Part A INTRODUCTION VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST GRADUATE STUDIES o0o VŨ THỊ KHÁNH VÂN ORGANIZING PAIRWORK IN THE ENGLISH LESS[.]
Teachers‟and students‟opinion about preparing materials for PW
Rationale of the study
"Better English, more opportunities" has become a key goal for many students, as mastering the language opens doors to future career success English provides essential linguistic, social, and cultural knowledge, granting access to the modern world dominated by technology and information As the official language in many developed nations, English is crucial for communication in fields such as business, education, and science Consequently, English education plays a vital role in the social development policies of numerous countries worldwide.
English is widely taught in Vietnam from primary school to university and through numerous English centers nationwide, as many people learn it for work or higher education However, the effectiveness of English courses often falls short, primarily due to Vietnamese teachers’ lack of effective teaching methods, insufficient knowledge, and limited access to teaching aids Additionally, constraints such as limited time and funding hinder efforts to develop the four essential language skills: listening, speaking, reading, and writing.
English teachers at Pho Yen Upper Secondary School face the common challenge of student inactiveness during classroom learning activities Several factors contribute to this low participation, highlighting the need for effective teaching techniques and methods To improve student engagement, teachers must demonstrate enthusiasm and commitment in their instructional approach.
This study, titled "Organizing Pair Work in 11th Grade English Lessons at Pho Yen High School, Thai Nguyen Province," aims to contribute to improving English teaching and learning at Pho Yen High School and across Vietnam It focuses specifically on how to organize pair work more effectively to enhance student engagement and language proficiency By exploring strategies for implementing effective pair activities, this research seeks to support educators in creating more interactive and productive English lessons for high school students in Thai Nguyen.
The study is aimed at:
Investigating the use of pairwork at Pho Yen High School- a school located in Pho Yen district, Thai Nguyen province
Finding out effective technique to organize pairwork with the hope of helping teachers at Phổ Yên High School in teaching English
3 Research questions of the study
This study is aimed to answer the following research questions: How do the teachers at Phổ Yên High School use pair work?
To enhance the four essential skills of students at Phổ Yên High School, teachers should utilize a variety of effective teaching techniques This study focuses specifically on the implementation of pair work in classrooms at Phổ Yên High School, aiming to identify strategies that can organize pair work more effectively By optimizing pair work activities, educators can foster better student engagement and improve language proficiency outcomes.
This study aims to explore effective language teaching and acquisition strategies, drawing on a comprehensive review of existing literature by various authors in the field of language education Data was collected from both students and English teachers at Phổ Yên High School to ensure a well-rounded understanding of the instructional environment The research involved survey questionnaires completed by 120 students and six English teachers, as well as classroom observations, to gather valuable insights into teaching practices and student learning experiences.
This research employs both quantitative and qualitative methods to ensure comprehensive insights The quantitative analysis is based on statistical data collected from survey questionnaires completed by students and teachers at Phổ Yên High School, providing valuable comments, remarks, recommendations, assumptions, and conclusions Additionally, the study incorporates qualitative insights gained through the author's nine years of experience and observation as an English teacher, enriching the findings with practical expertise.
This study consists of 3 parts:
Part A: provides an introduction which includes the rationale, aims, scope, research questions, methods and design of the study
Part B: provides a development which is divided into three chapters
Chapter 1: Literature Review: is intended to give some theories related to the study such as communicative language teaching, communication learning process, definitions of pairwork along with some common pairwork oral activities The chapter also mentions advantages and disadvantages of using pairwork
Chapter 2: The Study Research – provides an analysis on the current situation of using pairwork in teaching and learning English at Phổ Yên High School Data collection and analysis are also presented in this chapter
Chapter 3: Findings and Suggestions - focuses on how the teachers at Phổ Yên
High School organized pairwork and difficulties facing them and their students in carrying out these activities and some suggestions for the teachers to organize pairwork more effectively
The conclusion summarizes the key findings of the study, offering interpretations and pedagogical implications to inform future educational practices It highlights the significance of the research outcomes and suggests potential areas for further investigation to advance understanding in the field.
