i VIETNAM NATIONAL UNIVERSITY- HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES & HUMANITIES FACULTY OF ENGLISH LINGUISTICS & LITERATURE USING GROUP WORK TO ENHANCE EFL STUDENTS’ SELF-C
Background to the study
English has emerged as a vital communication tool, essential for various sectors in Vietnam, including tourism, education, technology, business, and sciences As globalization and industrialization continue to shape the world, Vietnamese students face significant challenges in mastering English Consequently, oral communication skills are crucial for enhancing employment prospects and career advancement for graduates.
Recent research on English learning and teaching in Vietnam indicates that, despite efforts to transition from teacher-centered to student-centered approaches, lecture-based methods remain predominant in educational institutions (MOET, 2009; Pham, T, 2010a & b, as cited in Tran, V.D & Lewis, 2012a) Nguyen, N.T (2011) noted that student-centered learning has not yet become central to the educational process, as students often engage passively due to a prevailing focus on grammar-translation methods However, there is a growing awareness among educators regarding the need for change.
Improving student-centered English communication is crucial, as it has prompted attendance at various conferences focused on problem-solving The discussions held in these educational environments offer significant opportunities for enhancing English skills (Nguyen, N.T, 2011).
In 2009, MOET emphasized the need for teachers in Vietnam to adopt effective and practical teaching methods in EFL education to enhance learning outcomes and promote student-centered approaches As part of this educational innovation, group work has emerged as a valuable strategy, enabling students to take charge of their learning (Do & Le, 2020) Collaborative group activities not only enhance students' communication skills but also lead to improved performance in English speaking (Nguyen, 2014) Additionally, group work allows students to refine and organize their ideas before sharing them with the class, fostering deeper engagement and understanding (Le & Nguyen, 2017).
Cooperative learning, which emphasizes student-centered approaches, has been recognized as an effective method for enhancing practical learning and fostering efficient communication among students This approach not only aids in knowledge comprehension but also promotes a positive attitude towards learning (Johnson & Johnson, 2018; Slavin, 2011, as cited in Tran.V.D).
Foreign language learners often struggle to express themselves fluently without a certain level of self-confidence (Brown, 1994) Utilizing group work techniques in English speaking classes significantly enhances students' academic performance by promoting self-confidence and collaboration (Madjid, 2019) Additionally, group work creates a supportive classroom atmosphere that encourages participation, reduces anxiety, and further boosts self-confidence among learners (Brown, 2006; Dornyei, 2001).
The researcher shares her personal experiences with a lack of confidence in English speaking during her time at Ho Chi Minh University of Industry She faced significant challenges in expressing herself and communicating effectively with peers during speaking assignments This absence of self-confidence made it extremely difficult for her to deliver presentations in front of her teacher and classmates, highlighting the hardships associated with speaking tasks.
Recognizing the importance of oral skills for academic success and career opportunities, the researcher struggled with her own anxiety about speaking English After becoming an English teacher, she observed that many of her students faced similar challenges, often avoiding participation despite their capabilities This reluctance to engage, especially in front of peers, prompted her to explore ways to encourage greater student involvement in communication without fear.
During regular department meetings, it became evident that many students struggled with self-confidence in communicating in English In response, the center's manager proposed innovative teaching techniques to enhance students' communication skills At this time, a researcher sought a title for her graduation thesis, driven by a desire to analyze and improve students' self-confidence To address this issue, she implemented group work as a key strategy in her current study.
In light of the foregoing explanations, the researcher decided to conduct a study titled
" Using Group work to Enhance EFL Students' self-confidence in Speaking English " to investigate some factors influencing students' self-confidence and how group work supports self-confidence enhancement.
Aims of the research
This study utilizes action research to identify the factors that affect EFL students' self-confidence in speaking English during classes, while also examining the role of group work in enhancing this self-confidence.
The following are the research's primary objectives:
1) To investigate the factors affecting EFL students’ self-confidence in speaking English
2) To answer how group work benefited to EFL student’s self-confidence improvement in speaking English.
Research questions
With the objectives stated above, the research questions were formulated as follows:
1 What factors affect EFL students’ self-confidence in speaking English?
2 How can group work enhance EFL students’ self-confidence in speaking English?
There were four elements to be analyzed to see how group work activities improved students’ self-confidence Therefore, this can be broken out to two sub-questions:
RQ 2.1 Does group work improve students’ English communicative competence?
RQ 2.2 Does group work reduce students’ anxiety in speaking English?
Significance of the study
This study significantly enhances our understanding of group work implementation in language education, highlighting its varied application across different educational levels It details the researcher’s practical activities in intermediate-level classes within the CEFR framework, providing a comprehensive overview of group work practices The primary focus is on using group work to improve students' self-confidence, leading to valuable pedagogical implications Consequently, educators are encouraged to make necessary adjustments to group work strategies to maximize students' self-confidence.
Scope of the study
This study does not cover the entire picture of group work implementation across all educational levels It concentrates solely on a single case in a small English center in
In Ho Chi Minh City, Vietnam, a specialized group work initiative aims to enhance students' self-confidence through collaborative tasks Each team, comprising two to three members, is assigned four distinct tasks Consequently, the research findings are specifically relevant to the local context and may not be applicable to other studies within the same field.
