TRAN THI NGOC QUYNH GROUPWORK ACTIVITIES IN DEVELOPING SPEAKING SKILLS AMONG EFL TENTH-GRADE STUDENTS IN QUANG NGAI PROVINCE Field: Theory and Methodology of English Language Teaching
INTRODUCTION
RESEARCH RATIONALE
In today's globalized world, the significance of English is undeniable, as it is the most widely spoken language, with over 2 billion speakers and serving as the official language in 67 countries and various international organizations Mastering speaking skills in English is crucial for students, not only for their academic success but also for their future careers.
Mastering English speaking skills is essential for many students learning a second language, yet many face challenges in speaking both in and out of the classroom Consequently, group work activities play a vital role in the academic setting, allowing learners to engage in collaborative efforts that enhance their knowledge and social analysis skills Research indicates that such collaborative activities significantly improve students' speaking abilities, highlighting the effectiveness of group work in fostering communication skills.
The study presents a theoretical framework for evaluating the effectiveness of group work activities in enhancing speaking skills in teaching and learning It explores the impact of these activities on students' oral abilities and investigates their perceptions regarding the implementation of group work tasks to improve their speaking skills.
In Vietnam's integration program, English-speaking skills are crucial for shaping the lifestyle and future of the younger generation Despite ongoing English education from secondary school through college, many Vietnamese students demonstrate weak and inconsistent proficiency (Minh Nga, 2020) The prevalent reliance on traditional teaching methods, which emphasize grammar over practical communication, hampers students' ability to express themselves confidently Consequently, this poses a significant challenge for students to achieve the essential goals of the current general English curriculum, aimed at reaching CEFR Level B1-1 by graduation.
Effective communication skills and language proficiency are developed through specific units of communicative competence, enabling students to meet the standards outlined in Vietnam's 6-level foreign language competency framework This framework, approved by the Vietnamese government and established in Circular No 01/2014/TT-BGDĐT on January 24, 2014, by the Ministry of Education and Training, aligns with the English textbook series used in Vietnamese schools as part of the national educational strategy.
National Foreign Language 2020 Project ” In light of this, it is suggested that group work activities be used in the classroom and as extracurricular activities
Encouraging group work activities in classrooms is essential for helping learners use the target language independently in a communicative environment However, there is a lack of studies examining the impact of group work on improving speaking skills among high school students in Vietnam To address this research gap, the present study aims to investigate the significant effects of group work activities on the speaking skills of EFL high school learners Therefore, the chosen title reflects this focus.
“Group work activities in developing speaking skills among EFL tenth-grade students in Quang Ngai Province”.
AIMS OF THE STUDY
This study is conducted to examine group work activities in developing speaking skills among EFL tenth-grade students
To achieve the general aim, the following study is expected:
- To identify the effects of groupwork activities on EFL tenth-graders’ speaking skills
- To examine students' perceptions of applying groupwork activities in learning speaking skills.
RESEARCH QUESTIONS
For these purposes, this thesis aimed at investigating research questions:
1 To what extent does the use of groupwork activities effect on tenth-grade EFL students’ speaking skills in Quang Ngai Province?
2 What are students’ perceptions of the use of groupwork activities in developing their English-speaking abilities?
SCOPE OF THE STUDY
This research emphasizes the enhancement of speaking skills through group work activities among grade 10 students at a high school in Quang Ngai Province The study involves a random selection of approximately 60 students from two intact classes However, due to the limited timeframe and sample size, the findings may not be representative of all English as a Foreign Language (EFL) students in the region.
SIGNIFICANCE OF THE STUDY
While numerous important studies have explored group work activities, there is a notable lack of research focused on their effectiveness in improving speaking skills among EFL learners in developing countries like Vietnam, especially within the high school context.
The study highlights the importance of providing administrators, teachers, and students with valuable insights into the benefits of group work activities for enhancing speaking skills in EFL high school contexts It encourages students to integrate more group work into their speaking practices, ultimately aiming to motivate both teachers and learners to prioritize the application of group work activities to improve proficiency in the target language.
ORGANIZATION OF THE STUDY
The research report consists of five chapters: Introduction, Theoretical Background and Literature Review, Research Methods and Procedures, Findings and Discussion, Conclusions and Recommendations
This chapter offers essential background information for the study, outlining its objectives It is divided into seven key sections: the rationale, aims, research questions, scope, significance, and organization of the study.
