INTRODUCTION
Background of the study
In today's globalized world, the significance of English is undeniable, as it is the most widely spoken language, influencing various fields such as medicine, engineering, and education For a developing country like Vietnam, leveraging English is crucial for economic advancement, which is why it is taught as a foreign language (EFL) in schools and universities English is mandatory in Vietnam's educational system due to its importance in securing qualified jobs, facilitating international communication, and accessing scientific resources relevant to students' majors Acknowledging this, the Vietnamese government has implemented policies and investments to enhance EFL teaching quality, generating significant interest in English among the populace However, EFL teachers face numerous challenges that hinder effective teaching and learning Recent reforms aim to address these issues by shifting from teacher-centered to learner-centered approaches, with Communicative Language Teaching being particularly encouraged, focusing on group collaboration to enhance language acquisition.
Cooperative Learning (CL) is a teaching strategy that encourages students to collaborate in groups, enhancing each other's learning and helping them reach their educational objectives This method fosters a supportive environment where peer interaction maximizes the effectiveness of language teaching.
Collaborative Learning (CL) has been successfully implemented in various subjects, including mathematics and sociology, leading researchers in English language teaching to explore its effectiveness, particularly in reading skills Studies indicate that CL enhances student interaction, reduces anxiety, and improves reading comprehension (Gilles & Ashman, 2000; Ching-Ying Pan & Hui-Yi Wu, 2013) However, in Vietnam, its application at the university level, especially through methods like Learning Together and Competitive Team-based Learning (TBL), remains underexplored While CL fosters student learning, it has limitations, such as lack of competition and accountability among team members (Hosseini, 2012) TBL addresses some of these deficiencies by utilizing long-term groups and structured activities, thus promoting greater student engagement This study aims to evaluate the impact of Competitive Team-based Learning on the reading performance of intermediate EFL students.
Problem statements
Reading is a crucial skill for students, particularly those studying English as a Foreign Language (EFL) or as a Second Language (ESL), as most academic resources are in English (Chung, 2013) Students who undervalue reading often lack motivation and struggle to meet both academic and personal goals (Roe, Smith & Burns, 2005; Grams, 2003) For university EFL students, proficiency in reading English texts is essential for mastering the language, succeeding in higher education, and enhancing opportunities in English-speaking environments and international organizations Consequently, reading presents a significant area for research in language teaching and learning While various studies have explored the impact of Collaborative Learning (CL) on reading skills, there is a lack of research focusing on EFL students in Vietnam Thus, it is essential to investigate the effectiveness of CL methods in improving reading skills among Vietnamese EFL students.
Motivation and attitude are crucial for success in foreign language learning, as they significantly influence learner psychology and educational performance (Dornyei, 2007) However, students majoring in fields other than English often exhibit a lack of interest and a reluctant attitude towards their compulsory English classes Tran (2007) notes that these students typically engage with English only when motivated by external factors such as the need for higher education, future career prospects, exam pressures, parental expectations, and graduation requirements This perspective is further supported by Nguyen (2008) and Ton and Pham (2010), who provide similar findings regarding non-English majors at Hanoi University.
Many non-English major students in Vietnam show a lack of interest in English classrooms, largely due to the influence of traditional teaching methods that have persisted in the educational system for years Despite a shift towards communicative approaches in English teaching, traditional methods remain prevalent in many schools and universities (Utsimi & Doan, 2010) This reliance on outdated practices limits students' opportunities for interaction and engagement with peers Consequently, even with the promotion of communicative techniques, there has been little improvement in English language learning outcomes To enhance students' learning attitudes, a new approach is essential.