Research questions
This study is aimed to answer the following research questions: How do the teachers at Phổ Yên High School use pair work?
Scope of the study
To enhance the four key language skills among students at Phổ Yên High School, teachers should employ diverse teaching techniques and strategies This study specifically focuses on analyzing the implementation of pair work in classrooms at Phổ Yên High School and identifying effective methods to organize pair activities By optimizing pair work, educators can significantly improve student engagement and learning outcomes Therefore, adopting innovative approaches to pair work can contribute to more effective language skill development in high school students.
This study aims to explore effective language teaching and acquisition methods, drawing on a theoretical framework established by numerous published works on language education Data were collected from both students and English teachers at Phổ Yên High School, including six English teachers and 120 students, through survey questionnaires and direct observation The combined qualitative and quantitative data provide comprehensive insights into language learning practices and teaching effectiveness.
This research employs both quantitative and qualitative methods to ensure comprehensive insights The quantitative analysis is based on survey data collected from students and teachers at Phổ Yên High School, with all comments, recommendations, and conclusions derived from statistical analysis Additionally, the study incorporates qualitative insights through the author's nine years of teaching experience and personal observations, enriching the findings with practical expertise.
This study consists of 3 parts:
Part A: provides an introduction which includes the rationale, aims, scope, research questions, methods and design of the study
Part B: provides a development which is divided into three chapters
Chapter 1: Literature Review: is intended to give some theories related to the study such as communicative language teaching, communication learning process, definitions of pairwork along with some common pairwork oral activities The chapter also mentions advantages and disadvantages of using pairwork
Chapter 2: The Study Research – provides an analysis on the current situation of using pairwork in teaching and learning English at Phổ Yên High School Data collection and analysis are also presented in this chapter
Chapter 3: Findings and Suggestions - focuses on how the teachers at Phổ Yên
High School organized pairwork and difficulties facing them and their students in carrying out these activities and some suggestions for the teachers to organize pairwork more effectively
This concluding chapter summarizes the key findings of the study, offering insightful explanations and interpretations of the results It highlights pedagogical implications to inform educational practices and suggests areas for future research to advance understanding in the field.
Design of the study
This chapter briefly covers the theories related to the study : Communicative approach to language teaching, and pair work in language teaching and learning
1.1 Communicative approach to language teaching
1.1.1 What is meant by Communication?
Communication is an essential aspect of our daily lives that we often overlook, rarely reflecting on its complexity or recognizing its vital importance.
Before he expressed his own ideas about communication, he mentioned some of Fiske‟s ideas:
“Communication is one of those human activities that everyone recognizes but few can definite satisfactorily” (Fiske 1990:1)
“Communication is too often taken for granted when it should be taken to pieces” (Fiske 1994:8)
Thompson (2003) highlights that communication operates on multiple levels and serves various purposes, including transmitting information, goods, and people within transport networks Recognizing these diverse functions underscores the importance of understanding communication as both a means of data exchange and physical movement, which are essential for efficient logistics and network operations.
He fully concurred with Fiske's perspective that "the most relevant definition of communication for present purposes is social interaction through messages" (Thompson, 2003:10) When defining communication, it is essential to consider two key aspects: its social nature and the interactive exchange of messages, which are fundamental to understanding its role in human connection and information sharing.
According to Dwyer (2000:8), communication is very important in daily life:
Effective communication remains crucial in our evolving social and economic landscape, but today it involves navigating more layers than ever before As the exchange of information and ideas becomes increasingly complex daily, mastering multi-layered communication is essential for success.
LITERATURE REVIEW
Communicative approach to Language Teaching
1.1.1 What is meant by Communication?
Communication is an essential and deeply integrated aspect of our daily lives, yet we often overlook its significance We rarely pause to consider what effective communication involves or how vital it is to our overall well-being and interpersonal relationships Recognizing the importance of communication can enhance our understanding of its role in personal and professional settings.
Before he expressed his own ideas about communication, he mentioned some of Fiske‟s ideas:
“Communication is one of those human activities that everyone recognizes but few can definite satisfactorily” (Fiske 1990:1)
“Communication is too often taken for granted when it should be taken to pieces” (Fiske 1994:8)
Thompson highlights that communication serves multiple purposes and operates at various levels, including the transmission of information, goods, and people He emphasizes that understanding these different senses of communication is essential for grasping its role in networks and everyday interactions (Thompson, 2003).