THEORETICAL BACKGROUND AND LITERATURE REVIEW 6 2.1 SPEAKING SKILLS
Definition of speaking skills
Speaking is a crucial skill in learning a foreign language, as highlighted by Ur (1996), who states that it is often considered the most important of the four language skills McDonough and Shaw (1983) define speaking as the application of linguistic knowledge to convey oral messages for communication and self-expression Additionally, Brown (1994) and Burns & Joyce (1997) emphasize that speaking involves an interactive process of producing, receiving, and processing information, shaped by context, including participants, shared experiences, and the environment According to the Oxford Advanced Learner's Dictionary (1995), speaking encompasses the use of words in a normal voice, the ability to utilize a language, and the act of expressing oneself verbally.
Speaking is considered the most challenging skill in the EFL context, as noted by Shabani (2013), with listening, reading, and writing following in difficulty While a solid grasp of vocabulary and grammatical structures is essential, it is not enough on its own According to Andryani (2012), speaking skills encompass the ability to effectively communicate in the target language, which includes aspects such as correctness, fluency, grammar, vocabulary, pronunciation, and comprehensibility.
Speaking transcends mere word pronunciation; it involves creating meaning through effective human interaction To be an effective speaker, one must possess essential communication skills, including vocabulary, grammar, pronunciation, fluency, and foundational knowledge.
The importance of speaking skills
The primary goal of speaking is to effectively convey information, making it a fundamental skill in communication In recent years, there has been a growing emphasis on speaking skills, particularly among EFL teachers and students, who recognize the importance of enhancing these abilities through group activities in schools For language learners, the significance of speaking skills is immense, as students are expected to communicate fluently and accurately in English Language is utilized in various contexts, including businesses, schools, and public spaces, highlighting the critical role of speaking skills for both academic and professional success Ultimately, speaking is the skill by which students are most often evaluated in real-life situations.
Mastering the art of speaking is essential for language learning, as highlighted by Nunan (2003) Public speaking is crucial in a society that values free expression (Jaffe, 2016) Fluency in speaking requires more than just grammatical knowledge and vocabulary; it demands quick access to relevant information for effective communication in real-life situations Learners must engage with diverse topics, including functions, society, culture, and norms (Fulcher, 2003) Proficient speakers have greater opportunities for knowledge expansion and career advancement According to Baker and Westrup (2003), those who excel in English speaking are more likely to pursue education, secure desirable jobs, and progress in their careers Thus, speaking is an active skill that effectively evaluates a learner's knowledge, proficiency, and confidence.
Finally, speaking skills are a key element in building an understanding of languages and cultures across countries.
Characteristics of speaking skills
Effective language use is essential for oral competency, as highlighted by Saunders and O'Brien (2006) Oral fluency stands out as the key aspect of a speaker's performance and is a primary goal for EFL teachers in developing speaking skills Hughes (2002) defines fluency as the ability to communicate clearly and rationally without hesitation, as breakdowns in communication can lead to listener disinterest To foster fluency, teachers should encourage students to express themselves in their own words rather than relying on repetitive drills Nunan (2003) supports this view, emphasizing that fluency involves the ability to generate discourse in the target language smoothly and quickly, which is best achieved through contextual speaking practice Ultimately, speaking fluency is crucial for communication competency, enabling speakers to maintain continuous speech and engage listeners effectively.
Luoma (2004) emphasizes that accuracy in language involves speed, intonation, stress, and rhythm However, an excessive focus on accuracy can hinder fluency, while prioritizing fluency may compromise accuracy, as noted by Skehan and Foster (1999).
Pronunciation is a challenging aspect of developing speaking skills Derwing and Munro (2005) emphasize that a solid understanding of a language's pronunciation enhances everyday communication, especially in terms of intelligibility Furthermore, Goh (2007) asserts that pronunciation is crucial for achieving clarity in speech.
Grammar is essential for grasping the structure of the English language, and mastering its correct usage in speech is more crucial than merely studying its rules According to Larsen-Freeman (2001), EFL students often struggle to apply proper grammar in their spoken communication.
Vocabulary is essential for EFL students' speaking skills, serving as the foundation of all languages In practice, learners often struggle to apply their receptive vocabulary knowledge in real-life situations.
EFL learners often have a limited receptive vocabulary, making it essential for them to retain a significant amount of vocabulary in their long-term memory Additionally, the ability to recall words can significantly impact their speaking fluency.
To sum up, students must frequently practice and improve their speaking skills, including their pronunciation, vocabulary, fluency, and listening comprehension.
Speaking activities in the classroom
Regular speaking exercises are essential for effective communication and can be easily integrated into academic settings Information Gap activities promote negotiation of meaning, requiring participants to share specific information to solve problems or make decisions Jigsaw activities enhance meaningful communication by having learners collaborate to piece together parts of a "puzzle." Role play allows students to practice speaking in various social contexts, while discussions facilitate the sharing of ideas and solutions, contributing to fluency development Lastly, making dialogue helps students improve their speech, pronunciation, and vocabulary through practice in diverse contexts.