Personal motivation
With five years of experience teaching English at Hutech, I have identified significant challenges in English language education that prompted my research Many students exhibit a lack of interest in English lessons, often viewing them as irrelevant to their majors, particularly in mathematics, science, and computing Despite the long-standing implementation of learner-centered methods like Communicative Language Teaching, student outcomes remain unsatisfactory, as varied expectations and study habits hinder effective learning Additionally, the constraints of 45-minute lessons contribute to decreased motivation and increased boredom, particularly in reading, which often receives less attention than speaking and listening This neglect leads to student complaints about comprehension difficulties and a lack of meaningful learning experiences, resulting in negative attitudes toward the subject.
In my experience as an educator, I've noticed a significant lack of concentration among students during lessons, which often leads to self-doubt about my teaching abilities To address this, I have implemented group activities that encourage teamwork and friendly competition for scores Surprisingly, students thrive in this environment, demonstrating improved performance and enthusiasm when working together This observation prompted me to investigate the impact of competitive team-based learning on students' reading performance and attitudes Consequently, I have adopted this teaching approach, which effectively combines teamwork and competition, as the foundation for my research experiment.
Research aims
This study explores the impact of Competitive Team-Based Learning on reading performance, an area that has been less researched compared to its effects on speaking skills It aims to uncover how this learning approach influences not only learners' reading abilities but also their attitudes towards learning.
Research questions
In other to achieve the set goals, the research seeks to answer the following research questions:
1 What are the effects of Competitive Team-based Learning on learner reading performance?
2 What are the learner attitudes toward Competitive Team-based learning in reading class?
The significance of the study
The study highlights the advantages of Competitive Team-based learning in the Vietnamese educational context, demonstrating its potential to enhance student motivation and foster a positive attitude towards learning English By implementing the recommended approach, schools can significantly improve students' performance, particularly in reading Additionally, the findings encourage teachers to reconsider traditional EFL teaching methods, suggesting that they should be adapted or replaced with more effective strategies, such as Competitive Team-based learning.
Structure of the study
The thesis consists of five chapters as follows
Chapter 1 is the introduction of the study which presents the background of the study and reveals the problem statements It also covers the personal motivation followed by research aims, research questions and the significance of the study
Chapter 2 is the literature review in which the theoretical foundation including
The article explores the Interaction Hypothesis and Cooperative Learning, focusing on the distinctions between Cooperative Team-Based Learning (CTBL) and traditional Cooperative Learning (CL) It examines the relationship between CTBL, learner reading performance, and attitudes towards reading Additionally, previous studies are reviewed to identify research gaps that this study aims to address.
Chapter 3 is research methodology presenting research design and data collection which has participants, instruments and procedures Then, validity and reliability of instruments, data analysis and data analysis procedure are shown
Chapter 4 is results and discussion which aims to present the relation between the use of CTBL and learner reading performance and the learner attitude toward CTBL in
In a seventh-grade reading class, data from pretest and posttest scores, questionnaires, and observations were analyzed after the experiment to clarify the relationships among the variables The findings of this analysis are then discussed in detail.
Chapter 5 is conclusion, implications and recommendations It summarizes the main findings of the study, mentions the contributions and limitations of this study Then, it provides some recommendations and suggestions for further studies
LITERATURE REVIEW
Theoretical foundation
According to Long (1996), interaction is essential for effective language teaching within Competitive Team-Based Learning (CTBL), which is grounded in the interaction hypothesis CTBL, developed by Hosseini (2012) during his doctoral studies in English Language Teaching in India (Mardani & Jahanbazian, 2017), is a specific approach within the broader framework of Cooperative Learning (CL) This article explores the relationship between CL and CTBL, highlighting the significance of the interaction hypothesis and Cooperative Learning as foundational elements of CTBL.
In recent decades, interaction has emerged as a vital component in language learning, significantly impacting student improvement, classroom dynamics, and social engagement Long (1996) highlights that interaction is essential for effective teaching and learning in English, as it encourages students to negotiate and address challenges collaboratively This process not only enhances clarity in understanding but also fosters a more engaging and productive learning environment.
