are documented and detailed at length in three publications: (Kagan, 1995; Kagan, Kagan, & Kagan, 2000; Kagan & McGroarty, 1993).
Role of the teacher in cooperative learning
Kagan (2008) emphasizes that while teachers initially face the challenge of mastering instructional structures, their efforts will ultimately simplify the teaching process Similarly, Johnson et al (1994) highlight the importance of a cooperative learning environment, stating that teachers must establish a highly structured and well-organized classroom to facilitate effective learning.
Creating an effective learning environment in the classroom involves setting clear goals, planning tasks, and arranging the physical space appropriately In Vietnam, teachers face challenges as many students are accustomed to traditional, teacher-centered education, where knowledge is transmitted and memorized This background can lead to resistance when students are introduced to cooperative learning, causing conflicts between their past experiences and new methods Additionally, group dynamics may lead to off-task behavior, negative interactions, and noise To address these issues, Kagan (1994) emphasizes the importance of teaching students about the significance of relationships in their lives, highlighting that effective communication and understanding are crucial for success in teamwork and other social interactions Therefore, fostering cooperative learning is essential for developing these vital skills.
In cooperative learning environments, teachers serve as essential resources, guiding and encouraging students to stay focused on their tasks They provide a wealth of materials and information that students can utilize to reach their goals Motivated to foster creativity and critical thinking, cooperative teachers empower students to collaboratively identify and solve problems.
Roles of students in cooperative learning
In cooperative learning, students take on significant responsibilities akin to that of a teacher, facilitating discussions by encouraging classmates to contribute examples and alternatives They ensure that all group members meet learning objectives and suggest tasks or procedures As noted by Richards and Rodgers (2001), students are guided to plan, monitor, and evaluate their own learning processes, a view supported by Kagan (1994).
The process of teaching encourages educators to deepen their understanding of the subjects they teach, focusing on effective methods to facilitate student comprehension It is essential for teachers to remember their own experiences and allow students to engage in activities they enjoy most, such as interacting with their peers.
How is cooperative learning applied in Vietnam?
The National Foreign Language 2020 Project in Vietnam emphasizes the need to reform foreign language teaching and learning, aiming for all learners to effectively communicate in foreign languages, especially English, by 2020 To enhance students' communicative abilities, English classes must move beyond traditional methods like comprehension questions and vocabulary tests Recent years have seen significant changes in instructional approaches, with various techniques introduced to encourage meaningful and communicative use of the target language, thereby improving students' oral production in English Extensive research has provided teachers with valuable strategies, techniques, and resources to create supportive learning environments that maximize student engagement and learning outcomes.
The application of cooperative learning in teaching speaking skills has also been implemented in many universities, college and schools in Vietnam
The study "Applying Cooperative Learning to Develop Speaking Skills for First-Year EFL Students at Vinh University" by Hoang Thi Lan (2005) identifies common challenges faced by Vietnamese learners of English and suggests tailored methods to address these issues Additionally, other researchers, such as Le Thi Bich Thuy (2006), have also explored the difficulties students encounter in developing their speaking skills, further emphasizing the importance of effective teaching strategies in language acquisition.
In a study conducted at Gia Lai Teachers’ Training College, the impact of cooperative activities on enhancing participation and motivation among second-year students in speaking classes was examined The findings highlight the positive influence of collaborative learning on student engagement and enthusiasm in language acquisition.
Research by Phi Thanh Tra (2006) demonstrated that cooperative learning significantly enhances student motivation in speaking lessons compared to traditional teaching methods, influenced by factors such as real-life goals and practical materials Quach Thi Tuyet Thanh (2010) further explored this approach with second-year English students at Thanh Do University, emphasizing the importance of empowering students through cooperative teams, which led to improved language skills, particularly in speaking and listening Additionally, Nguyen Thi Xuan Huong (2012) investigated the application of cooperative learning in large classes, finding it to be an effective technique for enhancing students' speaking abilities.
The literature review indicates that various researchers investigated the impact of cooperative learning on enhancing students' speaking skills through direct observations, student interviews, and performance assessments Their findings consistently revealed that cooperative learning activities boost students' motivation and interest in learning However, these studies were limited to university students, leaving a gap in understanding the potential benefits for younger learners and failing to address challenges in rural high school settings Consequently, the researcher aims to explore the effectiveness of Kagan cooperative learning structures in the context of Me Linh High School.
Summary
This chapter has outlined key issues related to the study topic, emphasizing the importance for language teachers to understand theories and strategies for teaching speaking skills By incorporating relevant theories such as speaking skills, cooperative learning, and the benefits of KCLS, the study effectively planned activities and materials that enhance student learning The next chapter will focus on the critical component of this research: action research.