All of the methods can be controlled by the teachers, and the students need to play an active role in participating in their activities.
Speaking Testing and Assessment
Rusdi (2003) highlights the necessity of establishing proficiency standards for students in English speaking These standards outline the essential language skills students need to acquire and the evaluation methods required to assess their speaking abilities effectively.
Mukminatien (2005) suggests that assessment of the students' level of oral proficiency may focus on aspects of utterance such as pronunciation, intonation, and stress
To effectively collect data for speech assessment, it is essential to select an appropriate elicitation method, develop rating scales, and ensure that interviewers or raters receive proper training A comprehensive understanding of the assessment methods, scales, and the raters involved is crucial Additionally, conducting surveys or interviews with learners can provide valuable insights into their specific needs regarding speaking assessments (Richards, 1983).
Burns (2010) proposed a four-step framework for speaking tests: planning, taking action, observing, and reflecting By utilizing rubrics to assess pronunciation, grammar, fluency, and task completion, educators can effectively score students, thereby gauging their language proficiency levels (McMillan, 2018).
Testing speaking skills in EFL education is complex and challenging, yet it significantly influences both teacher assessments and student learning Therefore, teachers should develop non-confrontational methods to address students' mistakes EFL learners can benefit from assessments like the Common European Framework of Reference (CEFR), which provides an international standard for language proficiency across six levels, from A1 for beginners to C2 for advanced speakers Consequently, when evaluating oral skills, teachers must consider these assessment factors carefully.
In conclusion, evaluating speech-language skills can be challenging, making it essential for classroom speaking tests to be systematic Teachers should develop assessment tools, including a list of educational objectives, a test plan, and a scoring rubric, to select appropriate activities and elements that align with the test's goals and objectives.
The problems in developing the students' speaking skills
Speaking is often regarded as the fundamental skill to acquire in language learning Various factors influence the speaking abilities of EFL students, including performance conditions, emotional aspects, listening skills, and the quality of feedback during speaking activities (Tuan & Mai, 2015) Additionally, Bueno, Madrid, and Mclaren (2006) highlight that speaking is one of the most challenging skills for language learners Even after years of study, many learners struggle to communicate effectively in real-life situations when the need arises.
Ur (1996) points out there are four serious problems with getting students to speak English in class: Inhibition, Nothing to Say, Low Participation, Using Mother Tongue
Bowman, Smyth, and Meyerowitz (1989) emphasize the significance of oral expression exercises in the classroom, aligning with Ur's perspective However, students often face challenges such as worry, pressure, and anxiety, which hinder their ability to speak effectively and appropriately during these speaking tasks and activities.
Many EFL students express frustration over their inability to speak or generate ideas during conversations According to Backer and Westrup (2003), numerous students struggle to engage in English classes, respond to teachers' inquiries, or articulate their thoughts in English.
Group work often faces challenges due to dominant learners who monopolize discussions, leaving others with minimal or no opportunity to contribute Harmer (2001) emphasizes the necessity of including shy and less confident individuals in collaborative efforts Moreover, the arrangement of the classroom is crucial in promoting balanced participation and preventing disruptions.
Students require a comfortable learning environment that encourages the use of the English language, rather than strictly enforcing its use, which can limit their exposure to the target language (Aboura, 2017).
To address the challenges in teaching speaking skills, various strategies such as role-play, task-based learning, and games can be employed Among these, planned groupwork activities are particularly effective for high school students seeking to enhance their English-speaking abilities According to Harmer (2007), groupwork offers numerous advantages, including increased opportunities for speaking, a platform for expressing diverse viewpoints, improved cooperation and negotiation skills, and the promotion of learner autonomy.
Group work activities are among the most effective methods for enhancing students' speaking skills by reducing teacher talk time and increasing student participation This research explores the impact of group work as a recommended teaching strategy for improving learners' speaking abilities.
GROUPWORK ACTIVITIES
Group work is a collaborative activity where students share responsibilities and goals to complete assigned tasks (Johnson, Johnson, & Smith, 1991) It involves small groups that allow every member to contribute to a specific job (Cohen, 1994) According to Micheal (1987), group work can also involve social workers or existing members addressing an issue together Barnes, Ernst, and Hyde (1999) define a group as individuals who come together with a shared bond and purpose, working simultaneously in the same area Forsyth (2006) further emphasizes that group work consists of three or more individuals collaborating socially to accomplish assigned activities.