He fully agrees with Fiske’s concept that "the most relevant definition of communication for present purposes is social interaction through messages" (Thompson, 2003:10) When discussing the definition of communication, two key aspects to consider are its social nature and the exchange of messages, which are fundamental to understanding its role in human interaction.
According to Dwyer (2000:8), communication is very important in daily life:
Effective communication remains crucial in today’s evolving social and economic landscape With the rise of flatter management structures and collaborative work teams, navigating multiple layers of communication has become more complex than ever Globalization connects us with individuals and organizations at regional, national, and international levels, expanding the scope of interaction Advances in sophisticated technology now enable us to communicate across vast distances and diverse audiences, achieving reach and engagement previously unimaginable just two decades ago.
1.1.2.1 Nature of Communicative Language Teaching
Communicative Language Teaching (CLT) focuses on integrating grammatical and functional language instruction to promote effective communication skills According to Littlewood (1981), a key feature of CLT is its systematic emphasis on both the functional and structural aspects of language, ensuring learners can use language meaningfully in real-life contexts This approach underscores the importance of balancing form and function to develop communicative competence.
Communicative Language Teaching (CLT) emphasizes using interactive procedures that encourage learners to work in pairs or groups, fostering active communication through problem-solving tasks This approach highlights the importance of providing students with authentic opportunities to use English for real-life communication By integrating communicative activities into broader language programs, CLT aims to enhance learners' ability to effectively use English in meaningful contexts.
1.1.2.2 The Techniques of Communicative Language Teaching
The techniques of Communicative Language Teaching are described by different linguists as following:
Nunan (1991a:279) gives five features to characterize CLT:
+ An emphasis on learning to communicate through interaction in the target language
+ The introduction of authentic texts into the learning situation
+ The provision of opportunities for learners to focus, not only on language but also on the learning process itself
+ An enhancement of the learner‟s own personal experiences as important contributing elements to classroom learning
+ An attempt to link classroom language learning with language activation outside the classroom
Communicative Language Teaching (CLT) principles can be applied to teaching any skill at any level, making it difficult to describe typical classroom procedures Richards and Rodgers (1986) highlight the wide variety of classroom activities associated with CLT, while Savignon (1983) discusses techniques such as group activities, language games, and role plays, which are common in many language teaching methodologies and not exclusive to CLT.
Johnson and Johnson (1998) offer five core characteristics that underlie current applications of communicative methodology:
Appropriateness in language use is crucial, as it ensures communication aligns with the specific situation, roles of the participants, and the intended purpose Learners should develop the ability to switch between formal and casual speech styles to effectively navigate various contexts Mastering appropriate language use enhances clarity and effectiveness in communication across diverse settings.
+ Message focus: Learners need to be able to create and understand messages, that is, real meanings Hence the focus on information sharing and information transfer in CLT activities
+ Psycholinguistic processing: CLT activities seek to engage learners in the use of cognitive and other processes that are important factors in second language acquisition
+ Risk taking: Learners are encouraged to make guesses and learn from their errors
By going beyond what they have been taught, they are encouraged to employ a variety of communication strategies
+ Free practice: CLT encourages the use of “holistic practice” involving the simultaneous use of a variety of sub-skills, rather than practising individual skills one piece at a time
Communicative Language Teaching (CLT) is best understood as an approach rather than a fixed method, emphasizing a communicative view of language and language learning This approach encompasses a diverse set of principles that prioritize real-life communication skills CLT supports a variety of classroom procedures aimed at enhancing learners' ability to communicate effectively in authentic contexts, making it a flexible and student-centered method for language instruction.
Definition of pairwork
Pairwork is a teaching method that has evolved through the contributions of numerous linguists, with Doff (1988: 137) defining it as a classroom activity where the teacher divides students into pairs who work simultaneously In this approach, each student collaborates with their partner to promote active language use, fostering communication skills and peer learning Unlike other group activities, pairwork emphasizes one-on-one interaction within the classroom, making it an effective technique for language practice and student engagement.