METHODOLOGY
The context of the study
The study was conducted at Me Linh High School, a small school with above
In the Dong Hung district of Thai Binh province, a school serves approximately 1,300 students, predominantly hailing from underprivileged and low-educated families Similar to many classrooms across Vietnam, this school faces challenges such as large class sizes, typically ranging from 40 to 50 students The facilities are limited, featuring only basic equipment like blackboards and shared desks for four students Additionally, the school has just two language laboratories to support language learning.
3.1.1 The 11 th grade English program
English is one of the compulsory subjects in every high school There are three forty-five minute English lessons for each grade per week The textbook
The "Tiếng Anh 11" textbook, published by the Educational Publishing House, serves as the official English teaching material for grade 11 It comprises 16 units organized into six key themes: Personal Information, Education, Community, Health, Recreation, and The World Around Us Each unit is structured into five sections—reading, speaking, listening, writing, and language focus—allowing for focused teaching within a single period These interconnected, theme-based sections facilitate a seamless transition between topics Accompanied by vibrant illustrations and audio resources, the textbook aims to enhance learners' communicative competence, with a particular emphasis on improving speaking skills through various practice activities and exercises.
In this textbook, the learning objectives are clear and concise A detailed
21 overview of the topics, functions, structures/grammar, and skills within each unit can be found in the introductory table of contents
The course book is designed to enhance learners' language skills, particularly in speaking Each speaking lesson consists of 3 to 4 tasks, where the first two tasks focus on language input and the development of competencies, such as expressing preferences, discussing hobbies and social issues, sharing opinions, and requesting or providing information Additionally, these tasks help learners practice agreeing and disagreeing, as well as making comparisons Tasks 3 and 4 encourage students to synthesize these competencies and prepare a 1-2 minute speaking exercise, with or without teacher guidance.
At Me Linh High School (MLHS), most students hail from local villages, which presents challenges in teaching English, particularly speaking skills Many students show a lack of interest in the subject, resulting in limited speaking abilities that have persisted over the years Additionally, the students' reluctance to engage in cooperative learning methods further complicates efforts to enhance their speaking skills The situation is exacerbated by large class sizes, with approximately 45 students per class, making effective English instruction a significant challenge for teachers.
In terms of school staff, there are five English teachers of different ages from
At MLHS, a dedicated team of 30 to 40 educators, known for their friendliness and impressive qualifications, actively contributes to the teaching environment Many of these teachers have received high accolades at provincial teaching festivals However, their reliance on traditional teaching methods, primarily focused on textbook tasks, limits the opportunities for students to engage in speaking activities As a result, students often find English lessons uninteresting, leading to passive learning experiences and minimal improvement in their speaking skills.
22 basis The implementation of the research was carried out in 10 weeks (from September 10 th to November 18 th , 2018).
Research method: Action research
Regarding the aims of solving students’ problem in learning speaking skill and improving their speaking competence, this research was undertaken on the basis of a classroom action research design
Action research is a method of applied research that involves a cyclical process of planning, acting, observing, and reflecting, leading to actionable outcomes based on findings (Hussey & Hussey, 1997; Weideman, 1998; Page & Meyer, 2000; Habte, 2001) This iterative process is often referred to as the action research spiral or cycle (Davidoff & Van den Berg, 1990; Saunders et al., 2003).
Action research, as defined by Mills (2003), is a systematic inquiry carried out by teacher researchers to collect information about their school's operations, teaching methods, and student learning outcomes The primary goals of this research are to gain insights, foster reflective practices, implement positive changes within the school environment, enhance educational practices, and ultimately improve student performance.
(1988) identify three characteristics of an action research, which are: “carried out by practitioners”, “collaborative” and “aimed at changing things”
Action research begins with the intention to implement change, typically framed as a specific objective Understanding the various stages of action research is crucial, as these stages form the foundation of the research methodology.
Steps in action research vary from different points of view as Creswell
Action research is described as a dynamic and flexible process with no definitive blueprint for execution (2005) This lack of a standardized approach makes it challenging to determine a specific number of steps—whether four, five, six, seven, or eight—that a researcher should follow Consequently, distinguishing clear boundaries between these steps can often be difficult.