Improving language learning can be significantly enhanced through interaction in the educational environment Allwright (1984) emphasizes that classroom interaction is essential, as it facilitates learning through engagement among students and teachers Similarly, Luk and Lin (2006) highlight that interaction is a vital social activity that helps students enhance their knowledge, build confidence, and demonstrate their language skills They also point out that interaction allows students to develop their identities while collaborating with peers and instructors Despite their different perspectives, both Allwright and Luk & Lin agree that interaction is crucial for providing learners with valuable opportunities to express their language abilities in various contexts, such as classroom discussions and teamwork, where they can share and refine their ideas.
However, interaction does not only take place in different contexts but also in different types According to Malamah-Thomas (1987), the types of interactions often include:
1) teacher with the whole class,
2) teacher with one student in front of the class,
3) teacher with a group of students,
6) student with group members and
7) student with the whole class．
Malamah-Thomas identifies six types of interaction in language classrooms, with the first two being the most prevalent, characterized by teacher questions followed by student responses and subsequent teacher follow-ups The third type involves teachers participating in student group work to facilitate deeper discussions In contrast, the fourth type highlights learner-initiated interactions, which are more common in learner-centered classrooms than in teacher-centered ones Additionally, the fifth and sixth types are referred to as pair work and group work, where students engage directly with each other.
Research by Thornbury (1996) and others highlights the benefits of pair work and group work in enhancing language learning opportunities These interactive methods enable students to produce language more effectively Additionally, student presentations and class debates represent a seventh type of interaction, as noted by Previdi (1999), where students articulate their thoughts and insights gained from course units This form of interaction is particularly recommended for college and university students due to its importance in their academic development.
MacIsaac, Sawada, and Falconer (2001) highlight that classes with low student interaction tend to be more lecture-oriented, where materials are presented clearly with concise text and carefully selected images In these settings, teachers prioritize content delivery over fostering student engagement Conversely, they argue that student-centered classrooms encourage ample opportunities for discussion, allowing students to collaborate in small groups and contribute to broader class discussions on specific topics This interaction through pair and group work enhances the learning experience.
11 student‟s language learning and bring a big number of opportunities for the students to speak and solve the problems while working with their friends and teacher
Interaction in English language teaching, as defined by Rhalmi (2016), refers to the actions that facilitate conversation and engagement among participants, enabling students to effectively build knowledge with the support of teachers and peers This process not only enhances language learning but also fosters essential social skills Mohammed highlights that interaction promotes a collaborative environment where students share responsibilities and insights with one another To maximize the effectiveness of interaction, it is crucial for teachers to actively incorporate it into their classrooms, with cooperative learning being a prominent method This approach serves as an effective strategy for both students and teachers to achieve their educational goals through meaningful interaction inside and outside the classroom.
Roger and Johnson (1994) emphasize that interaction fosters cooperative learning, allowing students to enhance their own skills while supporting their peers in a fun environment They highlight the importance of cooperation as a central element in learning, advocating for its predominant role in educational settings According to Roger and Johnson, Cooperative Learning involves small groups where students collaborate to enhance each other's learning In contrast, Slavin (1988) describes Cooperative Learning as a broader concept encompassing various instructional methods, where learners engage in small groups of four to six, with group performance assessed in diverse ways Similarly, Fink (2004) aligns with Slavin's perspective, reinforcing that Cooperative Learning is a widely recognized approach in education.
The concept of grouping students into small teams encompasses various educational methods, including learning groups, collaborative learning, and team-based learning This approach aims to foster more active and effective learning by encouraging interaction and collaboration among students.
Collaborative learning (CL) has been defined in various ways across different studies, yet all definitions share a common theme: they emphasize groups of students working together to achieve a common goal A clear and comprehensive definition of CL is essential for understanding its significance in educational contexts (Aỗıkgửz, as cited in Bolukbas, Keskin, and Polat).
Cooperative learning (CL) is a learner-centered approach where students collaborate in small groups to enhance their learning experience and achieve educational objectives This teaching technique emphasizes teamwork, allowing learners to support one another while engaging in specific activities aimed at maximizing their understanding and success in the learning process.