“public” or “open” pairwork, with pairs of students speaking in turn in front of the class.”
Pairwork is an engaging classroom activity that encourages students to practice language skills through interactive conversations, studying texts, and conducting research It promotes collaborative learning by having students write dialogues, predict reading content, and compare notes on listened or viewed materials This method enhances communication, comprehension, and language retention through information-gap activities and peer interaction.
According to Byrne (1983), there are two main types of pair work: fixed pairs and flexible pairs Fixed pairs involve students working consistently with the same partner, allowing them to develop a deeper understanding of each other's abilities In contrast, flexible pairs enable students to change partners freely, making the activity more dynamic and engaging This variety encourages interaction and keeps students motivated during language practice.
Advantages and disadvantages of pairwork
1.3.1 Advantages of using pairwork activities
Brumfit says that pairwork is the most effective techniques of classroom organization which combine aspects of communication learning and natural interaction in a stress free environment (Brumfit, 1984:78)
Pairwork enhances student speaking opportunities in the classroom, encouraging active participation as students exchange opinions and practice new language structures with peers Dividing the class into small groups allows each student to speak more frequently than during whole-class discussions Penny Ur recommends that in larger classes, dividing students into five groups is the most effective strategy for promoting oral practice and improving speaking skills.
Students often experience reduced anxiety when working in small groups, making it easier for timid students to participate Public speaking in front of the class and teacher can be intimidating for shy students, leading to silence and difficulty expressing their thoughts However, collaborating in pairs or small groups provides a more comfortable environment where students can share their opinions more naturally and confidently.
Pair work enhances language practice while fostering classroom integration, helping students develop cooperation, negotiation, and respect for diverse perspectives It creates a positive classroom atmosphere by encouraging peer support instead of solitary effort on difficult tasks In this collaborative environment, teachers shift from traditional supervisors to being resource centers and advisors, promoting a more engaging and supportive learning experience.
Pairwork introduces variety into the classroom, allowing teachers to personalize activities based on students' abilities and potentials It promotes individualization by preparing different tasks tailored to students' skill levels Engaging in pairwork helps both capable and less able students experience a sense of achievement when completing their tasks, fostering confidence and motivation.
1.3.2 Disadvantages of using pairwork activities
Gorgon (2008) also points out clearly disadvantages of using pairwork activities as follow:
Many teachers hesitate to incorporate pair work into their lessons due to concerns about noise and discipline issues While students working in pairs often produce "positive noise" through discussion and communication, this does not disrupt concentration However, if activities are prolonged or students become bored, especially less engaged learners may start making disruptive noise to attract the teacher's attention Properly managed pair work can enhance student engagement and communication skills without compromising classroom discipline.
One significant drawback of pair work activities is the tendency for students to speak in their mother tongue When students are excited and engaged in pair work, they often resort to their native language to express ideas they cannot easily articulate in the target language This behavior is common, as students primarily aim to communicate effectively.
One significant disadvantage of pairwork activities is the tendency for students to make mistakes Some teachers avoid using pairwork, fearing that students may struggle with errors when expressing their ideas However, while correctness is important, in real-life communication, fluency and the ability to convey ideas effectively are more crucial than perfect accuracy As Doff (1988) emphasizes, prioritizing communicative fluency over grammatical correctness encourages students to practice oral skills without fear of making mistakes, ultimately enhancing their language proficiency.
When learners work in pairs, teachers cannot listen to and correct all mistakes, as the primary goal is student practice rather than error correction To facilitate effective learning, teachers can minimize errors by demonstrating the activity beforehand and encouraging pairs to perform in front of the class Following the performances, teachers should discuss the students' exchanges, highlight common errors, and provide constructive feedback to enhance language accuracy.