In conclusion, group work can be understood in multiple ways, yet it fundamentally involves collaboration among individuals to exchange ideas and complete tasks collectively.
2.2.2 The benefits of groupwork activities
Groupwork activities are crucial for enhancing social communication in the classroom According to Murdibjono (2001), Communicative Language Teaching (CLT) allows students to practice speaking more effectively in small groups, as familiarity with classmates reduces psychological barriers Therefore, implementing group work in educational settings fosters collaboration and knowledge sharing towards common goals Weaver and Hybles (2004) highlight that such activities help less proficient students engage in discussions and build confidence Ultimately, group work significantly boosts students' autonomy, motivation, and linguistic skills.
Group work is recognized by psychologists as a crucial element in second language acquisition, with Vygotsky (1978) highlighting the strong connection between social situations and learning Each individual's culture is shaped by their unique strengths, language, and experiences gained through collaborative efforts Students benefit from diverse learning methods, particularly when engaging in group activities that foster problem-solving skills and real-world applications All children participating in group work engage in various learning activities, including cooperative and collaborative tasks, peer tutoring, and mutual assistance (Baines, Blatchford, & Kutnick, 2009) Additionally, Preston-Shoot (1987) emphasizes that group objectives may include fostering support and social interaction, while also providing opportunities for members to enhance their abilities, utilize personal resources, and address specific challenges.
Richards and LocKhart (1994) indicate that group activities are of great assistance to learners who have difficulty speaking Additionally, Mayer
In constructivist classrooms, research from 2004 indicates that self-motivated learners who actively participate in group activities highly value collaboration This emphasis on group work fosters essential social skills, effective communication, idea sharing, teamwork, and the exchange of emotions and thoughts.
Nunan and Lamb (1996) define "group work" as classroom assignments where students engage in cooperative activities with peers This approach aligns with student-centered teaching, aimed at enhancing classroom interaction and collaboration Working in groups fosters a comfortable environment for students to practice the language, share diverse perspectives, and engage in discussions and negotiations Additionally, it empowers each member with choices and encourages them to make various learning decisions.
Brown (2007) emphasizes the significance of cooperation and self-initiated language in group work exercises, which serve as a versatile teaching tool and a multi-stage learning strategy Each stage of group work is characterized by specific qualities, including objectives, topics, motivation, and tasks that enhance fluency or accuracy Additionally, the teacher's role and the classroom environment play crucial roles in the effectiveness of these activities In educational settings, group work can be categorized into two types: varied groups and homogeneous groups.
Nowadays, groupwork activities are particularly beneficial to social life; it gives students a flexible approach to communicating with one another outside of the classroom and preserves friendship relationships.
THE APPLICATION OF GROUPWORK ACTIVITIES IN
Group work activities serve as an effective teaching strategy, particularly as educators seek collaborative methods to enhance student learning amid rapid technological advancements According to Richards and Renandy (2002), teachers should integrate planned output activities with communicative output activities, allowing students to practice language in more authentic contexts Furthermore, group work is essential for fostering learners' speaking skills, making it a crucial component in language learning and teaching.
According to Cohen and Lotan (2014), there are some steps teachers need to take as they get themselves and their students ready for successful groupwork activities
Teachers invest significant effort in preparing for group work tasks before students begin They ensure that the material and topics are suitable for most students and coordinate necessary steps with both students and colleagues This preparation is crucial for guiding the teaching and learning process effectively.
Effective group work activities necessitate thorough planning and preparation by the teacher Prior to initiating these activities, it is essential for the teacher to determine the size of the groups, assign students to each group, and organize the classroom layout accordingly.
*Planning an Orientation: the teacher could present the basic concepts using a short lecture, a demonstration of phenomena, a film with a discussion, or another teacher-directed activity
* Size of Groups: Groups of four or five are ideal for effective discussion and collaboration
* Composing Groups: working groups need to have people with different levels of education, gender, language skills, and other status
* Classroom Ecology for Groups: Discussion groups should be seated around a table so everyone can see and hear
* Planning a Wrap-Up: Wrap-up is a significant part of groupwork
Students can share what they learned when submitting on group work activities
Step 3: Implementing structures for groupwork activities
The effectiveness of group work activities and the nature of teacher-designed interactions significantly impact student participation The way these activities are structured is closely tied to the teacher's choices regarding the learning objectives.
Students engage in either structured tasks or open-ended challenges during group work, which often necessitates background knowledge, intellectual skills, and effective use of academic resources In such cases, group projects alone cannot serve as comprehensive instruction; they must be supplemented with textbooks, large-group discussions, lectures, presentations, computer work, teacher demonstrations, and skill-focused exercises Ultimately, group work provides an opportunity for students to synthesize and apply their learning effectively.