The organization of the thesis
This thesis comprises five chapters: an Introduction, Literature Review, Methodology, Findings and Discussion, and a Conclusion The Introduction outlines the study's background, objectives, research questions, significance, and scope The Literature Review examines previous works related to group work and self-confidence, highlighting their definitions, importance, stages, and conceptual framework The Methodology chapter details the research design, instruments, participants, settings, and rationale for selected activities, along with data collection and analysis methods Chapter Four presents the analyzed data to address the research questions Finally, the Conclusion summarizes the study and offers pedagogical implications for teachers and suggestions for future research.
Self-confidence
The construct of self-confidence comprises two key components: anxiety, which is an affective element, and self-evaluation of proficiency, a cognitive aspect (Clement & Kruidenier, 1985) These components are crucial in determining the development of self-confidence Additionally, self-confidence can be fostered through low anxiety levels and positive self-perceptions of second language (L2) competence (Clement, Dornyei & Noels, 1994) Furthermore, research by Clement, Baker, and MacIntyre (2003) indicates that self-confidence is influenced by the relaxation levels of L2 learners and their perceived competence (as cited in Lightbrown & Spada, 2013).
More specifically, the Cambridge dictionary explained that the word "self-confidence is belief or trust in one’s own powers It was quite relevant to the definition from Brown
In 2006, it was suggested that self-confidence is defined as an individual's belief in their ability to complete a task To successfully accomplish a task, learners must attain a sufficient level of self-confidence in their capabilities.
According to Brown (2006), successful cognitive and affective activities require a certain level of self-esteem, self-confidence, or self-efficacy Self-confidence refers to an individual's strength of belief, though it does not specify the direction of that belief.
According to the aforementioned definitions, self-confidence is exhibited in the combination of less anxiety and a great understanding of L2 competence in the learning process
Anxiety and self-confidence are closely interconnected, significantly influencing the acquisition of a second language A lack of self-confidence can lead to feelings of unease, frustration, and self-doubt among learners Saville-Troike (2012) suggests that low anxiety coupled with high self-confidence enhances students' willingness to learn Therefore, it is essential for teachers to alleviate students' anxiety to foster their self-confidence This can be achieved through providing positive feedback and encouraging self-evaluation of language skills (Hedge, n.d.) Additionally, Horwitz, Horwitz, & Cope (1986) identify communication apprehension, test anxiety, and fear of negative evaluation as key factors contributing to anxiety The researcher adapted this study based on these foundational principles.
Spielberger's study (1983) identified two key components of self-confidence: state anxiety and state perceived competence State anxiety is characterized by feelings of tension and apprehension, along with autonomic nervous system arousal, while state perceived competence reflects an individual's belief in their ability to communicate effectively at a given moment The interplay between self-confidence and anxiety suggests that heightened state anxiety can diminish self-confidence (Macintyre, Clement, Dornyei & Noels, 1998).
2.1.3 Self-perceptions of L2 competence in speaking English
Self-perception of L2 communication competence, according to Leblanc & Painchaud
(1985), is a very useful approach for placing learners at appropriate levels while eliminating the time and expense of administering a test (as cited in MacIntyre, Noel & Clement, 1997)
A self-perceived communication competence scale, created by Mccroskey and Mccroskey (2013), evaluates an individual's communicative abilities through various communication activities This scale was adapted for use in the study to address the research questions effectively.
Communicative competence, as defined by Saville-Troike (2003), refers to the knowledge required for effective communication within a specific speech community (Lange & Paige, 2003, p 4) Additionally, Savignon (1983) emphasized that communicative competence is relative and relies on the collaboration of all participants involved in the interaction (Brown, 2006, p 219).
L2 competence plays a crucial role in enhancing students' confidence in language learning, as highlighted by Dornyei (1994) Higher levels of L2 competence correlate with increased self-assurance in language acquisition Additionally, Saville-Troike (2012) discovered that learners with robust L2 skills experience less anxiety and greater self-confidence when beginning English classes.
“communicative competence is to enable us to convey and interpret messages and to negotiate meanings interpersonally within specific contexts” (Hymes, 1972 as cited in Brown, 2007, p219)
2.1.4 The importance of self- confidence in learning English
Brown (1994) said that foreign language learners cannot speak the language or express themselves freely and fluently without some degree of self-confidence Macintyre at al
(1988) stated that the ability of communication is closely related to self-confidence which was proposed in the model of willingness to communicate in a foreign language
Self-confidence significantly enhances learners' speaking performance, fostering a belief in their abilities This self-assurance not only improves communication skills but also encourages better expression, ultimately leading to more effective interactions.
Clement, Dornyei, and Noels (1994) highlighted the crucial role of self-confidence in shaping attitudes and efforts towards second language (L2) learning A positive attitude is reflected in the active engagement with peers and teachers, fostering a collaborative learning environment Self-confidence not only enhances learners' willingness to participate in activities but also encourages them to ask questions and seek clarification, thereby deepening their understanding of the material When faced with challenges, confident learners feel comfortable sharing their difficulties with others, ensuring continuous progress in their learning journey.
Creative motivational strategies are essential, but students must first overcome their self-doubts to thrive as learners (Dürnyei, 2001) Increased confidence leads to reduced anxiety, allowing learners to express their ideas more freely When students feel safe and confident, they are more likely to articulate and showcase their thoughts effectively.
Students with high self-confidence tend to experience minimal anxiety when speaking English, whether in class or real-life situations They also exhibit positive attitudes towards their English classes and demonstrate strong motivation and a desire to learn the language.
Group work
According to Brown (2000), group work is a key aspect of collaborative learning, encompassing various techniques where two or more students collaborate on a task that requires self-initiation.