23 number of steps in action research may vary depending on different points of view held by researchers
Lewin’s (1946) model of action research is traditionally structured around a cyclic sequence comprising two main phases: diagnosis and therapeutic, which are further divided into seven substages Building on this concept, Kemmis (1991) simplified the action research process into four essential steps: plan, act, observe, and reflect In contrast, Susman (1978) proposed a five-step approach that includes diagnosing, action planning, taking action, evaluating, and specifying learning Nunan (2001) expanded the cycle to seven steps, which are initiation, preliminary, hypotheses, intervention, evaluation, dissemination, and follow-up Conversely, Creswell (2005) detailed the action research procedure into eight steps: determining the suitability of action research, identifying a problem, locating resources, identifying necessary information, implementing data collection, analyzing data, developing an action plan, and executing the plan while reflecting on the process.
The various processes of action research differ in complexity, ranging from basic to elaborate models For the current research, the action research model proposed by Kemmis and McTaggart (1988, as cited in Burns, 2010, p 7) is deemed the most appropriate This model encompasses four key stages: planning, action, observation, and reflection.
- Identifying problem and causes of the problem
- Designing strategies for improvement (plan for action)
- Trying out the techniques of using Kagan cooperative learning structures in
English lessons and making records of what happened in class
During the observation phase, a teacher's journal was maintained, and following the trying-out stage, a post-test was administered to assess the improvements in English speaking skills among Me Linh eleventh-grade students.
- Get information from students on the extent to which the use of Kagan cooperative learning structures has helped improve students’ English speaking skills
- Conclusion and commendations were made
This research utilized an action research design to effectively address the specific needs of improving students' speaking skills at Me Linh High School through the application of KCLS Action research is particularly suited for this study as it emphasizes practical significance over statistical analysis, focusing on real-world problems faced by students Additionally, the quick turnaround time of action research allows for timely completion within the constraints of limited resources Overall, the goals and characteristics of this research align well with the action research approach, making it the most suitable choice for achieving its objectives.
Participants
The action research was conducted in a grade 11 class with 48 students, including 33 girls and 15 boys, who exhibit varying language proficiencies, learning styles, and attitudes toward the English subject Despite beginning their English education in grade one, the students struggle with their English proficiency, particularly in speaking skills, as lessons have primarily focused on grammar, vocabulary, reading comprehension, and writing.
Only a small number of students express interest in taking university entrance exams in English, indicating a lack of enthusiasm for learning the language Many of these students come from farming and low-income backgrounds, where agricultural responsibilities take precedence, making it challenging for them to focus on their studies Additionally, they have limited opportunities to engage with English speakers, further hindering their language acquisition.
Data collection techniques and instruments
Data collection techniques are determined by the research questions outlined in the Introduction In this classroom action research, data is gathered through teacher journals, questionnaires, and tests, each of which plays a crucial role in the study.
Journal writing serves as a valuable reflective tool for teachers, allowing them to analyze their teaching experiences, articulate their emotions regarding class activities, and contemplate innovative teaching methods The journals were specifically designed to address research questions, providing the researcher with insights into the shifts in student participation and behavior during cooperative learning activities in speaking lessons.
A survey questionnaire is a written tool that consists of a list of questions, allowing respondents to provide answers or select from given options (Brown, 2001) It is highly recommended for data collection in social sciences due to its effectiveness According to Dornyei (2001), questionnaires can yield three types of information: factual or demographic data about participants, behavioral insights into their past actions, and attitudinal information regarding their opinions and beliefs This technique is particularly valuable for researchers as it facilitates the rapid collection of large-scale numerical data Consequently, utilizing a questionnaire is suitable for this study to gather comprehensive information efficiently.
The researcher conducted a study involving two survey questionnaires distributed to students at the beginning and end of the research cycle The pre-questionnaire aimed to identify common challenges students faced in developing speaking skills, while the post-questionnaire assessed changes in students’ motivation and attitudes towards KCLS following a series of cooperative learning structured speaking lessons To facilitate responses, the researcher utilized a modified Likert scale with a 3-point rating system, incorporating smiley face elements alongside the response options Participants rated each statement on a scale of 1 (agree), 2 (neither agree nor disagree), and 3 (disagree).
According to Brown and Abeywickrama (2004), a test is a method for assessing an individual's abilities, knowledge, or performance in a specific area In this study, the researcher implemented two speaking tests: a pre-test at the start of the teaching process and a post-test at the end of the trial phase, with the researcher serving as the examiner The speaking tests, sourced from the internet, consisted of three parts The first part involved general conversation, where candidates engaged in a 3-minute exchange to share personal information, fostering a comfortable atmosphere The second part required students to respond to visual prompts, describing images and discussing preferences for 5-7 minutes, aimed at evaluating their fluency and discourse management Finally, in the simulated situation section, students practiced making and responding to suggestions, agreeing or disagreeing, and engaging in conversations in pairs to demonstrate their speaking skills.