Step 5 - Assessment OF learning and FOR learning
Teachers should prioritize the assessment of the quality of group projects, utilizing feedback from both peers and educators This feedback can be provided during collaborative work sessions, through individual teacher conferences, or during concluding discussions.
Whatever group interaction involves peer evaluation Abram et al
Research from 2002 indicates that offering students clear criteria for an exemplary group product enhances both group interaction and the quality of the final output This approach also enables students to assess their performance throughout the group process.
The teacher can grade groupwork by evaluating some individual products and testing students' understanding of basic concepts
Action research was employed to assess the impact of group work activities in a speaking class, illustrating the application of this technique in English language teaching (Burns, 2010).
RESEARCH METHODS AND PROCEDURES
RESEARCH SETTING
This article explores the impact of group work activities on students' speaking skills, highlighting the importance of speaking proficiency in language learning It reviews existing literature on the knowledge, characteristics, and significance of speaking skills, as well as relevant studies that demonstrate the effectiveness of group work in enhancing speaking abilities in educational settings.
Chapter 3 Research methods and procedures
This chapter outlines the research methodology, beginning with a description of the research setting and design It then details the participants and sample involved in the study, followed by an overview of the materials used for the intervention The chapter continues with a discussion of data collection procedures, including research instruments and experimental methods Finally, it concludes with an explanation of the study's methodology and data analysis techniques.
This chapter presents the study's findings, beginning with a comparison of the test results between the experimental and control groups It then analyzes the data collected from the questionnaire, followed by an evaluation of insights gained from face-to-face semi-structured interviews to further clarify the study's outcomes This comprehensive approach allows for a comparison with related research.
This chapter concludes the report by summarizing the key findings of the study, discussing its implications, and addressing the limitations while offering recommendations for future research.
CHAPTER 2 THEORETICAL BACKGROUND AND LITERATURE REVIEW
Speaking is a crucial skill in learning a foreign language, as highlighted by Ur (1996), who emphasizes its importance among the four language skills McDonough and Shaw (1983) define speaking as the application of linguistic knowledge to convey messages for communication and self-expression It encompasses the interactive process of producing, receiving, and processing information (Brown, 1994; Burns & Joyce, 1997) The context of speaking, including participants, shared experiences, physical surroundings, and communication purposes, shapes its form and meaning Additionally, speaking involves using words in a normal voice, expressing oneself verbally, and making speeches (Oxford Advanced Learner's Dictionary, 1995).
Speaking is considered the most challenging skill in the EFL context, as noted by Shabani (2013), with listening, reading, and writing following in difficulty While a solid grasp of vocabulary and grammatical structures is essential, it is not enough on its own According to Andryani (2012), speaking skills encompass the ability to effectively communicate in the target language, which involves correctness, fluency, grammar, vocabulary, pronunciation, and comprehensibility.
Speaking extends beyond merely pronouncing words; it involves creating meaning through effective human interaction To be an effective speaker, one must possess essential communication skills, including a strong vocabulary, proper grammar, clear pronunciation, fluency, and foundational knowledge.
2.1.2 The importance of speaking skills
The primary goal of speaking is to effectively convey information, making it a fundamental skill in communication In recent years, there has been a growing emphasis on speaking skills, particularly among EFL teachers and students, who recognize the importance of enhancing these abilities through group activities in schools Proficiency in speaking is essential for language learners, as students are expected to communicate fluently and accurately in English Language is utilized in various contexts, including businesses, schools, and public spaces, highlighting the critical role of speaking skills for academic and professional success Ultimately, speaking is the skill by which students are most often evaluated in real-life situations.
Mastering the art of speaking is essential for language learning, as highlighted by Nunan (2003) Public speaking is crucial in a society that values free expression (Jaffe, 2016) Fluency in speaking requires more than just grammatical knowledge and vocabulary; it demands quick access to relevant information for effective communication in real-life situations Learners must engage with a variety of topics, including functions, society, culture, and norms (Fulcher, 2003) Proficient speakers have greater opportunities for knowledge expansion and career advancement According to Baker and Westrup (2003), those who excel in English speaking are more likely to pursue education, secure desirable jobs, and progress in their careers Thus, speaking is an active skill that plays a vital role in evaluating a learner's knowledge, proficiency, and confidence.