11 language" (p177) A group exists when two or more people define themselves as members of it and when its existence is recognized by at least one another (Brown,
According to Wtergaard (2009), a group consists of individuals with shared needs who benefit from collaborating and learning from one another to enhance their skills, knowledge, and attitudes Group work involves a collective effort where participants come together to achieve a common goal, fostering connections that allow them to explore their shared cultures and promote their own learning development.
2.2.2 The significance of group work
Brown (2000, p179) mentioned a cluster advantages of group work as below
Group work results in the development of an interactive language
Group work provides opportunities for students' initiation, for face-to-face give and take, for practice in the negotiation of meaning, for extended conversational exchanges
Group work provides a welcoming affective environment
Qualified students engage actively in small group work, which enhances their motivation This collaborative environment fosters a sense of community as students work together to achieve shared objectives.
Group work fosters learner autonomy and responsibility
When working in a group, each member of the group shares some responsibility for action and progress
Group work is a step toward individualizing instruction
The range of competence levels across the class is the most noticeable individual variation being able to achieve by using group work
Brown (2002) highlighted group work as an effective method for fostering interactive language development Exley & Dennick (2004) emphasized that small groups enable students to collaboratively explore ideas with peers and teachers, promoting deeper thinking through challenging questions This dynamic of questioning and answering enhances critical thinking skills among learners Furthermore, when a larger number of students engage in small group activities, they tend to produce more substantial outputs, and the likelihood of corrections increases (Hedge, n.d, p14) The limited group size significantly influences the amount of time dedicated to discussion and dialogue.
Group work fosters student autonomy by enabling them to make independent study decisions, as noted by Harmer (1998) According to Hedge (n.d., p 14), engaging in small group activities reduces students' dependence on professors Increased communication among peers in small groups leads to greater self-reliance in learning Mcdermotte (2003, p 14) emphasizes that small group work enhances interpersonal connections and empowers individuals through active participation in their learning process.
Group work fosters student engagement and curiosity, as highlighted by Frey, Fisher, and Everlove (2009), who note that face-to-face interactions in teams can spark excitement and eagerness to learn This collaborative approach not only increases student participation but also allows for peer assistance, creating a calmer environment conducive to effective language acquisition (Lewis & Hill, 1985).
Brown (2000) claims that group work encourages students to have positive views toward speaking (p178) Working in a product-oriented group necessitates each
Members share equal responsibility and contribution, which encourages them to engage more actively and successfully when they maintain a positive mindset Consequently, collaborating in a group fosters positive attitudes and enhances their ability to complete tasks more effectively.
Dennick (2004) highlights the crucial role of attitudes in cultivating essential professional skills In smaller groups, students are more likely to engage in discussions, think critically, and share ideas compared to larger groups.
2.2.3 Conditions to have a successful group work
Effective group work is crucial for achieving educational objectives, and teachers must ensure that group arrangements remain focused to optimize performance Exley & Dennick (2004) identified key characteristics that contribute to successful group dynamics.
Understanding the teacher's instruction and its alignment with the overall curriculum is essential for helping educators prevent challenges in teaching and for providing students with diverse learning experiences.
Understanding the backgrounds and needs of students is essential for effective teaching Teachers should invest time in learning their students' names, academic levels, and educational institutions, as this fosters stronger interpersonal connections and enhances relationships with their learners.
A good organizational structure learning that is followed by sequences from beginning to end is required for successful group work Introduction, warm-up, and ice-breaking,
14 as well as the foundation of rules and learning outcomes, are all examples of good organization
Establishing clear goals and expected outcomes beforehand significantly enhances students' comprehension, interpersonal abilities, and practical skills Consequently, it is essential for instructors to be aware of the potential learning outcomes throughout their lessons.
Gathering resources is not always necessary for organizing group activities; however, utilizing a variety of books, worksheets, and handouts can enhance effectiveness.
Effective group work aims to enhance student interaction and discussion, making the size of each group crucial While pairs can facilitate dialogue, their limited experience may restrict contributions Conversely, larger groups can offer diverse perspectives but risk allowing dominant speakers to overshadow others Therefore, establishing an optimal group size is essential for balanced participation.
A small group of two to five individuals differs significantly from larger groups, particularly in terms of communication dynamics In larger groups, it is essential to focus on both individual and collective development, as contributions from members tend to decrease when the group exceeds eight participants (Exley & Dennick, 2004, p 2).
Group Work Activity Selection
Brown (2006) introduced jigsaw techniques as a unique form of information gap, where each group member receives specific information to collectively achieve a common goal (p 185) This method requires students to collaborate and piece together the necessary information to complete a task, fostering opportunities for interaction (Larsen-Freeman, 1998).
Tran and Lewis (2012b) demonstrated the successful evaluation of jigsaw learning in Vietnam's higher education institutions, highlighting its effectiveness in enhancing both student achievement and retention Their research confirmed that collaborative learning strategies significantly benefit students' educational outcomes.
Research indicates that students engaged in jigsaw activities demonstrate significantly higher long-term achievement compared to those who only attend traditional lectures (Tran, V D & Lewis, 2016) This study highlights the effectiveness of jigsaws in enhancing students' knowledge and fostering greater self-confidence, showcasing the valuable benefits of this collaborative learning approach.