In this study, student performance was evaluated using the speaking rubric developed by Gall, Borg, and Gall (2003), which assesses four key aspects: fluency, accuracy, vocabulary, and pronunciation Each aspect is rated on a scale from 1 to 10, with higher scores reflecting more complex indicators, ensuring a comprehensive evaluation of speaking skills.
Despite some limitations, such as the inability to accurately assess student participation in larger cooperative learning groups and the presence of only one examiner, the quantitative data collected remained valid and reliable This reliability stemmed from the design of the speaking tests, which aligned closely with standard evaluation criteria Additionally, the use of pair work during the tests allowed students to collaborate effectively, enhancing their performance.
The data gathered from the teacher's journal were systematically organized and classified according to the five-stage framework outlined by Burns (1999, 2010), which includes assembling the data, coding, comparing, building interpretations, and reporting outcomes.
The questionnaire responses were quantitatively analyzed and presented as percentages, which were rounded to avoid always totaling 100% Additionally, a comparison of students' pre-test and post-test scores was conducted to evaluate improvements in their speaking skills.
Research procedure
This study employed the action research model developed by Kemmis and McTaggart, as outlined in Burns (2010) The researcher adhered to a reflective cycle comprising four key processes: planning, action, observation, and reflection.
During the speaking lessons, the researcher observed students' performance and identified significant issues in their speaking competence Many students struggled with pronunciation, fluency, and vocabulary, making it difficult for them to express their ideas effectively While some students demonstrated better skills, they lacked confidence in using English for communication Additionally, the classroom atmosphere was dull, with many students engaged in side conversations or remaining silent, often resorting to Vietnamese when prompted Overall, most students appeared bored and inactive during the speaking class.
During the initial week of the research cycle, a pre-test was conducted where students collaborated in pairs to engage in conversations based on a provided scenario (refer to ANNEX D) This assessment aimed to evaluate their speaking abilities, yielding an average score of 5.50 on a scale of 1 to 10.
A pre-questionnaire survey was conducted to identify the challenges students face in speaking lessons and the underlying causes of their low English speaking skills The findings from the survey are presented in the table below.
Table 2: The results of the pre-questionnaire
1 I don’t have enough vocabulary and grammar to express my ideas
2 I lack motivation in speaking English with classmates
3 I have limited chances to involve speaking activities
4 I feel afraid of making mistakes and being criticized by classmates
5 My teacher did not usually give clear instruction
6 My teacher did not usually give English speaking communicative and interactive activities
7 My teacher focuses on teaching grammar and vocabulary
8 Some of better students dominate speaking English in class
9 The topics for speaking in the textbook are not interesting
10 The class time for English speaking is limited
11 The assessment of speaking practice was not regularly applied
The current study identifies various challenges students face in developing their speaking skills, as outlined in Table 1 A significant internal factor is the lack of vocabulary and grammar, with 79.2% of participants acknowledging this issue Additionally, nearly 67% of students reported limited opportunities for engaging in speaking activities Another notable external factor is the lack of motivation to speak English with peers, which garnered 66.6% agreement Furthermore, many students expressed fear of making mistakes and facing criticism from classmates as a major barrier to their speaking proficiency.
In the current study, we examined various external factors influencing speaking learners According to the results presented in Table 1, a majority of student respondents acknowledged the impact of these external issues on their learning experience.
A significant number of students reported difficulties stemming from their teachers' teaching methods, with a higher percentage of agreed responses compared to disagreed ones Notably, 64.5% of respondents felt that their teachers failed to provide clear instructions, while 70.9% indicated a lack of engaging, communicative, and interactive speaking activities Furthermore, 62.4% of participants acknowledged challenges related to their teachers' approaches to teaching grammar and vocabulary.
In a recent analysis of speaking topics in textbooks, a majority of students expressed dissatisfaction, with only 31.3% finding the topics engaging A significant concern for nearly two-thirds (68.7%) of students was the limitation of speaking tests in the current educational context, alongside the dominance of higher-performing peers (66.6%) Additionally, 75% of students felt that the allotted time for speaking practice was insufficient.
The study identified both internal and external factors affecting students' speaking skills, with key issues including a lack of vocabulary and grammar, inappropriate teaching methods, and limited opportunities for speaking and interactive activities These challenges highlight that the effectiveness of speaking lessons is significantly influenced by the teaching approaches employed Many students reported experiencing negative impacts from current teaching methods, prompting a need for a reassessment of these strategies to align them better with students' preferred learning styles.