How to organize pairwork
In order to prepare for pairwork, according to Felisa Tibbits ( 1998), the teacher will need to do the following:
- Prepare any physical materials for pairwork ahead of time
- Anticipate the size and the selection of pairs
-Anticipate how students will be organized within the pairs (tasks and roles)
- Consider the timing of the pairwork
- Consider how the pairwork will be shared with the entire class and linked with the overall curriculum
An activity that is best suited for pairwork may meet the following criteria:
- The activity has multiple tasks that can be shared among pair members or a single task, such as generating ideas, that benefit from the articipation of all individuals within a pair
- The activity involves problem solving and discussion
- Examples of activities that may be suited for pairwork are investigations of materials (newspapers, scientific specimens) and development of ideas or arguments
Teachers should personally gather or organize students to collect physical specimens for investigation, such as requesting students to bring newspapers and magazines for lessons on the role of the media Ensure there are enough materials for each student pair to facilitate effective learning and hands-on analysis.
1.4.2.3 Size and selection of pair
Pair sizes typically range from 2 students, fostering effective collaboration and discussion Group sizes can sometimes be larger, but groups exceeding 8 members do not guarantee active participation from all students Pair membership can be determined using various methods, such as random selection through counting off by students or pairing students based on their birth dates, ensuring a fair and balanced grouping process Implementing strategic pairing methods enhances student engagement and supports diverse group dynamics.
Sometimes pairs are organized only for one activity Other times, teachers use the pair for a series of activities, so that students get used to working with one another
1.4.2.4 Organize students within the pair
A laissez-faire approach to pairwork involves the teacher assigning a broad task, such as researching the "qualities of good leaders," and then allowing students to independently organize and execute the project This method encourages student autonomy and self-directed learning while fostering collaboration skills Implementing such an approach can enhance critical thinking, creativity, and teamwork among students, making it an effective strategy for developing leadership qualities and research skills in a classroom setting.
Implementing a highly structured approach involves the teacher assigning specific roles to each pair member, such as "materials handler," "scribe," or "reporter," to facilitate effective collaboration Alternatively, a semi-structured approach allows the teacher to recommend roles while giving students the autonomy to assign them themselves, promoting student engagement and responsibility in the learning process Both strategies enhance teamwork and organization, making group activities more productive and focused Incorporating clear roles according to the chosen approach can improve communication, ensure task completion, and support diverse learning styles.
Implementing a structured approach with rotating tasks within pairs is especially effective for younger children, promoting skill development and engagement Conversely, a less structured method can be suitable for students experienced in pair work or for simple tasks that do not necessitate role differentiation This flexible strategy enhances collaborative learning by adjusting exercises to students’ skill levels and task complexity.
Effective teachers anticipate student questions regarding timing, task outcomes, and sharing with peers Providing clear instructions ensures students understand expectations, while remaining available to answer questions without disrupting pair activities fosters an environment of independent learning.
It is common in many classrooms that a pair activity constitutes 20 minutes of a 40 minute- period, with 10 minutes allowed for sharing other pairwork with the whole class
1.4.2.6 Share pairwork with the whole class
Usually the results of the pairwork are shared with the class This sharing can be oral (reporting out), visual (written or graphic representation), or both
It is highly interesting to contrast the results of pairwork
Harmer ( 1999) devides it into 3 steps : Pre activities, While activities and Post activities
Effective student instructions are essential for clear understanding and successful task completion Provide clear guidance on what students are expected to do and outline the timeline for finishing their assignments Reinforce comprehension by asking students to repeat instructions or translating them into their first language Incorporating demonstrations can also enhance understanding and ensure students grasp the task requirements effectively.
While students work in pairs, teachers have several effective options for monitoring their progress They can stand at the front, side, back, or anywhere in the classroom to supervise, observing which students are engaged, stuck, or nearing completion This strategic positioning allows teachers to remotely assess individual pairs and determine when to intervene or provide assistance, ensuring optimal student support and engagement.
An effective alternative teaching method involves observing and listening to specific student pairs during class Teachers can stay with these pairs for a designated period, providing support and intervention when appropriate to enhance learning It’s important to differentiate between focusing on accuracy and fluency during this process, ensuring a balanced approach to language development This strategy promotes active student engagement while allowing teachers to monitor progress closely.
Pair work provides teachers with an excellent opportunity to give targeted attention to individual students who could benefit, while also serving as a valuable chance to observe and assess each student's progress.