Interview is a type of activity which is appropriate for group work According to Brown
In 2006, it was noted that interviews are beneficial for students of all proficiency levels (p 184) The structure of these interviews varies according to the students' proficiency, with lower-level interviews being more structured to include specific grammar and information For less proficient students, teachers utilize interviews to enhance skills such as making requests, expanding vocabulary, and formulating questions To accommodate different competency levels, interviews can incorporate a Q→SA+ EI strategy, transforming less relevant topics into more suitable ones (Nation).
Encouraging students to either continue with the current topic or explore new ones can be significantly impactful The researcher utilized interviews and strategic approaches to enhance group work activities, aiming to boost students' self-confidence effectively.
The think-pair-share technique, developed by Lyman, enhances students' speaking skills by promoting idea generation and encouraging clarification, ultimately helping to achieve learning objectives (Azlina, 2010).
Think-pair-share is a three-step process that enhances students' individual understanding of speaking through collaboration with peers Initially, the teacher prompts students to generate critical, individual ideas aligned with lesson objectives and task requirements Subsequently, students are paired to discuss and refine their thoughts, fostering deeper comprehension and engagement.
Students collaborate in pairs or small groups to analyze and synthesize their responses, then share their findings with the entire class (Karge, Phillips, Mccabe & Jessee, 2011).
Azlina (2010) highlights that a key mission of the think-pair-share application is to enhance oral communication by empowering students in the teaching and learning process Additionally, this approach fosters student-led reflection and higher-order thinking, leading to a deeper understanding of communication and interaction.
For these explanations, think-pair-share was intensively implemented to justify the confidence enhancement based on a group work activity.
Group work and self-confidence
Interaction serves as a crucial mediator in understanding the relationship between group work and self-confidence It has been shown to enhance students' speaking skills by fostering engagement According to Brown (2000), interaction is defined as "the collaborative interchange of thoughts, feelings, or ideas between two or more people, resulting in a reciprocal influence on each other," encompassing all elements of communicative competence, including grammatical, discourse, sociolinguistic, pragmatic, and strategic aspects.
Classroom interaction significantly enhances speaking skills by fostering communicative competence among learners during communicative events (Bar-Tal, 1986; Hadfield, 1992; Prabhu, 1992 as cited in Clement, Dornyei & Noel, 1994) This engagement not only improves communication abilities but also contributes to overall language development.
According to Pritchard (2009), student interaction fosters a deeper understanding and insight into discussion topics, facilitating the exchange of thoughts and ideas.
Numerous studies highlight the connection between group work and interaction among students Brown (2000) emphasized that both pair and group work foster student interaction, facilitating face-to-face exchanges, meaning negotiation, and long-distance conversations Cruickshank (2012) further noted that collaborative group activities enhance class interaction, student satisfaction, and learning outcomes, while also promoting peer engagement This collaborative environment not only improves verbal skills but also increases student confidence, responsibility for their own learning, and the acquisition of new skills (Sajedi, 2014, as cited in Morris).
Positive interaction significantly enhances students' academic self-confidence, as highlighted by Plecha & Michelle (2002) The role of diverse peer interactions in fostering this self-confidence is crucial Regular sharing, discussions, and presentations among peers naturally contribute to the development of an individual's self-assurance (Khoirul, 2016).
Dornyei's study (2001) highlighted that enhancing students' self-confidence can be achieved by fostering successful experiences, providing encouragement, and minimizing anxiety (as cited in Osboe, Fujimura & Hirschel, 2007) Consequently, to boost self-confidence, it is essential to alleviate anxiety and enhance communicative competence.
Group work effectively helps learners reduce their anxiety about speaking English by fostering interaction among students (Fatimah & Sitti, 2019; Aulia, Lengkanawati & Rodliyah, 2019) When implemented correctly in the classroom, it encourages meaningful interactions that can significantly enhance learners' confidence in their speaking abilities.
Reducing anxiety and frustration in students is essential for encouraging effective communication By creating a supportive environment, students feel more comfortable and confident when speaking This approach not only enhances their speaking skills but also fosters a positive learning atmosphere (Cooper, Downing & Brownell, 2018; Soumia & Ibrahim, 2016).
Group work significantly enhances speaking skills by encouraging more conversation among students during activities (John, 2017) This interactive approach not only improves language proficiency but also boosts student engagement in the classroom (Nguyen, T.D.H, 2020) Additionally, it is particularly beneficial for shy children, helping them to become more vocal in their learning process (Hadfield, 1992, as cited in Dorney, 2001).
Utilizing group work techniques in English language learning significantly enhances students' academic performance by fostering self-confidence and collaboration (Madjid, 2019) This approach also leads to substantial improvements in their English communicative competence, encompassing grammatical, sociolinguistic, and strategic skills (Xue & Mo, 2013) Furthermore, group work creates a supportive classroom atmosphere that promotes student engagement and participation, while simultaneously alleviating anxiety and enhancing self-assurance (Dorney, 2001; Brown).
The use of group work to teach English has a positive impact on a student's academic progress It also fosters self-confidence and cooperation among learners (Madjid,
Group work enhances English communication skills by improving grammatical, sociolinguistic, and strategic competence (Xue, Mo, 2013) Additionally, it fosters a classroom environment that boosts student engagement, reduces anxiety, and builds self-confidence (Dorney, 2001; Brown, 2006).
This section depicts a conceptual framework of group work and self-confidence based on the prosperous literature review's authors This proposed conceptual framework is
The study utilized a closed-ended questionnaire, lesson plans, and student feedback to address its research questions It was grounded in Tuckman’s (1965) theory of group work and Clement & Kruidenier's (1985) theory of self-confidence, which were slightly modified to establish a proposed conceptual framework.