Finally, speaking skills are a key element in building an understanding of languages and cultures across countries
Effective language use is essential for oral competency, as highlighted by Saunders and O'Brien (2006) Oral fluency stands out as the primary goal for EFL teachers when developing speaking skills Hughes (2002) defines fluency as the ability to communicate clearly and coherently without hesitation, as breakdowns in communication can lead to listener disengagement To foster fluency, educators should encourage students to express themselves in their own words rather than relying solely on drills Nunan (2003) supports this view, emphasizing that fluency is best developed through contextual speaking practice rather than isolated word exercises Ultimately, speaking fluency is crucial for communication competency, enabling speakers to maintain continuous dialogue and enhance listener understanding.
Luoma (2004) emphasizes that accuracy in language involves speed, intonation, stress, and rhythm However, an excessive focus on accuracy can hinder fluency, while prioritizing fluency may compromise accuracy (Skehan & Foster, 1999).
Pronunciation is a challenging aspect of developing speaking skills Derwing and Munro (2005) emphasize that a solid understanding of a language's pronunciation significantly enhances everyday communication, especially in terms of intelligibility Furthermore, Goh (2007) asserts that pronunciation is crucial for achieving clarity in speech.
Grammar is essential for grasping the structure of the English language, and mastering its correct usage in speech is more crucial than merely studying its rules According to Larsen-Freeman (2001), EFL students often struggle to apply proper grammar in their spoken communication.
Vocabulary is essential for EFL students' speaking skills, serving as the foundation of all languages In practice, learners often struggle to apply their receptive vocabulary knowledge in real-life situations.
EFL learners often have a limited receptive vocabulary, making it essential for them to retain a significant amount of vocabulary in their long-term memory Additionally, the ability to recall words can significantly impact their speaking fluency.
To sum up, students must frequently practice and improve their speaking skills, including their pronunciation, vocabulary, fluency, and listening comprehension
2.1.4 Speaking activities in the classroom
RESEARCH PARTICIPANTS
The research was in charge of instructing lessons to both the control and experimental groups
The research was conducted at a high school in Quang Ngai Province, focusing on tenth-grade students A total of sixty participants from two intact classes were randomly assigned to either the experimental or control group, with ages ranging from 15 to 17 years This study took place during the second semester of the 2021–2022 academic year.
The study involved two groups of students: an experimental group of 30 students (15 males and 15 females) taught through group work activities, and a control group of 30 students (13 males and 17 females) taught using traditional methods The following table provides background information on both groups.
Table 3.1: The information of the participants
A sample is a small part used to represent a larger population for analysis (Sugiyono, 2014) This research aimed to analyze the teaching of speaking in large classes, utilizing convenience sampling to select participants The researcher focused on classes 10A1 and 10A9, divided into control and experimental groups, with the same English teacher instructing both Participants had equivalent English speaking abilities and similar average grades, all expressing a desire to enhance their speaking skills Consequently, speaking tests were administered to evaluate the learners' oral abilities.
After completing the pre-test, thirty students from an intact class were chosen for the experimental group
Six participants from the experimental group, including the top two highest-scoring students, two mid-level students, and two lowest-scoring students, were chosen for a semi-structured interview.
MATERIALS
The study utilized the Tieng Anh 10 textbook, developed for the standard curriculum by the Ministry of Education and Training, which comprises 16 thematic units and 6 reviews According to Hoang (2006), each unit encompasses essential skills in Reading, Speaking, Listening, Writing, and Language Focus, with a particular emphasis on speaking through various practice activities, including pair work, group discussions, and individual tasks Each lesson is designed for a 45-minute session, totaling 105 periods for the course The formal instruction for both groups in this research focused on units 12, 13, and 14 of the grade 10 coursebook.
The study involved formal face-to-face English instruction for grade 10, focusing on speaking skills derived from units 12, 13, and 14 of the coursebook aligned with the seven-year curriculum The researcher developed three lesson plans adapted from a model provided by MOET (2022) and Vũ Thị Lợi's Introduction for the 10th English lesson plan (2006) A summary of the general lesson plans for each group is presented in Table 3.2.
Teacher lets students join in some warm-
Pre-speaking Teacher lets students join in some warm-up up activities: brainstorm, guess words/phrases, jumbled words
Teacher provides students with some key words
Students ask and answer the questions, and teachers gives feedback
Students report the main content of the text activities:
- Guess words/phrases from pictures/video clips
Teacher asks students to recognize the topic of the lesson
Teacher provides students with key words
Teacher lets students do the following activities:
Students conduct and teacher gives feedback
Students report the main content or share their thoughts about the topic
Students join in games to hightline the content
Teacher adds futher related information
The detailed lesson plans for the experimental group were shown in
The teaching of the three units was conducted over a total of twenty-four 45-minute periods, spanning eight weeks with three periods each week Each session included 90 minutes of instruction, dedicating 45 minutes specifically to speaking skills According to Mclnemey and Elledge (2013), an effective intervention for this study should last between eight and twelve weeks.