Effective feedback is essential when pairs stop working together, enabling teachers to facilitate meaningful discussions about what transpired during group sessions Teachers encourage students to reflect on their experiences, share observations, and provide assessments, helping them identify areas for improvement When necessary, educators guide students to make corrections, fostering growth and collaboration Implementing structured feedback helps students learn from their experiences and enhances teamwork skills.
Pairwork practice sessions can be enhanced by having students quickly demonstrate the language they've been using Teachers can provide immediate corrections if needed, which helps reinforce learning This approach offers valuable feedback for students and the entire class, promoting effective language acquisition and future improvement.
Providing constructive feedback on student work is essential for boosting future motivation and academic growth While correcting language mistakes is an important aspect, it represents only a part of the overall feedback process Effective feedback should focus on both content quality and language development to help students improve comprehensively.
Difficulties in organizing pairwork and suggested solutions
When teachers organize pairwork, they might encounter some difficulties
According to Hoodith (1997), there are three main difficulties while working in pair
Classroom furniture is fixed, limiting teachers and students from making adjustments due to time constraints Overcrowded classrooms with more than 40 students in a small space hinder students' ability to move freely, especially during pairwork activities Thoughtful classroom furniture arrangement can improve learning experiences by optimizing space and facilitating smoother partner interactions.
Understanding teacher instructions is crucial for students to perform effectively, yet many students struggle to grasp what is expected of them While it may seem obvious and straightforward, some students remain unclear about their tasks Interestingly, when teachers give instructions in the students’ target language, it can sometimes be more challenging for students to understand the directions than to complete the exercise itself Clear communication of instructions is essential for successful language learning and learner engagement.
When classroom furniture is fixed and cannot be rearranged, teachers should plan more meticulously to optimize space and interaction Creating strategic gaps between groups and interaction circles promotes effective communication and collaborative learning Proper planning ensures a conducive learning environment despite stationary furniture setups.
Drawing a plan of the room and visualizing the arrangements will help to achieve this
To address challenges in giving instructions, students should be encouraged to use their mother tongue, especially in early lessons It's more effective to start with strict guidelines and gradually ease up rather than allowing excessive use of their native language initially and then trying to restrict it later One effective strategy is to provide brief explanations in English followed by written instructions in the students' mother tongue if needed If students remain unclear about what to do, it suggests that the instructions, whether oral or written, may need improvement to enhance clarity.
The teacher should allocate a few minutes for students to clarify instructions among themselves in their mother tongue Providing an example can help ensure students fully understand the instructions This approach promotes clearer communication and enhances student engagement during the activity.
Teachers should select simpler activities for pairwork that are less controversial than group activities Dialogues and speaking exercises are more appropriate for pairwork, making it easier for students to practice and communicate effectively This approach promotes smoother interaction and enhances language development in a focused setting.
Previous studies related to organizing pairwork
Research has long recognized the effectiveness of pairwork in English language teaching, particularly in developing oral communication skills Donough (2004) emphasizes that learner-learner interaction through pairwork activities is beneficial for enhancing speaking abilities Multiple studies, including Thao (2013), highlight that incorporating pair and group work significantly improves students' speaking skills, with Thao dedicating considerable effort to applying these techniques Additionally, Phuong (2008) reports that pairwork increases student participation in communicative activities, especially in large classes, underscoring its vital role in promoting active language use.
Research by 2008 demonstrated that students show increased interest in discussion when engaging in pair and group work activities during speaking lessons Minh (2011) investigated the application of pair and group work, identifying human factors that influence student participation and proposing feasible solutions to enhance engagement However, most studies have primarily highlighted the benefits of these techniques without detailing the processes teachers and students undergo during implementation Phuong (2008) emphasized that the success of communicative pair work heavily depends on the teacher’s preparation before the activity begins Focusing on non-major English students, these studies suggest that a clear understanding of the pairing and grouping processes can help teachers better facilitate and optimize communicative activities in the classroom.
METHODOLOGY
Research setting
2.1.1 An overview of Pho Yen High School
At Pho Yen High School, students study English from grades 10 to 12, transitioning from the traditional three-year course textbooks to the current seven-year course textbooks English has become a mandatory subject in the Vietnamese education system, emphasizing its importance for student development Students typically have three English lessons each week, ensuring consistent language practice and improvement.