Cooperative learning is an educational approach where students work collaboratively in groups, but it differs significantly from traditional group work In group work, students may be physically together yet often engage in individual learning without meaningful communication Conversely, cooperative learning emphasizes collective effort, where students' contributions are assessed and rewarded as a team, fostering collaboration and enhancing the learning experience.
Cooperative learning is defined as a collaborative approach to completing an assignment, where individuals work together to achieve a common goal In contrast, when tasks are completed without this collaborative effort, it is referred to as group work.
There are two main components of CL methods: A cooperative incentive structure and a cooperative task structure according to Slavin (1983)
The cooperative incentive structure encourages students to rely on one another to achieve a shared reward, fostering a collaborative environment where their collective success in language production determines the outcome This means that the benefits each student receives are directly linked to the group's efforts, highlighting the importance of teamwork in achieving their goals.
Cooperative task structure involves two or more students collaborating on tasks, where they are encouraged or required to coordinate their efforts to achieve a common goal This approach fosters teamwork and enhances learning outcomes through shared responsibilities.
Between, the two main components of CL methods, Slavin (1983) confirms Cooperative learning method used in the classroom always involves cooperative tasks, but not all of them involve cooperative incentives
Competitive Team-based learning
To comprehend Competitive Team-based learning, the term is separated into small parts as “team”, “competition” and “Team-based learning” which are presented respectively as follow
A team is defined as a group of two or more individuals who actively and interdependently interact to achieve a common goal, with each member assigned specific roles (Salas et al., 1992) Furthermore, teams serve as a platform for enhancing student engagement in learning interactions, thereby deepening their understanding of the material (Paris et al., 2000).
A team is generally defined as a group of individuals collaborating to achieve a common goal According to Senge (1991), team learning involves members sharing knowledge and supporting one another to complete their tasks effectively Effective team learning is enhanced by incorporating competition, which fosters a dynamic and interactive engagement environment in both academic and social contexts (Epstein & Mac Iver, 1992) Therefore, the integration of teams and competition is essential in the learning process.
In today's competitive world, it is nearly impossible to completely avoid competition, which significantly influences educational trends Various studies define competition in multiple ways, with Webster & Hart (2007) describing it as a contest involving two or more individuals, where typically only one or a few participants emerge victorious while the rest do not This perspective highlights the inherent scarcity of desirable outcomes in competitive scenarios.
Competition among participants is essential for achieving set targets, as highlighted by Johnson and Johnson (2006), who note that such competition extends beyond the classroom into real-world scenarios By fostering a cooperative environment in schools, we pave the way for a more collaborative future, while a competitive atmosphere may lead to a more competitive society (Shindler, 2009) This underscores the notion that competition not only enhances student achievement in academic settings but also equips them with valuable life experiences.
Competition can be defined as the effort of two or more independent participants striving for a desired outcome A competitive environment benefits students only when teachers design lesson plans with clear learning objectives and effective teaching methods According to Johnson & Johnson (2006), competition shifts students' focus from the tasks at hand to their performance outcomes To capture students' attention, teachers should foster a competitive atmosphere by promoting teamwork and rewarding winners Consequently, team-based learning emerges as an effective approach that combines competition and collaboration, which will be discussed further in the following section.
All the views stated in the part 2.2.2 support for the idea of Michaelsen et al
In 2002, Dr Larry Michaelsen introduced the concept of Team-Based Learning (TBL) as an educational strategy at Oklahoma University, emphasizing that learning occurs through team interaction and cooperation Since its inception, TBL has been successfully adapted across various educational environments, including classrooms and training sessions (Whittaker, 2014) As a result, Team-Based Learning has been defined in multiple ways, reflecting its versatility and effectiveness in enhancing the learning experience.