In this light, the duration of the intervention in the current study was legal.
RESEARCH INSTRUMENTS
The researcher employed instruments in phases of the data collection process, as follows:
The researcher implemented a pre-test and a post-test for both the experimental and control groups to evaluate students' speaking abilities The pre-test served as a baseline score prior to the intervention, which involved group work activities over eight weeks Following this period, a post-test was conducted to assess the improvement in students' speaking skills.
Secondly, the questionnaire was administered after the conclusion of the treatment to examine the participants' perceptions of using groupwork activities to enhance their speaking skills
Finally, six experimental group participants were questioned in semi- structured interviews to gain more about their opinions on groupwork activities
The tests aimed to assess student development before and after the study, applied to both control and experimental groups Both the pre-test and post-test followed the same format and topics, with the pre-test evaluating speaking competence prior to treatment and the post-test measuring learning effectiveness (Nation & Macalister, 2010) Consequently, the tests were developed in three phases.
In the initial phase, applicants engaged in a discussion about their personal backgrounds, including their name, date and place of birth, and hobbies, followed by answering relevant questions The second phase allowed students to randomly select a topic, each accompanied by cue questions to help them articulate their ideas Finally, the interlocutor posed questions to assess the students' understanding and knowledge (see Appendix 1).
Prior to administering the pre-test to research participants, a pilot study was conducted with 10 tenth-grade students from the same school to assess its reliability and validity These students shared similar backgrounds in using the Tieng Anh 10 coursebook The English teacher overseeing the class was briefed on the pilot test procedure Results indicated that 6 out of 10 participants scored over 50% in speaking, but most struggled with follow-up questions The teacher provided feedback on various aspects of the test, including content, format, time allocation, rubric clarity, section difficulty, and its relevance to the pre-test.
The content of the post-test and the pre-test were similar Both tests followed the format in Table 3.3
Table 3.3: Pre-test and Post-test format
Part Contents of the speaking test
Steps of the students Duration of time
The interlocutor records the students' performance
Part Contents of the speaking test
Steps of the students Duration of time
3 The World Cup winners topic
3 Questions - Answer follow-up questions
Speaking tests were conducted as both pre-tests and post-tests to evaluate the speaking skills of participants in the control and experimental groups before and after the intervention The speaking achievement test scores ranged from 0 to 10 points, and a Scale Test was performed to assess the reliability of these tests, as noted by Heaton.
In 1989, the significance of reliability in effective testing was emphasized The pre-test and post-test results were analyzed using SPSS 21.0, demonstrating that the tests achieved a satisfactory level of reliability as indicated by Cronbach’s Alpha, as shown in Table 3.4.
Table 3.4: Descriptive Statistic for the pre-test and the post-test
Tests Cronbach’s Cronbach’s Alpha Based on
Table 3.4 indicates that the reliability of both the pre-tests and post-tests is satisfactory, with coefficients of α=0.76 and α=0.79, respectively Therefore, these tests are deemed reliable instruments for the research.
According to Nunan (1994), questionnaires are a frequent approach to collect data and allow the researcher to collect data in the field Furthermore,
Munn and Eric (1990) also say that a questionnaire is a popular way of gathering information In the current study, the questionnaire was filled out by students in the experimental group
The questionnaire was divided into three parts: the first part gathered participants' personal information, including age, gender, and duration of English study The second part included five questions aimed at exploring learners' experiences with speaking practice both in and out of school, their opinions on speaking skills, and the use of group work activities in speaking practice The final section of the questionnaire was adapted from Do.
Le (2019), whose study was to evaluate perceptions towards group work and the usage of English in group activities
This questionnaire's items were developed according to four main areas in order to show the learners' perceptions on the development of speaking abilities through groupwork activities
The study involved thirty participants who provided their opinions and learning preferences through a questionnaire divided into four clusters The first cluster contained five items assessing their responses on a scale ranging from "very unnecessary" to "very necessary." The second cluster, consisting of fifteen items, focused on students' views regarding the benefits of group work activities for developing speaking skills The third cluster included seven items that addressed the drawbacks of implementing group work activities Lastly, the fourth cluster presented three items where students offered suggestions for enhancing speaking skills through group work Notably, the second, third, and fourth clusters utilized a five-point Likert scale, ranging from "strongly disagree" to "strongly agree." The complete version of the questionnaire can be found in Appendix 3.