The selected textbook is "English 10, 11, 12," compiled by Hoàng Văn Vân, Hoàng Thị Xuân Hoa, Đỗ Tuấn Minh, Nguyễn Thu Phương, and Nguyễn Quốc Tuấn, published by Nhà xuất bản Giáo Dục in 2006 Each level includes 16 lessons designed to cover the entire school year, with mid-term and term assessments to evaluate student progress Each unit is divided into five lessons aimed at providing students with foundational English knowledge and practicing four key language skills: speaking, listening, reading, and writing This modern textbook features numerous pictures and is tailored for applying Communicative Language Teaching methodologies It encourages interactive learning through authentic materials, fostering students' communicative abilities Students participate in pair and group work to practice English in real-life situations and listen to both native and non-native speakers via tapes to enhance comprehension Moreover, the textbook promotes the development of reading and writing skills, with periodic exams at the end of each term assessing all four skills comprehensively.
The objectives of the English course are clear At the end of the course (after
105 periods), students are required to obtain:
- General knowledge of English grammar and an active vocabulary
- The ability to communicate with foreigners in English in common situations like : showing ways, making requests, etc
- The ability to read English pre-intermediate book, English newspapers or magazines
At Pho Yen High School, English teaching mainly takes place within classrooms equipped with basic furniture such as blackboards, tables, and desks, with limited teaching aids like cassette recorders and projectors The English classes are large, typically ranging from 40 to 50 students, which poses significant challenges for effective language teaching and learning.
Pho Yen High School lacks access to essential reference and self-study materials for both teachers and students, limiting their ability to independently enhance their learning and teaching The school library only offers a limited selection of English books that are not sufficiently beneficial for academic purposes As a result, teachers are often required to seek external resources, which can be challenging, while students find it particularly difficult to obtain the necessary references for their studies.
Students at Pho Yen Upper Secondary School must pass entrance exams in Math and Literature to gain admission Most of these students come from rural areas and have learned English for four years in lower secondary school While they possess basic English grammar knowledge, their overall language skills need improvement Compared to the past, current students are more aware of the importance of learning English, demonstrating increased intelligence, activity, and motivation They have three English lessons per week, during which they practice speaking, listening, reading, and writing skills to develop comprehensive language proficiency.
Teachers play a crucial role in the teaching process, even though students are often seen as the most important factor in learning At Pho Yen High School, seven English teachers aged between 25 and 54 have never traveled to English-speaking countries, and all graduated from Thai Nguyen Teachers’ Training University Historically, these teachers relied on the Grammar-Translation Method, focusing on detailed grammar analysis and translation exercises Currently, the school's curriculum has shifted towards Communicative Language Teaching, emphasizing activities that develop the four language skills through pair work and interactive procedures.
Methodology
The study involved 120 randomly selected students from classes 11B1 to 11B3 and six English teachers Conducted during the second term of the school year, the research gathered data through survey questionnaires, where participants provided responses to various questions.
Two types of questionnaires were used in this study (one for students and the other for teachers)
The student questionnaire comprises two main sections with a total of 10 questions, designed to gather comprehensive insights Part I focuses on students' personal information, including data on gender, age, and class level, to better understand the demographic profile Part II explores students' perceptions of pairwork in English learning, assessing the benefits they recognize, their attitudes towards pairwork activities in the classroom, and their interest in using pairwork as a method to enhance their English skills This structure aims to provide valuable data on how students view and prefer pairwork methods in language education.
The teacher questionnaire includes two main sections with a total of 10 questions, designed to gather comprehensive insights The first part collects demographic information such as gender, age, and years of teaching experience The second part focuses on teachers’ perceptions of the benefits of pairwork, their attitudes toward incorporating pairwork activities in English classes, and their interest in learning English through pairwork methods This structure aims to evaluate teachers’ opinions and the potential advantages of using pairwork activities to enhance English language education.
