Luận văn thạc sĩ VNU ULIS using cooperative learning principles in structuring groups to enhance participation speaking lessons of second year college students of english at thanh do university

VIETNAM NATIONAL UNIVERSITY UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ...o0o.... QUÁCH THỊ TUYẾT THANH USING COOPERATIVE LEARNING PRINCIPLES I

VIETNAM NATIONAL UNIVERSITY UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES

o0o

QUÁCH THỊ TUYẾT THANH

USING COOPERATIVE LEARNING PRINCIPLES IN STRUCTURING GROUPS TO ENHANCE PARTICIPATION IN

SPEAKING LESSONS

OF SECOND-YEAR COLLEGE STUDENTS OF ENGLISH

AT THÀNH ĐÔ UNIVERSITY

( Sử dụng các nguyên lý học hợp tác vào việc tổ chức nhóm nhằm phát huy mức độ tham gia trong các giờ học nói của sinh viên tiếng Anh năm

thứ hai hệ cao đẳng, trường Đại học Thành Đô)

M.A MINOR PROGRAMME THESIS

Hanoi, 2010

Field: English Teaching Methodology Code: 60 14 10

VIETNAM NATIONAL UNIVERSITY UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES

o0o

QUÁCH THỊ TUYẾT THANH

USING COOPERATIVE LEARNING PRINCIPLES IN STRUCTURING GROUPS TO ENHANCE PARTICIPATION IN

SPEAKING LESSONS

OF SECOND-YEAR COLLEGE STUDENTS OF ENGLISH

AT THÀNH ĐÔ UNIVERSITY

( Sử dụng các nguyên lý học hợp tác vào việc tổ chức nhóm nhằm phát huy mức độ tham gia trong các giờ học nói của sinh viên tiếng Anh năm

thứ hai hệ cao đẳng, trường Đại học Thành Đô)

M.A MINOR PROGRAMME THESIS

Hanoi, 2010

Field: English Teaching Methodology Code: 60 14 10

Supervisor: Dr Nguyễn Huy Kỷ

TABLE OF CONTENT

CANDIDATE’S STATEMENT 1

ACKNOWLEDGEMENTS 2

ABSTRACT 3

LIST OF ABBREVIATIONS 4

LIST OF TABLES 5

PART 1: INTRODUCTION 8

1 A review of related researches 8

2 Rationale 10

3 Objectives of the study 11

4 Research questions 11

5 Significance of the study 11

6 Scope of the study 11

7 Methods of the study 12

8 Organization of the study 12

PART 2: DEVELOPMENT 13

CHAPTER 1: THEORETICAL BACKGROUND 13

1.1 Cooperative Learning 13

1.1.1 Definitions of cooperative learning 13

1.1.2 Principles of cooperative learning 14

1.2 Cooperative language learning (CLL) 17

1.2.1 Goals of CLL 17

1.2.2 Advantages of CLL 18

1.2.3 Design of CLL 18

1.3 Speaking skill 20

1.3.1 Nature of speaking 20

1.3.2 Classroom speaking performance 21

1.3.3 Speaking activities 22

CHAPTER 2: PRACTICAL RESEARCH 24

2.1 Research methods 24

2.1.1 Subjects of the research 24

2.1.2 Procedure of the research 24

2.1.3 Instrumentation and data collection 27

2.2 Data Analysis 28

2.2.1 Data analysis procedure 28

2.2.2 Data analysis results 29

2.3 Discussion of the research questions 36

2.3.1 What are the effects of CL on students’ participation in the group activities? 36

2.3.2 What are the students’ attitudes towards CL? 38

CHAPTER 3: IMPLICATIONS 40

3.1 The CL training and implementation plan 40

3.2 Dealing with the problems of CL application 42

3.3 Teachers’ awareness of their roles in CL lessons 42

PART 3: CONCLUSION 44

1 The achievement of the objectives of the study 44

2 The effectiveness of the methods and instruments used 44

3 Limitations of the study 45

4 Suggestions for further studies 46

REFERENCES 47

APPENDICES Error! Bookmark not defined.- VII