The purpose of this study is to find out the current situation and difficulties of students when using group work in learning speaking skills of grade 9 students at Khanh Duong secondary
INTRODUCTION
RATIONALE FOR THE STUDY
In today's globalized world, English is essential for effective communication across diverse cultures and regions Mastering English not only enhances career prospects but also provides access to vital social and cultural knowledge As most books, cultural documents, and business materials are published in English, proficiency in the language is increasingly important Furthermore, using English enables individuals to thrive in a global work environment and tap into a vast array of knowledge and cultural insights available worldwide.
Learning English alongside your mother tongue is crucial for accessing a wealth of global knowledge and culture, as well as for achieving success in the workplace This is particularly relevant for the Vietnamese, as Vietnam continues to develop and integrate into the global community Mastering speaking skills is essential for effective communication in English, enabling individuals to convey and receive information more efficiently Fluency in speaking is a vital skill that must be developed.
Enhancing student interest in speaking is crucial for developing their conversational skills A dynamic and engaging classroom environment fosters greater success in students' oral abilities Encouraging active language use among pupils is one of the most effective strategies to promote their engagement and participation.
Group work activities can significantly reduce students' anxiety, as noted by Doff (1988), who found that pupils feel less fear when collaborating privately with peers instead of in front of the entire class This approach is particularly beneficial for shy students who may struggle to engage in whole-class activities.
Promoting students' speaking skills remains a significant challenge, as many students are reluctant to participate in speaking lessons due to self-consciousness about their English proficiency and fear of making mistakes This reluctance often leads to silence and a lack of active engagement in class Additionally, time constraints prevent language teachers from focusing adequately on speaking activities, resulting in unequal participation among students To address these issues, group-work activities are being considered to enhance speaking skills Consequently, research was conducted on the use of group work in improving the speaking abilities of 9th-grade students at Khanh Duong Secondary School The aim is to better understand the effectiveness of group work in high school speaking classes and to help both students and teachers recognize the value of these activities, ultimately fostering greater interest in speaking lessons.
AIMS AND OBJECTIVES OF THE STUDY
Aims of the study: Find out the perception and attitude and the current situation difficulties of students when using group work in learning speaking skills
• To investigate the perception and attitude toward group work in learning speaking skills to 9 th graders at Khanh Dương secondary school
• To determine the difficulties of students when using group work in learning speaking skills at Khanh Dương secondary school
RESEARCH QUESTIONS
Accordingly, this study will address the following research questions:
1 What are students’ perception and attitude toward group work use in learning speaking skills at Khanh Duong secondary school?
2 What difficulties do 9th graders in khanh duong secondary school face when using group work in learning speaking skills?
SCOPE OF THE STUDY
A survey was conducted with 60 students and two ninth-grade English teachers to explore the challenges and current state of using group work to enhance speaking skills among grade 9 students at Khanh Dương Secondary School.
Implementation time: Two weeks of the final month of the second term in the year 2020-2021
SIGNIFICANCE OF THE STUDY
This research aims to assess current perceptions, attitudes, and challenges related to group work in speaking classes The author seeks to leverage the findings to enhance the effectiveness of group work in educational settings.
This article emphasizes the significance of group work in enhancing students' speaking skills by fostering greater interest and active participation in lessons Additionally, it addresses challenges faced by students and offers practical suggestions to maximize the benefits of collaborative activities.
DESIGN OF THE STUDY
The study consists of 3 parts:
The background of the study, the urgency of the investigation, the issue statement, the aim, and objectives of the study, research questions, scope of the
4 study, methodology of the study, the significance of the study, and design of the study are all explained in the introduction
Part 2 : Development: Consists of three following chapters:
Chapter 1: Literature review This chapter includes the theoretical foundation of speaking, such as the nature of speaking abilities, as well as material connected to the subject The theoretical backdrop of the difficulties uses group-work in learning speaking skills, including the concept of group- work, its benefits, and the principles for organizing group-work in a speaking class
Chapter 2: Methodology This chapter outlines the steps involved in doing the research, such as questionnaires, interviews, and data analysis methods
Chapter 3: Findings and discussion The study's findings present the key findings obtained from the data gathering and explain the most important aspects
Part 3 : Conclusion There is summarizes the entire investigation This section also includes the study's limitations and recommendations for further research
DEVELOPMENT
LITERATURE REVIEW
1.1 REVIEW OF THE PREVIOUS STUDIES
Speaking ability is a crucial aspect of learning English, and group activities are effective in enhancing communication skills Numerous researchers, both nationally and internationally, have explored the impact of group activities on developing speaking abilities.