The researcher observed six classes taught by different teachers at Pho Yen High School to gather comprehensive data on the use of pair work in the classroom In addition to administering survey questionnaires, the researcher conducted classroom observations to ensure the reliability and validity of the information collected This approach provided a thorough understanding of how pair work is implemented across various classes, strengthening the credibility of the research findings.
The researcher observed multiple English lessons both before and during the implementation of various teaching techniques In each lesson, detailed observations were recorded regarding the teacher’s activities, including instructions, encouragement, comments, and feedback Additionally, student involvement, preferences, and attitudes toward the applied techniques were documented to assess the impact of these methods on learning outcomes This comprehensive analysis highlights the effectiveness of different teaching strategies in enhancing student engagement and language acquisition.
In addition to survey questionnaires for students and teachers, classroom observations were conducted to validate information regarding the implementation of pairwork, assess human factors influencing student participation, and understand the preferences of teachers and students when organizing or engaging in pairwork activities The researcher prepared observation checklists prior to each class to ensure focused data collection Each lesson, lasting 45 minutes, was observed using these checklists to note relevant behaviors and interactions Importantly, the teachers involved were not instructed to prepare specifically for observation, ensuring natural classroom dynamics were captured.
The research data was collected through questionnaires and classroom observations involving 6 teachers and 120 randomly selected students After one week, the questionnaires were collected and analyzed, with the data summarized using statistical tools such as graphs, tables, and diagrams This analysis aimed to identify the most effective pairwork activities to enhance students' four language skills, leading to informed implications and recommendations.
The observation method was conducted during the second semester, two weeks after administering the questionnaires, with a total of thirty lessons observed to evaluate the organization and effectiveness of communicative activities Classroom teachers and randomly selected students were interviewed after the lessons to ensure the validity and reliability of the data collected These observations provided valuable insights into the implementation of communicative activities in the classroom setting.
The primary data source for this study comprises responses from both student and teacher questionnaires, providing valuable insights into their perspectives To enhance the data accuracy and depth, classroom observations were also conducted, complementing the survey findings This combined approach ensures a comprehensive understanding of the educational environment, supporting informed analysis and conclusions.
A total of 120 language learning survey questionnaires were distributed to 11th-grade students, selected randomly to ensure diverse English proficiency levels and varying attitudes toward English learning.
After collecting survey responses from teachers, the researcher faced significant delays in gathering data from additional sources The results provide valuable insights into the research topic, highlighting key findings and trends identified through the data collection process.
2.2.4.1.1 Teachers’ and students’ opinions about benefits of pairwork
Question 1 was about the benefit of pairwork in language classes 50% of them saw the benefits of these activities in making the lessons more interesting and 33,3% agreed that pairwork helped motivate students in learning process Both teachers and students found pairwork useful for making the class more interesting, helping the learning process and motivating students ( 97,5% students and 100% teachers) Only 2,5% of students thought it was not effective
Option A Option B Option C Option D Option E Option F
Chart 1: Students’ and teachers’ opinion about the main benefits of pairwork
In this school, 100% of teachers believe that pairwork is highly effective for teaching grammar and speaking skills Additionally, 65% consider pairwork suitable for reading and writing lessons, making it a versatile teaching method Grammar and vocabulary lessons are also commonly associated with pairwork, though to a lesser extent (6.7%) Overall, teachers recognize the significant benefits of pairwork in enhancing various language skills.
Accordin g to students, which ones are pairwork
Chart 2: Students’ opinion about the useful for pairwork
Most teachers consider pair work to be one of the most important and effective activities in language classes Many teachers emphasize that pair work is a vital activity in language teaching, highlighting its significance in enhancing student interaction and language skills This activity is widely regarded as crucial for fostering communicative competence in learners.
Students widely recognize the value of pairwork in language learning, with 70.8% finding these activities enjoyable and effective for practicing speaking skills They consider pairwork to be authentic and beneficial for enhancing their language proficiency However, a minority of students, approximately 13.4%, do not perceive pairwork as useful in their learning process, indicating varied perceptions of its effectiveness Overall, pairwork is viewed as a significant tool in language classes, contributing to students' speaking practice and engagement.
Option A Option B Option C Option D Option E Option F
Chart 3: Teachers’ and students’ opinions about the useful of pairwork