Team-based Learning (TBL) is presented in the book "Team-Based Learning: A Transformative Use of Small Groups in College Teaching" by Michaelsen et al (2004) as an innovative approach that redefines the use of small groups in higher education.
Fink (2004), coeditor of Michaelsen's book, defines Team-Based Learning (TBL) as a strategic approach designed to enhance learner performance through collaborative team engagement in specific tasks Unlike traditional cooperative learning, TBL emphasizes the concept of a "team," which requires strong commitment and accountability among members, distinguishing it from mere group work Furthermore, TBL is characterized as a long-term instructional strategy that integrates a sequence of learning activities rather than a collection of isolated small group tasks.
Team-Based Learning (TBL) is a structured form of cooperative learning that combines individual work, group collaboration, and immediate feedback from both peers and instructors, fostering student accountability in classroom discussions (Michaelsen & Sweet, 2008) Successful TBL implementation relies on four key principles: effective group formation and management by teachers, student responsibility for both individual and group work quality, regular feedback and evaluation, and assignments that promote team learning Both Preast (2012) and Michaelsen & Sweet (2008) agree that TBL is a distinct yet integral part of the broader cooperative learning framework, suggesting that established cooperative learning literature and small group teaching strategies should be applied to enhance TBL effectiveness.
Team-Based Learning (TBL) is an instructional strategy that emphasizes small group interaction, as highlighted by researchers such as Millis & Cottell (1998), Fink (2004), and Johnson, Johnson, & Smith (2007) While various definitions of TBL have emerged in recent years, they generally align with earlier research perspectives Notably, Gomez, Wu & Passerini (2010) describe TBL as a teaching approach centered on team activities.
Team-Based Learning (TBL) has evolved significantly since its inception, emerging as a learner-centered approach where students collaborate in teams on meaningful tasks throughout the semester In TBL settings, students engage in discussions, solve problems, and apply their knowledge to enhance individual assignments (Fink, 2004) However, the effectiveness of teamwork can be diminished without the integration of competition and rewards (Webb, 1982) Therefore, incorporating competitive elements into team-based learning is essential for motivating students and improving their overall learning experience, as discussed in the following section on Competition Team-Based Learning.
2.2.4 Competitive Team-based learning (CTBL)
Team-Based Learning (TBL) is a highly structured approach within Cooperative Learning (CL), emphasizing the importance of teams throughout the course (Preast, 2012) Additionally, Competitive Team-Based Learning (CTBL), developed by Hosseini during his doctoral studies in English Language Teaching in India, represents another CL strategy (Mardani & Jahanbazian, 2015) It is essential to apply TBL's literature and teaching recommendations to CTBL to enhance its effectiveness.
(2007), competition is a very important element that constitutes CTBL in encouraging students to reach their desire outcome He also claims that students are motivated to
CTBL, or Contextualized Team-Based Learning, emphasizes the importance of teamwork among students to compete effectively against other teams, bridging the gap between educational systems and real-world applications This approach not only enhances classroom learning but also connects students to their real-life experiences According to Hosseini (2014), CTBL is defined as "a holistic contextualized approach to teaching and learning that reflects the real world holism" (p.179) By integrating real-world scenarios into the classroom, CTBL fosters a deeper connection between learners and their environment, ultimately improving academic outcomes and preparing students for future success both academically and socially.
CTBL, or Cooperative Team-Based Learning, is a structured branch of Collaborative Learning (CL) that emphasizes teamwork and competition as key elements to enhance student learning and motivation in achieving their goals The theories discussed highlight the interrelation of Collaborative Learning (CL), Team-Based Learning (TBL), and CTBL, as illustrated in the accompanying chart.
Figure 2.1: Summary of CTBL‟s construction
Collaborative Learning (CL) involves learners working in small groups on independent activities, while Team-Based Learning (TBL) consists of long-term groups engaging in a series of structured tasks TBL's elements are adapted into Competitive Team-Based Learning, where competition enhances the learning experience.