The researcher addressed the identified issues by planning targeted efforts to enhance students' speaking skills through cooperative learning Drawing on feedback from students, insights from colleagues, professional literature, and personal teaching experience, several strategies were developed, including the implementation of classroom English throughout the teaching and learning process.
The researcher aimed to enhance students' familiarity with English by incorporating it into various classroom functions, including greetings, material explanations, task instructions, feedback, and lesson closures To address challenges in conveying complex instructions and explanations, the researcher utilized Vietnamese translations to ensure student comprehension Additionally, the use of teaching media was employed to capture students' attention and foster engagement in learning English.
To enhance the teaching and learning experience, the researcher incorporated various media, including PowerPoint slides, recorded dialogues, videos, situation cards, and pictures PowerPoint slides served as supplementary materials alongside the course book, while pictures and situation cards illustrated real-life contexts related to the lesson content Recorded dialogues provided auditory examples, and videos showcased practical dialogue scenarios Additionally, the application of KCLS and group organization further enriched the learning environment.
KCLS was actively utilized in all meetings, encouraging collaboration among students through pair and group work This approach facilitated their learning as they engaged in cooperative tasks, such as creating and practicing dialogues.
To address the information gap, various collaborative strategies such as Three Steps Interview, Think-Pair-Share, Corners, Two Stay Two Stray, Jigsaw, and Inside-Outside Circle will be implemented Students will be encouraged to work in pairs and groups to complete assigned tasks Groups will be formed with a mix of ability levels to enhance peer tutoring and positive modeling The researcher will utilize students' pre-test scores and previous year test results to create diverse groups based on their English proficiency levels.
The researcher conducted a series of six meticulously planned meetings on September 18, October 1, October 11, October 22, November 1, and November 13, focusing on three key phases: pre-activities, while-activities, and post-activities Each session began with warm-up exercises, where the researcher greeted students, took attendance, and introduced the material along with essential vocabulary in engaging ways, lasting about five minutes During the while-activities phase, the researcher employed six Kagan cooperative learning structures to enhance students' speaking skills The sessions concluded with post-activities, allowing students to discuss and summarize what they learned.
The following is the detailed description of each meeting in which 6 Kagan cooperative learning structures were used:
Table 3: The application of KCLS in speaking lessons
1 Friendship Talk about a famous friend Three steps interview
-Talk about friend experiences Think-Pair-Share
3 A party Asking for and giving opinions about parties and how to plan them
Talk about different kinds of activities related to volunteer work
Two stay two stray activity
Asking for and giving information about TV contests
List the problems facing poor and overpopulated countries and find out the solutions to the problems of overpopulation
Observation was done while the researcher was teaching to see whether or not the KCLS can improve the students’ ability in speaking English
Summary
This chapter outlines the study context and the procedures of the action research, detailing the action plan, which includes identifying students' difficulties in speaking classes, implementing KCLS, administering student questionnaires, and maintaining a teacher observation journal Additionally, it covers the evaluation of students' speaking proficiency and data analysis, along with the rationale for employing action research The following chapter will present a comprehensive analysis of the data collected.
DATA ANALYSIS, FINDINGS AND DISCUSSION
Data analysis
4.1.1 Analysis of the teacher’s journal
The researcher conducted observations throughout the study, documenting changes in the teaching and learning process in a teacher's journal after each session (see ANNEX C) This journal revealed both strengths and weaknesses in the implementation of KCLS in the classroom.
Initially, students were hesitant to engage in lessons, preferring to listen rather than participate actively In the first two meetings, some groups assigned only one student to complete tasks, but they soon realized the importance of collective involvement when asked for answers Over three weeks, their understanding of cooperative learning evolved; it transformed from a scenario where one person held responsibility to a collaborative effort where all contributed After six structured speaking lessons, student participation in English significantly improved, with many responding to the teacher in English The successful integration of classroom English and engaging tasks fostered increased student involvement, while competitive games heightened their motivation to learn.
The implementation of KCLS significantly transformed student participation in speaking lessons, fostering a greater willingness to engage in activities Each student had a specific role, creating a sense of accountability and encouraging collaboration within small groups This environment allowed students to express themselves freely without fear of criticism, promoting a supportive atmosphere As they competed for good marks, students actively shared ideas and assisted their peers, highlighting the importance of effective cooperation in achieving common goals.
Over time, students significantly enhanced their speaking skills and gained confidence, particularly benefiting shy and lower-level participants who engaged actively in speaking activities By assisting weaker peers with their tasks, more capable students also contributed to the overall success of the group project.