Data collected from the questionnaire were analyzed using SPSS to uncover deeper insights into the treatment The reliability analysis of each 5-point scale item indicated the questionnaire's reliability coefficient, and a scale test was performed to assess the overall reliability of the questionnaire.
The result reveals that the reliability of the questionnaire is high (α 884) Thus, the questionnaire used in the study was validated and reliable for data collection
The analysis of the data revealed the mean scores for each item in the questionnaire regarding the use of group work activities, which were interpreted based on a specific rating scale criteria.
Table 3.5: The Criteria for Rating Scale
Level of Agreement Mean Scores
According to Bernard (1988), semi-structured interviewing proves to be most effective in situations where there is a singular chance to explore a topic, particularly when multiple interviewers are deployed in the field to gather data.
After the intervention, a semi-structured interview was conducted to gather EFL students' experiences and perceptions regarding group work activities aimed at enhancing their speaking skills Each participant responded to questions while the researcher documented their insights, with interviews lasting around 6 minutes This process provided a comprehensive understanding of the students' perceptions, the challenges they faced during group work, and their recommendations for future implementation of such activities.
EXPERIMENT
In a recent study, the researcher examined the impact of group work activities on the English speaking skills of 10th graders at Huynh Thuc Khang High School in Quang Ngai Province The experiment focused on three engaging themes from the English textbook: favorite kinds of music, a film you have ever seen, and World Cup winners, which resonated well with the students Both the control and experimental groups followed the same academic program and lessons; however, the control group utilized traditional teaching methods, while the experimental group participated in group work activities to enhance their learning experience.
Before the intervention, the teacher provided clear instructions for students to follow, which included preparation, setting the stage, implementing structures for group work activities, designing tasks, and conducting assessments Each group then delivered oral presentations as their final product, followed by the teacher offering constructive feedback.
RESEARCH PROCEDURES
This study was divided into three phases: the first phase lasted two weeks before the intervention, the second phase involved the administration of the intervention over eight weeks, and the third phase took place after the intervention, lasting an additional two weeks.
The initial phase aimed to facilitate participant enrollment and develop the study instrument A pilot study was conducted to identify any challenges faced by students during the testing process.
A pilot study involving ten tenth-graders with EFL experience similar to that of the main study participants was conducted to assess the face validity of the test.
Students from two intact classes were randomly divided into an experimental group and a control group Following this assignment, both groups completed a pre-test without prior notification regarding the test content.
The second phase lasted eight weeks The experimental group received the intervention through groupwork activities, whereas the control group participated in a traditional English course
After eight weeks, a post-test was conducted for both groups to evaluate their speaking abilities, following the same procedure and scoring method as the pre-test.
Students in the experimental group completed a Google Form questionnaire to express their opinions on the methods used and the challenges faced during implementation After analyzing the questionnaire data, six students were selected for a semi-structured interview with the researcher.
DATA COLLECTION PROCEDURES
The data gathered from pre- and post-tests, questionnaires, and semi-structured interviews were utilized to address the two research questions, assessing the impact of group work activities on enhancing students' speaking skills.
To assess the impact of groupwork activities on English speaking skills, an experimental group engaged in these activities, while a control group followed a standard class format Both groups underwent a pre-test at the course's outset, followed by a post-test after an eight-week treatment period to evaluate improvements The speaking tests, lasting approximately 5-7 minutes per student, were administered by two experienced teachers at Huynh Thuc Khang High School.
A scoring scale was created to assess students' speaking skills based on five key factors: fluency, accuracy, pronunciation, grammar, and vocabulary, aligning with the current scoring rubric used in schools This scale was adapted from Heaton's scoring system established in 1989.
In 1989, Heaton established a scoring system for speaking skills, where the maximum score is 10, with each speaking factor capped at 2 points Raters were required to strictly follow these scoring rules and guidelines to evaluate students' speaking abilities, as detailed in Appendix 2 To ensure objectivity and reliability in scoring, raters received thorough instructions on the scoring scale and rubrics prior to assessing the students.
Upon completing the group work activities, students in the experimental group submitted an online questionnaire to the researcher The data collected from this online questionnaire was subsequently compiled and verified for analysis using SPSS.
After gathering data from the questionnaire, the researcher interviewed six students from the experimental group to assess the usefulness of group work activities, identify challenges faced during implementation, and gather suggestions for regular practice of these activities.
The findings were analyzed based on the results obtained from questionnaires and semi-structured interviews conducted in Vietnamese, which were subsequently translated into English Notably, the interviews were recorded, and the researcher documented notes and transcribed them for future analysis.