19 main element which brings the difference between TBL and CTBL Hence, CTBL is TBL with competition that functions as a vital role to encourage students to achieve their goal
To make CTBL an effective approach, there are two elements presented by Hosseini which are teacher‟s role and procedures to accomplish CTBL course successfully
Reading performance
Reading is a fundamental language skill that involves a complex process of understanding written text Defined by William (1984) as the act of looking at and comprehending written material, reading necessitates visual engagement to derive meaning from sentences and grasp the overall message It is also characterized as an interactive exchange between the reader and the writer, as highlighted by Brunan (as cited in Durlak et al., 2011), who describes it as a two-way communication where information flows between both parties Smith (1973) reinforces this notion by stating that reading is a means of transferring information from the sender to the receiver Furthermore, Smith (1995) emphasizes that reading involves an interaction between the reader's prior knowledge and the text's message Expanding on these definitions, Rahaman (2014) describes reading as a learning process where the writer conveys thoughts and ideas through written form, enabling the reader to construct and comprehend meaning Ultimately, reading is an interactive process that allows readers to utilize their knowledge to understand and interpret the text effectively.
In short, reading is when someone looks into a written text and starts to absorb the information from the written message from it To prove for it, Stallfter (2015) has
Reading is a complex process where individuals extract information from texts Engaging in extensive reading enhances students' vocabulary and familiarity with English sentence structures Consequently, reading is a vital skill, and students' reading performance serves as a key metric for assessing their progress.
Reading performance, as defined by Johnston (1983), encompasses both the process and product of reading, integrating readers' knowledge, experience, perception, and interpretation of text This involves utilizing prior knowledge to understand written material, with performance serving as a measure of comprehension Furthermore, the OECD's PISA (2017) outlines reading performance as a means of assessing students' understanding, utilization, and reflection on written texts, aiming to achieve educational goals and enhance knowledge, quantified through mean scores.
Reading performance is closely linked to the time students dedicate to reading in school and their subsequent test scores It serves as an indicator of students' learning progress and enhances their vocabulary and knowledge To improve reading skills and performance, it is crucial to engage students with interesting reading materials and learning activities in the classroom Consequently, investigating the relationship between the CTBL approach and learners' reading performance and attitudes is essential.
In the next part, attitude is taken into account to be presented to see its relationship with CTBL
Attitude
Researchers in psychology and education, particularly in language learning, offer varied interpretations of attitude based on different contexts Attitude is generally seen as an individual's response to real-life situations, shaped by group pressures, self-interest, and personal values (Philpott, 1991) Gagné and Medsker (1996) describe attitude as an internal state that influences personal choices and actions In contrast, Montano and Kasprzyk (2008) define attitude as dependent on an individual's beliefs about the outcomes of behaviors, suggesting that positive beliefs lead to a positive attitude, while negative beliefs result in a negative attitude This concept is further supported by Gardener (1988), who views attitude as a reaction evaluated against an individual’s beliefs or opinions.
As can be seen, there are a number of ways to define attitude With an efficient and clear definition, attitude, according to Oxford Advanced Learners‟ Dictionary
Attitude is defined as the way you think and feel about someone or something, which is reflected in your behavior towards them It can be viewed as a positive or negative evaluation of various aspects of your environment, including people, objects, events, activities, and ideas Importantly, negative attitudes can be transformed through thoughtful instructional methods.
27 as using a teaching approach, materials, and activities that help students gain achievement (Brown, 2000)
Gardner's classification of "attitude" encompasses three interrelated components: behavioral, cognitive, and emotional The behavioral aspect pertains to how individuals act and respond in specific situations, highlighting that successful language learning enables learners to identify with native speakers and adopt behaviors characteristic of the target language community The cognitive aspect involves learners' beliefs about their knowledge acquisition and understanding, which can be broken down into four steps: connecting prior knowledge to new information, creating new knowledge, verifying that knowledge, and applying it in various contexts Lastly, the emotional aspect allows learners to express their likes or dislikes regarding objects and situations, with research indicating that the feelings and emotions of English as a Foreign Language (EFL) learners significantly influence their attitudes toward the target language.