Before participating in KCLS, many students lacked confidence in public speaking and had little experience with presentations, both in school and beyond A significant challenge was their limited background knowledge on the topics discussed, which hindered their understanding However, after engaging in several CL speaking lessons, most students successfully delivered presentations to their peers They demonstrated effective collaboration by sharing ideas, organizing them logically, and incorporating relevant additional information.
Having stated the analysis above, it is found that KCLS had a very important implication in teaching and promoting speaking skills among the 11 th grade students
The successful implementation of KCLS and its associated actions significantly enhanced students' speaking skills, as evidenced by the teacher's observation diaries throughout the teaching and learning process This improvement is further corroborated by the results of the pre-test and post-test assessments.
37 students’ speaking skills The students’ speaking scores in the pre-test and post-test could be seen in chart below:
Chart 1: The Comparison between the Average Scores of Students’ Pre-test and Post-test in Terms of Fluency, Accuracy, Pronunciation, and Vocabulary
The research findings indicate a significant improvement in the speaking skills of class 11A1 students at Me Linh High School, as evidenced by higher average scores in all four aspects of speaking—fluency, accuracy, pronunciation, and vocabulary—after the implementation of KCLS The mean scores increased from 5.46 in the pre-test to 6.47 in the post-test, with fluency and vocabulary showing the most notable gains of 1.12 and 1.13, respectively Pronunciation and accuracy also improved, with mean score increases of 0.95 and 0.85 Overall, these results demonstrate that the students' English speaking skills have effectively developed through the KCLS method.
Fluency Pronunciation Accuracy Vocabulary pre-test post-test
4.1.3 Analysis of students’ post- questionnaire
The questionnaire data provided valuable insights into students' feelings, responses, and behaviors regarding the implementation of KCLS A total of 48 students participated in the survey, and their responses were evaluated based on frequency and presented in percentage form, with values rounded to ensure clarity, which may not always sum to 100%.
Table 4: The results of the post questionnaire
1 I really enjoy learning English speaking through cooperative learning
2 I think my English speaking class is interesting
3 I feel free to speak English in my group
4 I always try to finish my English speaking tasks on time
5 I want to improve my English after watching my friend’ performance
6 I would like to spend my time on English speaking as much as possible
7 I am relaxed when I do hard, challenging English speaking tasks in groups
8 I make a point of trying not to speak to much in Vietnamese in speaking lessons
9 I wish I could speak English like a native speaker
From the students’ responses of the questionnaire, the researcher could draw some conclusions:
Students initially expressed boredom towards speaking lessons, but after the implementation of KCLS, 79.2% reported enjoying cooperative learning, with 85.5% finding the lessons more interesting through engaging activities Over 70% of students appreciated collaborating with peers during speaking tasks, indicating a positive reception of cooperative learning The integration of teaching media and enjoyable activities helped maintain student interest in speaking As they explored topics further, their enthusiasm grew, leading to increased interaction with classmates This transformation highlights a significant achievement in enhancing speaking skills through innovative teaching methods.
Students demonstrated a strong motivation for learning and practicing speaking skills through Collaborative Learning (CL), with 83.3% expressing a desire to complete speaking tasks on time and 72.9% feeling more confident using English in group settings The implementation of the KCLS approach encouraged active participation, as each member was responsible for their tasks, creating a safe environment free from criticism This collaborative spirit fostered competition among groups, motivating students to share ideas and support one another Notably, 75% of students reduced their use of Vietnamese during speaking lessons, while 72.9% aimed to speak English as fluently as native speakers, indicating a significant increase in their motivation and engagement.
Research indicates that students learn more effectively when collaborating in groups, with 62.4% motivated to enhance their English skills after observing their peers' performances Furthermore, 56.2% reported feeling more at ease tackling challenging speaking tasks within their groups The implementation of a reward and punishment system, along with engaging games and activities, increased students' sense of responsibility for group assignments, fostering active collaboration and prompting them to remind each other about their specific tasks.
The implementation of KCLS in speaking lessons not only enhanced students' speaking skills but also fostered positive attitudes and increased motivation towards learning and practicing English speaking.
Discussion of the findings
This action research addresses key challenges faced by 11th graders in speaking lessons, particularly unequal participation and slow improvement in speaking skills Data analysis reveals that the KCLS application significantly enhances students' speaking abilities Many students expressed satisfaction with their active involvement in the learning environment Weaker students felt comfortable seeking help from their peers, who encouraged collaboration to achieve group goals and improve speaking skills through questioning, responding, and clarifying ideas Stronger students also benefited by enhancing their oral communication and critical thinking skills while assisting their classmates Overall, the findings indicate that students became more confident, independent, and responsible learners, with most responses positively addressing the research questions.