The following is a diagram of the conceptual framework adapted from Clement, Dornyei & Noels, (1994) and some other authors listed from the literature review above:
Figure 1 Conceptual framework for the study
Research design
Action research has been conducted by many educators and teachers around the world with the hope of innovation in classrooms and teaching quality
According to Mill's study (2001), action research designs are systematic procedures employed by educators to collect information aimed at enhancing their educational environment, teaching methods, and student learning outcomes (Creswell, 2012) Harmer (2007) describes action research as a sequence of steps that teachers undertake to improve their teaching practices Through action research, educators leverage their personal experiences to address and resolve their concerns in the classroom.
Harmer (2007) suggests that a powerful way for educators to reflect on their teaching is to adopt the perspective of a student (p 423) Creswell (2012) highlights the role of action research in enabling educators to evaluate their own practices This approach is frequently utilized in educational environments where teachers aim to enhance their careers by actively engaging in their courses, utilizing their resources, and addressing challenges to improve their teaching conditions.
This action research project focused on enhancing students' self-confidence through collaborative group work The researcher followed a five-stage process: identifying the problem, formulating questions, collecting data, analyzing the data, and determining future actions to address learners' challenges and boost their English speaking confidence Additionally, the researcher conducted this action research in her professional role to better support students and gather valuable insights for teacher professional development.
Figure 2 Action Research Cycle Framework: Adopted of Harmer (2007, p415)
Think of the questions to ask
Action research involves a five-step process: first, identifying the dominant problem based on personal teaching experiences; second, formulating specific questions to guide the study; third, collecting data through practical classroom implementation, including lesson plans and group activities aimed at enhancing students' self-confidence; fourth, analyzing and synthesizing the collected data to assess the effectiveness of these activities; and finally, refining the implementation in the next cycle by retaining strengths and addressing weaknesses identified in the analysis.
Figure 3 The framework of research design
Research site
The PMP English Center, chosen as the research site for this study, has experienced significant growth since its establishment four years ago With four branches in Ho Chi Minh City and one in Quang Ngai province, Vietnam, the center has expanded its reach considerably The study was specifically conducted at the branch located in District 9.
Research participants
The study involved fifty intermediate-level students, with easy access to participants facilitated by the researcher's close relationship with the center manager This connection allowed for quick acquisition of class schedules and levels, aligning perfectly with the study's requirements.
3.3.1 Participants for the preliminary questionnaire
The study involved fifty intermediate-level learners from four diverse classes, each with varying university backgrounds and majors, yet sharing similar English proficiency The choice of intermediate-level participants was intentional, as the researcher was teaching at this level, facilitating the implementation of the study's cycles This alignment in proficiency was crucial for ensuring the appropriateness and consistency of the questionnaire and the study's cycles.
The summary of participants’ information
A study involving twelve students from class Inter 12 was conducted to assess the impact of group work on their speaking confidence Prior to this study, the participants had successfully completed two lower-level courses: elementary and pre-intermediate To ensure participant confidentiality, their identities were kept anonymous throughout the research.
The researcher analyzed the students' results from their previous course and categorized them into three groups: Strong (1), Middle (2), and Weak (3) This classification enabled the researchers to effectively observe the impact of language competence on the students' self-confidence in speaking English.
Figure 4 Participants for the cycles
Participant’s score in the previous course
Pronunciation Fluency Range of vocabulary
Research Instruments
The study utilized three distinct instruments for data collection: a closed-ended questionnaire, a classroom observation checklist, and student feedback These tools were employed to gain a comprehensive understanding and address the two research questions.
The questionnaire comprised two sections with a total of 18 closed-ended questions aimed at identifying the factors influencing students' self-confidence in speaking English (RQ1) It was developed based on the Self-Perceived Communication Competence Scale (SPCC) by McCroskey & McCroskey (1988) and the Foreign Language Classroom Anxiety Scale (FLCAS) by Horwitz et al (1986) The instrument utilized a five-point Likert scale, with responses ranging from "never" (1) to "always" (5).
"always" (5) in the first nine items, while the last nine items ranged from "strongly agree" to "strongly disagree"
A preliminary questionnaire was administered to 50 students across four classes to establish a solid foundation for the action study, focusing on identifying practical class problems The researcher provided brief instructions and addressed any questions to ensure comprehension To prevent forgetfulness, students completed the questionnaire during class, and anonymity was maintained by allowing them to omit their names.
Harmer (1998) noted that not all students are comfortable with open discussions regarding feedback To address this, the teacher provided a feedback form for students to complete individually and in silence This approach can yield more valuable and accurate data for research purposes Additionally, all students in the class were encouraged to provide comments and feedback immediately after completing each activity.
The students' feedback included five questions aimed at assessing their interest or boredom with the activity, their levels of anxiety or worry when collaborating with friends or partners, and their self-evaluation of their English speaking skills.
1 Did you enjoy this activity and why?
2 Did you feel anxious when you were speaking in the activity?
3 Could you use the list of new words to speak in your speaking task?
4 Could you use current grammar structure to speak in your speaking task?
5 Could you speak fluently in your speaking task?
Participants were asked to respond in Vietnamese to ensure they could accurately convey their thoughts and feelings, as their English proficiency might be limited To address confidentiality and ethical concerns, participants' names were coded and anonymized before sharing with students Feedback was gathered after the class meeting, with the teacher strategically timing the collection at the end of the activity to minimize the risk of students forgetting the details While the students' feedback is included in Appendix 3, only the statements that support the study have been translated into English.