This study explores students' emotional attitudes toward the CTBL approach, focusing on their expressions of "like" or "dislike." It examines students' feelings and behaviors under teacher observation and through completed questionnaires after the course The research aims to demonstrate that the CTBL approach can foster a positive attitude among learners.
The next part is presenting the relationships between CTBL and reading performance and attitude
The relationships between CTBL and reading performance and attitude 28 1 The relationship between CTBL and reading performance
2.6.1 The relationship between CTBL and reading performance
CTBL, an advanced structure of Task-Based Learning (TBL) and a variant of Collaborative Learning (CL), incorporates the principles and teaching strategies of both approaches This article explores the connections between CL, TBL, and CTBL, particularly in relation to student learning outcomes, with a focus on reading performance.
Numerous studies demonstrate the effectiveness of cooperative learning (CL) in university-level English reading classes, highlighting its role in enhancing student interaction and communication Research indicates that combining CL with English reading instruction not only fosters pair communication but also reduces learner anxiety (Gillies & Ashman, 2000) Furthermore, CL promotes active participation in reading lessons, cultivates a productive English learning environment, and enriches the overall learning experience, leading to improved knowledge acquisition (Bolukbas, Keskin).
Collaborative Learning (CL) significantly enhances learner reading performance by fostering a strong integration of listening, writing, reading, and speaking skills Research by Bromley and Modlo (1997) highlights that CL is the most effective method for improving reading abilities, as it positively influences student reading development.
Team-Based Learning (TBL) is aimed at improving team learning performance and creating opportunities for collaborative tasks, as highlighted by Fink (2004) This approach leads to significant benefits, such as enhanced test scores, higher attendance, better study retention, increased satisfaction, and improved learner attitudes (Michaelson & Sweet, 2011; Persky & Pollack, 2011) In summary, TBL is closely linked to positive student learning outcomes, particularly in test performance and attitudes.
29 toward team work and TBL Therefore, TBL obviously has a close relationship with reading performance
Hosseini (2012) emphasizes that Collaborative Team-Based Learning (CTBL) is essential for fostering effective teamwork in competitive settings, serving as a valuable tool to enhance student learning outcomes and support their future success.
CTBL is an effective approach that enhances student performance in both academic and social contexts According to Hosseini, it significantly aids students in achieving deep comprehension of reading materials and improves their reading production Furthermore, CTBL acts as a mediator between language acquisition and learning performance, offering students increased opportunities to develop their communicative competence and apply language skills effectively in real-world situations.
Collaborative Task-Based Learning (CTBL) significantly influences reading performance by fostering teamwork among students to reach common goals, both in the classroom and in social settings When students successfully achieve these targets, they often develop a positive attitude towards the learning approach Consequently, the connection between CTBL and student attitudes is an important aspect to explore further.
2.6.2 The relationship between CTBL and attitude
Effective language teaching significantly enhances students' attitudes towards learning, particularly in English as a Foreign Language (EFL) According to Johnson & Johnson (1990), learners' success is closely linked to their attitudes when collaborating in groups Additionally, Dürnyei (1994) asserts that active learning approaches, such as cooperative learning, foster positive attitudes and motivation in language acquisition Furthermore, as previously noted, attitude reflects an individual's internal eagerness and personal investment in their learning journey.
Research by Gardner and Korth (1998) confirms that collaborative teamwork enhances student learning both academically and socially Furthermore, the Team-Based Learning (TBL) approach, as highlighted in Killian's research, reinforces the effectiveness of active engagement in educational settings.