4.2.1 How can the use of Kagan cooperative learning structures in teaching English speaking enhance Me Linh 11 th grade students’ speaking skills?
The analysis of the data indicates that KCLS has significantly enhanced student participation in speaking lessons Following KCLS instruction, students demonstrated greater involvement and responsibility within group tasks, leading to improved speaking abilities The emphasis on individual accountability allowed most students to engage more frequently in English conversations within small groups Additionally, the increased focus on speaking tasks was evident, as a higher number of students reported paying closer attention during lessons.
The study revealed that increased student participation led to improved speaking test results, with a quantitative analysis showing a rise in achievement The pre-test mean score was 5.46, while the post-test mean score increased to 6.47 after the first treatment, indicating significant progress The implementation of KCLS effectively enhanced various aspects of students' speaking skills, including fluency, vocabulary, and pronunciation By providing opportunities for students to engage in conversation with partners, KCLS fostered an interactive environment that encouraged idea sharing and constructive feedback Furthermore, the structured steps of KCLS motivated students to practice speaking English, resulting in a dynamic and enjoyable classroom atmosphere that inspired them to demonstrate their speaking improvements.
4.2.2 What are the students’ opinions of Kagan cooperative learning structures?
Data analysis reveals that nearly all students exhibited positive attitudes toward KCLS, which significantly boosted their interest and willingness to participate in class This positive shift contrasts with their previous engagement levels.
Many students struggle with speaking up due to a lack of confidence, particularly when presenting in front of the class However, the implementation of the KCLS program provided numerous opportunities for students to engage with their peers in both partner and group activities This increased interaction not only encouraged them to practice speaking English more frequently but also alleviated their shyness, as everyone was participating and learning together.
The students' reflections on the KCLS indicate strong support for its implementation in teaching speaking, confirming it was a beneficial decision by the researcher They reported feeling motivated and engaged while working in cooperative learning groups, as evidenced by their positive questionnaire responses Many students acknowledged that KCLS enhanced their involvement in speaking classes, highlighting the effectiveness of cooperative activities in facilitating question-and-answer opportunities, collaborative work, feedback exchange, and self-correction Consequently, this approach fostered greater enthusiasm and improved their understanding of English.
In summary, the positive impact of KCLS on students' attitudes can be attributed to several factors Primarily, the learner-centered approach of Collaborative Learning (CL) fosters self-awareness among students By creating a supportive community, students enhance each other's performance and are motivated to contribute towards group goals Additionally, engaging in activities that recognize their abilities and celebrate their participation boosts their satisfaction and motivation to learn Ultimately, the implementation of KCLS not only enhances students' speaking skills but also cultivates a more positive attitude towards the CL method.
Difficulties in KCLS application in speaking classes
The implementation of the KCLS application in language teaching is not a novel concept; however, its transition into classroom practice presents challenges for both teachers and students Educators encounter several constraints when managing multiple groups within a single class, which necessitates overcoming various difficulties to ensure effective learning outcomes.
The fixed arrangement of classroom furniture limits both teachers and students from making changes, resulting in a lack of flexibility during group work activities Consequently, when students are asked to switch partners, the confined space restricts their ability to move freely, hindering collaboration and interaction.
Class control poses significant challenges for teachers implementing KCLS, particularly due to large class sizes and noise levels With 48 students, managing discipline becomes difficult, especially when dividing them into groups of four or five, resulting in 10-12 groups working simultaneously Teachers struggle to monitor each group effectively, leading to distractions as faster students may chat in Vietnamese or engage in off-task activities The noise from many students speaking at once not only disrupts the learning environment but also affects neighboring classes Additionally, maintaining order at the beginning and end of lessons requires considerable time and effort, ultimately compromising the overall learning experience for all students.
Class sizes for language learning often exceed the ideal number by 2-3 times, making it challenging for teachers to effectively manage lessons, particularly in speaking activities With only three 45-minute periods each week, teachers struggle to provide individual attention, leading to difficulties in engaging students and ensuring timely completion of assignments Shy or weaker students may be overlooked, hindering their progress Additionally, discrepancies between planned lesson times and actual classroom dynamics can result in either excessive downtime, causing boredom, or an overload of activities that cannot be adequately covered.