The observation check, designed in accordance with the conceptual framework, utilized student feedback to gather data addressing RQ2 on how group work enhances students' self-confidence in speaking English It comprised three sections: student interaction, student engagement, and the classroom environment The first section highlighted the role of group work in fostering interaction, which is closely linked to boosting self-confidence The second section described how students engaged in speaking with peers and teachers Finally, the third section examined how group work contributes to a comfortable classroom environment, further enhancing students' self-confidence in English speaking To facilitate the documentation process, the researcher employed a checklist with reflective details, as there was no support from colleagues.
English courses in PMP language center
3.5.1 Types of English courses in the center
The center offers three primary English programs: TOEIC, communication, and a kids-teen program A key requirement for students in any of these programs is to successfully pass the final test in order to advance to the next class.
The English communication program offers four levels of instruction: elementary, pre-intermediate, intermediate, and advanced Each level consists of a course lasting approximately three to four months To ensure proper placement, students must take a 70-question placement test at the start of the elementary course, which assesses vocabulary, grammar, listening, reading, and speaking skills Notably, speaking is evaluated individually by a full-time Vietnamese teacher.
Here is a table to show the summary of each level of communication in English
English courses in the center
Course Level Duration of the course
The course consists of three weekly class meetings, each lasting 90 minutes A single Vietnamese teacher is responsible for one class, with occasional co-teaching by two Vietnamese instructors to address any emerging issues At the conclusion of each course, students must take a final test to advance to the next level.
Face2Face, published by Cambridge University Press, serves as the official textbook for the communication course, recognized for its publishing excellence Authored by Chris Redston and Gillian Cunningham, the book caters to adults and young adults seeking to communicate effectively in today's world It emphasizes vocabulary and grammar while focusing on speaking and listening skills in social contexts Fully compatible with the Common European Framework of Reference for Languages (CEFR), Face2Face enables students to assess their progress and advance to higher levels Its emphasis on social interaction through speaking and listening makes it an ideal choice for fostering fluent and effective communication among learners.
Each book contains twelve units which have four lessons in each The construction of each unit is described in the table below:
Lesson’s components of the book
1D Vocabulary+ review and progress porfolio
The PMP includes two progress tests at each level: a midterm and a final test, both designed in accordance with the Cambridge English Test format The midterm assesses learners' progress and helps identify areas for improvement before the final test The written component evaluates vocabulary, grammar, reading, and listening skills, while speaking is assessed through a series of level-specific questions posed by an examiner The final test consists solely of a written assessment, with the speaking portion conducted in a separate session.
The score components are as below:
Types of tests Spoken test Written test Spoken test Written test
To advance to the next level, a minimum score of 6.5 out of 10 is required Students scoring below this threshold must wait at least one week for self-revision before retaking the test.
Data collection procedures
Data collection took place from February to May 2020, involving two distinct cycles to effectively gather information aimed at addressing the research objectives.
The initial inquiry was initiated through a preliminary questionnaire designed to identify factors influencing students' self-confidence in English speaking This questionnaire, adapted from established scales by two renowned authors, consisted of two sections: students' anxiety and their perceptions of communicative competence.
The study commenced shortly after the opening of inter 12, with the researcher providing an overview to outline the study's title, participants, and their respective roles During the initial class meeting, all twelve participants expressed their enthusiastic agreement to participate in the study Additionally, participants were informed about the requirement to individually complete a feedback form after each section.
The initial questionnaire was tested with twelve students from class inter 12, who later participated in the research cycle After completing the questionnaire, the researcher engaged with them to identify any items that were challenging to comprehend Their insightful feedback proved to be invaluable for refining the questionnaire.
35 researcher corrected and finalized some minor changes in word usage before the official manipulation
The researcher collected data from fifty students across four B1 classes over four separate days To ensure clarity, she explained potentially confusing questionnaire items to all participants Due to the absence of three students from Inter 10 and Inter 11, she postponed data collection until their next class to meet the required number of participants After a series of preparations and delays, the data collection for the preliminary questionnaire was completed in seven working days.
A brief description of data collected from the preliminary questionnaire
Research tool Content Sampling and administration
Part 2: Student’s evaluation on communicative competence
⧫ Students completed the questionnaire in class
The researcher implemented three group work activities—jigsaw, think-pair-share, and interview—in a lesson plan aimed at boosting students' self-confidence in speaking English These activities were carried out over two cycles, each lasting nearly two weeks.
From April 2020 to May 2023, the researcher conducted a study using her Inter 12 class every Friday To enhance the effectiveness of her lesson plan, she collaborated with her friends Ngoc and Linh, both English lecturers at TDT and HULIF universities, who provided valuable feedback and support The data collection process was meticulously followed, leading to positive evaluations of group work activities, which were continuously revised for improvement Ineffective activities were either modified or replaced with new ones to ensure the research cycles were successful.
Findings
As stated earlier in Chapter 3, the research questions guiding this study were:
RQ 1 What factors affect EFL student’s self-confidence in speaking English?
RQ 2 How does group work enhance EFL students’ self-confidence in speaking English?