Research by Bastas (2015) highlights that students who appreciate the Team-Based Learning (TBL) instructional method tend to develop more positive attitudes towards their education A student's reflection from Killian & Bastas’ study exemplifies this: “I enjoyed being able to brainstorm ideas with others and hear/give opinions in small groups in TBL where we felt more comfortable.” This demonstrates that active learning through TBL enhances classroom enjoyment and fosters a positive mindset Additionally, studies by Gardner & Korth (1998) and Scaraffioti & Klein (1994) support the notion that while academic performance may not significantly improve, students experience a notable shift in their attitudes after engaging in team-based activities.
Research indicates that poorly managed group learning can lead to negative learner attitudes (Pfaff & Huddleston, 2003) Although studies on students' attitudes toward teamwork in Competitive Team-Based Learning (CTBL) are limited, some findings reveal surprising insights For instance, Porter (1993) found that students often feel frustrated by their teamwork experiences While students acknowledge that teamwork enhances their skills, they still tend to prefer working individually Thus, despite exhibiting both positive and negative attitudes toward CTBL, there is a significant relationship between CTBL and learner attitudes that contributes to improved learning outcomes.
To sums up, CTBL inevitably has a particular relationship with learner reading performance and attitude All of the relationships of variables discussed are summarized in the research model below
The research model illustrated in Figure 2.3 encapsulates the foundational approaches of Collaborative Learning (CL) and Team-Based Learning (TBL) that contribute to the development of Collaborative Team-Based Learning (CTBL) CTBL is characterized by two primary elements: teamwork and competition This study aims to explore the potential relationships between CTBL, learner reading performance, and learner attitudes Learner reading performance will be assessed through student test scores, while learner attitudes will be evaluated using a questionnaire that captures students' emotional responses—both positive and negative—toward CTBL in reading classes Additionally, the analysis may reveal an unexpected relationship between learner reading performance and attitudes, despite not being the primary focus of the study The hypothesis suggests that variations in reading performance scores could influence learner attitudes.
To prove and go deeply into these relationships, previous studies are reviewed and stated in the section below
2.7 Studies on Competitive Team-based learning
To gain a deeper understanding of the impact of Collaborative Task-Based Learning (CTBL), it is essential to examine the effects of Collaborative Learning (CL) and Task-Based Learning (TBL) within English classrooms While numerous studies have explored the influence of CL and TBL on student learning outcomes, research specifically focused on CTBL remains limited.
Recent studies on the effects of Collaborative Learning (CL), Team-Based Learning (TBL), and Combined Team-Based Learning (CTBL) can be categorized into two main areas: first, research examining the influence of CL and TBL in diverse fields such as team quizzes, mathematics, and sociology; and second, studies focusing on the impact of these methodologies on learners' language proficiency, particularly in speaking and reading, as well as their attitudes towards learning These categories are presented in order of their contribution to the overall research Additionally, notable related studies conducted in Vietnam are highlighted.
With the first branch, there are three outstanding studies on math, sociology and team quizzes presented as follow
Nicoll-Senft (2009) conducted a study on Team-Based Learning (TBL) in an undergraduate class, replacing traditional lectures with TBL methods that included individual and team quizzes, application exercises, and assignments The data analysis revealed that students achieved significantly better results with TBL team quizzes compared to the traditional lecture approach.
Chapter summary
This chapter provides an overview of Content-Based Teaching and Learning (CTBL) within the frameworks of the Interaction Hypothesis and Cooperative Learning It emphasizes the importance of understanding the teacher's role and classroom procedures to prevent misuse of the CTBL approach Additionally, it clarifies the distinctions between CTBL and Cooperative Learning to enhance teachers' comprehension for effective application in their instruction The chapter also discusses relevant theories related to reading performance and attitude, exploring their connections to CTBL Finally, it highlights a research gap by reviewing previous studies, noting the scarcity of research on the impact of CTBL on reading performance and attitude, thus underscoring the need for further investigation in this area.
The study aims to introduce Contextual Teaching and Learning (CTBL) to Vietnam, particularly within university environments such as Hutech, where it has yet to be implemented The following chapter outlines the methodology used to conduct this research.