Low level students: It is not easy for the researcher to train the low level students to adapt to cooperative learning situations After about 3 weeks, she
It became evident that without careful instruction, low-level students tended to copy their peers' answers, resulting in rote learning This behavior hindered their ability to identify supporting ideas and express their own opinions effectively Additionally, the teacher's high expectations led to the misconception that certain materials were easy for these students, highlighting a significant disconnect between her assumptions and the actual classroom reality.
In student group work, maintaining harmonious relationships often leads to reluctance in expressing personal opinions or challenging others' explanations This can result in students simply agreeing to avoid disrupting the group's positive atmosphere, even when they are uncertain about the information presented Such behavior undermines the core advantage of KCLS, which is designed to foster open discussions and collaborative problem-solving among students.
Workload envy highlights the inequalities in task distribution among learners, leading to issues such as free riding in collaborative learning groups Teachers often observe that some students contribute little to discussions, while others dominate, leaving timid students with few opportunities to participate Furthermore, a lack of guidance on effective small group learning exacerbates these challenges, as educators may have limited resources to help students navigate issues related to workload sharing, mutual teaching, and minimizing "social loafing."
During group activities, teachers often struggle to monitor all the language being used, leading to overlooked mistakes made by students during speaking lessons.
In conclusion, the researcher identified several challenges that impede the implementation of KCLS in speaking classes Many of these issues are deeply rooted in cultural heritage, making them difficult to overcome.
To effectively implement KCLS in the MLHS context, the teacher recognizes the need to adapt certain principles rather than impose Western practices, as some institutional barriers are beyond the control of both teachers and students This adaptation is essential for creating a more suitable learning environment.
Some cautions concerning KCLS application in speaking classes
To successfully implement the KCLS application in speaking lessons, teachers must consider several key factors based on the data collected throughout the process.
(i) Giving students time to be trained and get familiar with KCLS
The teacher recognized that students required time to acclimate to Kagan's cooperative learning structures, as they were previously accustomed to a traditional classroom where the teacher's role predominated Transitioning to cooperative learning, particularly for speaking skills—a challenging area for students—necessitated an adjustment period Initially, during the first three weeks, students exhibited minimal improvement and hesitance towards the new methods However, with continued training and the integration of Kagan structures, they gradually adapted and no longer expressed dissatisfaction with the cooperative learning activities This experience highlighted the importance of allowing students the opportunity to adjust to new teaching methods or activities.
Sufficient experience in facilitating group activities is essential, as KCLS emphasizes collaborative work among students The teacher plays a crucial role in managing these group dynamics, particularly during the initial stages when group assignments are made Some students expressed dissatisfaction when paired with partners they did not prefer To foster cooperation, the teacher needed to articulate her rationale for selecting group members, ensuring that students understood the importance of working with diverse partners.
(iii) Maximal use of English in the whole process of KCLS
Implementing effective strategies can significantly enhance students' speaking abilities, prompting teachers to foster an English-rich classroom environment Research indicates that when teachers establish clear rules for using English, student participation in the language increases Additionally, incorporating simple instructions and gestures helps facilitate communication, making the English classroom more dynamic and engaging for learners.
Effective teacher scaffolding is essential for supporting weaker learners throughout the KCLS process Educators should identify and nurture the individual strengths of each student, as every learner possesses unique talents and abilities that can contribute to collaborative learning.
To address students' short attention spans and enhance their sense of responsibility, it is essential to implement a system of discipline and rewards Over the past three weeks, the teacher discovered that rewarding students for good performance significantly motivated them to participate actively in class activities While the use of rewards is not a new concept, it proved effective in encouraging engagement and high-quality work By establishing clear disciplinary measures alongside a rewarding system, students were guided to develop effective learning habits, fostering a growing sense of responsibility in their educational journey.
To enhance the effectiveness of KCLS, the teacher adeptly adapted various materials throughout each small cycle of action research She strategically determined the sequence of activities, reorganized exercises, and selected tasks suitable for cooperative techniques Additionally, some tasks required significant modifications or supplementary guiding instructions to ensure clarity and engagement For instance, the textbook occasionally positioned pair work that necessitated adjustments to better facilitate student collaboration.
47 make a conversation related to the lesson topic in task 3, the researcher could turned them into the group activities and apply KCLS in this task.
Summary
This chapter provides an in-depth analysis of the data using both quantitative and qualitative methods The findings indicate that the majority of students exhibited positive attitudes towards the implementation of KCLS in their speaking lessons KCLS significantly enhanced student participation in speaking activities, leading to notable improvements in their speaking performance Furthermore, students effectively used the language for communication and collaboration with one another.