The findings are divided below into two different sections: factors affecting students’ self-confidence (4.1.1) and how group work enhances students’ self-confidence (4.1.3)
4.1.1 Factors that affect students’ self-confidence
The preliminary questionnaire aimed to identify the factors affecting students' self-confidence in speaking English Through analysis of the data using Excel, the researcher identified key influences on self-confidence Given the qualitative nature of the study, the data was interpreted and presented as interpretive insights rather than through statistical analysis.
A preliminary questionnaire with eighteen items was administered to fifty participants, and the statistical data was effectively presented using various percentages for each item, addressing the first research question of the study.
Apprehension of Making Mistakes in speaking English
Many students hesitate to speak English due to a fear of making mistakes, with 56 percent reporting this concern Additionally, 48 percent frequently encounter this issue, highlighting its significant impact on students' self-confidence.
Figure 6 Apprehension of making mistakes
Teacher's negative feedback significantly impacts students' self-confidence across various areas Despite attending a private institution where teachers are trained to foster close relationships with students, 56 percent reported feeling embarrassed by negative feedback This alarming statistic highlights the need for careful consideration in feedback delivery, as ineffective communication can severely undermine students' confidence.
Apprehension of making mistakes in speaking English never seldom sometimes often always
The preparation stage is crucial for enhancing students' fluency and confidence in speaking English A significant 32 percent of students expressed constant concern about the time needed to prepare for discussions, while 28 percent reported occasional worries This preparation is essential for all students, regardless of their competency level, as it helps reduce anxiety and the fear of negative feedback from peers and teachers.
Preparation is crucial, as highlighted in item five, where 44% of students expressed concern about losing their words during discussions with peers This anxiety about having empty ideas becomes more pronounced in the absence of adequate preparation or materials, making it significantly harder to recall what to say.
Teacher's negative feedback never seldom sometimes often always
Students’ deficiency in English competence
Figure 9 illustrates students' self-evaluations in key language areas, including vocabulary, grammar, and pronunciation A significant number of students expressed skepticism about their competencies, with 44% in vocabulary, 48% in grammar, and additional concerns in pronunciation.
32 percent, respectively, doubting their ability in vocabulary, pronunciation, and grammar These numerical figures tell us eloquently about their lack of trust in their language proficiency
50% never seldom sometimes often always
I am worried when I have to speak without any preparationWhen I speak, I usually forget what I know
Figure 9 Students’ deficiency in English competence
Item 6 and 7 of Figure 10 clarified the ability to communicate with a variety of group sizes, with 52 and 36 percent of students expressing difficulty working in large and small groups, respectively The percentage pertaining to large groups is a multiple of the percentage pertaining to small groups, which can be concluded by: The more students there are in a group, the more likely they are anxious It is also associated with items 6 and 9 when they prefer speaking with their acquaintances as their familiarity and previous connection relieve their stress and free them from the constraints of words
60% strongly agree agree neutral disagree strongly disagree
Students' deficiency in English competence
I have strong English vocabulary I am good at English pronunciation
I have a good understanding of English grammar
Figure 10 The size of group work
Partner preferences significantly influence students' self-confidence, with approximately 45% of participants favoring conversations with friends over strangers This camaraderie is thought to alleviate anxiety, as students feel less concerned about making mistakes or facing ridicule from unfamiliar or unwelcoming individuals.
60% strongly agree agree neutral disagree strongly disagree
The size of group work
I can talk with a small group of English classmates I can talk with a big group of English classmates
4.1.2 Data analysis of cycles’ activities
Data gathered from classroom observation checklists and student feedback were utilized to address Research Question 2 The study involved two cycles, each incorporating three distinct group work activities as outlined in section 3.1.
RQ2: How does group work enhance EFL students’ self-confidence?
This section assesses the strengths and weaknesses of various activities to determine their impact on enhancing students' self-confidence Utilizing a combination of five questions from student feedback and a classroom observation checklist, informative data was gathered to analyze and describe the contributions of group work to student development.
4.1.2.1 Cycle 1: Jigsaw and Think-pair- share
50% strongly agree agree neutral disagree strongly disagree
I prefer to talk with my friend I can talk with an acquaintance
The strengths and weaknesses of Jigsaw
The effectiveness of the jigsaw activity is evident in its ability to enhance students' vocabulary usage during speaking exercises By utilizing their smartphones to access a reading word list and collaborating with more knowledgeable peers, students were able to prepare effectively Frequent team changes fostered better retention of vocabulary, as demonstrated by top participants S1 and S2, who, despite unfamiliarity with certain words, successfully understood and explained them in their new teams M1 and M2 also showcased strong vocabulary skills, although M2 faced pronunciation challenges While many students initially struggled to recall the text and fulfill their roles, their performance improved significantly in subsequent rounds, highlighting the benefits of repeated practice with different partners for reinforcing word meanings and enhancing speaking skills.
The Jigsaw method fostered active participation among all students, highlighting its benefits Notably, S and M students were more engaged than the W group, with the exception of W1 The challenges presented by the reading material inspired them to collaborate and seek understanding One student, M3, notably took the initiative to ask the teacher for clarification on the material's meaning.
"engaged in", which was the only one found out in terms of teacher-student interaction
There were some weaknesses listed on the observation checklist and students’ feedback relating to the boost students’ self-confidence during the application of a specific activity-Jigsaw
The selection of lengthy texts with complex vocabulary led to student anxiety and reduced confidence in task requirements The researcher examined how interaction enhances communicative competence and vocabulary usage, grammar knowledge, and pronunciation in speaking A jigsaw activity was created using three small paragraphs to facilitate this process However, the students' limited English proficiency hindered their ability to transition from reading to speaking effectively.
Students expressed significant anxiety about interacting with strangers, particularly in group W, where they remained silent during team activities When groups were switched, they felt confused and struggled to adapt to their new teams, leading to disorganization It took them longer to find a suitable group that matched their reading needs The researcher recognized their challenges with the new activity and aimed to address these issues in future sessions.
More importantly, the classroom atmosphere got a negative response to affirm that group work cannot create a comfortable learning setting for students to be engaged in
Summary of main findings
The study identified key factors influencing EFL students' self-confidence and demonstrated how group work significantly enhances their confidence levels.
First, it was revealed that there were five factors affecting students’ self-confidence, as follows:
They were afraid of making mistakes, resulting in them becoming frustrated while speaking English in front of their peers
Students were frustrated or worried about receiving unfavorable criticism from their teacher, resulting in a lack of confidence when speaking English
Students struggled to come up with responses and respond to the assignment requirements if no preparation is supplied
4.2.4 Student’s deficiency in English competence
The student’s poor competence was demonstrated through their limited range of vocabulary, grammar knowledge and appropriate pronunciation
The number of group members participating signified students’ self-confidence through discussion and communication
Students tend to favor being paired with peers they feel a strong connection to, as this familiarity boosts their self-confidence in speaking This comfort level helps them communicate without the fear of being laughed at or judged by unfamiliar faces.
The implementation of group work significantly enhances students' self-confidence by fostering interaction among peers This collaborative environment generates various elements that contribute to the development of self-assurance in students.
4.2.7 Develop communicative competence and build up knowledge
Group work enhances knowledge expansion and communicative competence by fostering discussion and communication, leading to improved vocabulary, grammar, and pronunciation skills.
Group work interactions are essential for helping students articulate their thoughts and ideas, as they encourage verbal expression and active participation.
Students' engagement was effectively produced in responses to the procedure of communication to satisfy the lesson's objectives, as observed and documented
Students showed increased confidence and less nervousness after being placed in a very relaxed learning environment in which they were free to share their minds
Implementing group work has been shown to effectively reduce anxiety and enhance students' self-confidence in speaking English Many students expressed increased enthusiasm for participating in activities, leading to improved communication and understanding The combination of advanced knowledge and active participation significantly contributes to boosting students' confidence in their English speaking abilities.
Discussion
This section delves deeper into the findings discussed earlier, comparing them with the relevant literature from Chapter 2 The discussion provides comprehensive answers to the two research questions posed.
4.3.1 Factors that affect students’ self-confidence in speaking English
Several factors significantly impact students' confidence, such as fear of making mistakes, negative feedback from teachers, inadequate preparation, limited English proficiency, and the size of group work.
Language anxiety negatively impacts second language (L2) competence and self-confidence in language acquisition, as supported by previous research (Macintyre, Noels & Clément, 1997) Students who experience anxiety about making mistakes and receiving negative feedback tend to exhibit lower confidence levels Therefore, it is essential to address and significantly reduce these anxiety factors to foster a more confidence-building environment in language learning.
Many students enhance their learning when they actively engage with the language they encounter Research by Harmer (1998) indicates that encouraging students to reflect on language and sentence structure enables them to utilize their cognitive abilities effectively By allowing preparatory time, students can make informed choices regarding their vocabulary and grammar, demonstrating a deeper understanding of the lesson in a more subtle way.
Large groups can lead to chaos during activities, as noted by Harmer (2008), highlighting the importance of appropriate group sizes in educational settings This study emphasizes the benefits of smaller groups, which help mitigate the confusion and communication challenges often found in larger settings, where responsibilities may be unevenly distributed or dominated by a few individuals Exley & Dennick (2004) further assert that small group work enhances student engagement by increasing speaking opportunities and reducing anxiety.
Dornyei (1994) emphasized the importance of having a strong language foundation in order to have excellent perception It was observed that more competent students
69 worked on communication and interaction with greater confidence than those who experienced language deficiency
The current study identified a key factor related to Brown's (2000) research, which highlighted that learners' difficulties in articulating their thoughts and ideas can hinder their communication comprehension.
The factor of preferably chosen partners was quite relevant to an affirmation of Brown
In 2000, it was noted that students experienced anxiety regarding social evaluation A key observation was that students preferred to collaborate and cooperate with close acquaintances rather than unfamiliar peers.
4.3.2 Self-confidence enhancement thanks to group work
Group work plays a crucial role in enhancing self-confidence by fostering interaction and alleviating anxiety It creates a supportive classroom environment that encourages student participation and activities, ultimately leading to increased self-assurance (Dorney, 2001; H-Douglas, 2006) The current study highlights that a comfortable classroom setting promotes full participation and diminishes the fear of interaction Additionally, energetic engagement significantly contributes to boosting self-confidence and reducing anxiety This aligns with Fatimah's (2019) research, which emphasizes that group work effectively helps students gradually overcome their fear of speaking English.
Collaborative group work enhances students' academic performance while promoting self-confidence and cooperation among peers (Madjid, 2019) The findings from this study support these positive outcomes.
70 demonstrated the importance of cultivating language use of vocabulary, grammar knowledge, and pronunciation through interaction in group work
Furthermore, students, who work in group or collaboration, have significantly greater improvements in both achievement and self-confidence, being comparative with Tran’s study (2011)
The two RQ were discussed collaboratively in comparison to some comparable studies
It is very obvious that most of the findings found in this study are in line with the cited studies listed in the literature review