In Vietnam, teachers prioritize group work activities to engage students and enhance their English skills Research has been conducted across various educational levels, including high school and university, focusing on both specialized and non-specialized English programs Several case studies illustrate this trend.
Li Hoang Thi Men (2013) investigated the effectiveness of pair-work and group work activities in enhancing the speaking skills of first-year English major students at the Faculty of Foreign Languages, Thai Nguyen University The study concluded that these collaborative activities benefit both teachers and students However, challenges such as students' low proficiency and passive learning styles hinder their participation in such activities Additionally, teachers face constraints like limited time and the need to manage large, multi-level classes in inadequate conditions, which significantly impede the implementation of pair and group work in English speaking instruction.
In her 2018 research, Pham Dang Tram Anh explored the impact of group work on enhancing speaking skills among ESP students at DaNang University of Medical Technology and Pharmacy (DUMTP) The study demonstrated that integrating multiple teaching techniques in ESP speaking instruction is more effective than strictly using a single method.
Effective teaching techniques are essential throughout the course, and it is crucial for teachers to be trained in successfully implementing these methods in their classrooms The teacher plays a pivotal role in determining the content and approach of instruction, which ultimately influences the achievement of positive outcomes.
Nguyen Thi Dieu Ha (2020) conducted a study on the effectiveness of group work in enhancing speaking skills among high school students in Vietnam The research focused on the perceptions of both students and teachers regarding the use of collaborative learning strategies to improve speaking abilities The findings revealed that most students found speaking to be a challenging skill, leading to their reluctance to engage in speaking activities like group or pair work due to fear of making mistakes Additionally, a lack of language proficiency contributed to their hesitance to participate in class discussions.
1.1.2 Related research in the world
Researchers in Vietnam, along with international scholars, are exploring the effectiveness of group activities in enhancing language speaking skills This growing interest has led to extensive studies conducted across various countries, showcasing numerous case studies on the topic.
Annisa Nurul Ilmi (2012) conducted a study on enhancing speaking skills through group work for tenth-grade students in the tourism program at SMKN 7 Yogyakarta during the 2011-2012 academic year The research utilized various methods, including observations, student and collaborator interviews, discussions, questionnaires, photography, and recordings of the teaching process Findings indicated that cooperative learning significantly improved the students' speaking skills across several aspects.
Improving speaking skills, including pronunciation, fluency, and interactive communication, significantly boosts learners' confidence in speaking English Increased opportunities for participation and collaborative learning enhance material comprehension Active engagement during lessons fosters awareness of mistakes, as students provide constructive feedback on each other's performance Additionally, diverse activities contribute to a lively and enjoyable classroom atmosphere.
Noor Anida Binti Awang (2013) investigates methods to enhance Arabic speaking skills through group work activities, specifically targeting first-year Malay university students learning Arabic The research employs semi-structured interviews, focus group discussions, and direct observations for data collection Findings indicate that group work activities significantly improve foreign language speaking skills, particularly benefiting students who are shy or intimidated, as they help build confidence in speaking Arabic among peers.
Lu Yee Ting (2018) conducted a study on teaching speaking skills through group work activities at SMK DAMAI JAYA, aiming to identify the challenges, potential impacts, and individual perspectives associated with group work The findings revealed that students' spoken language proficiency often limits their classroom participation, compounded by their inability to practice the language outside of school and inconsistent teacher implementation of speaking activities However, the study also highlighted that students showed increased interest and motivation, fostering connections with their peers, and ultimately improving their English skills through group work.
This research aims to clarify the current status and attitudes of students towards learning to speak, addressing a gap in existing studies that primarily emphasize the benefits of speaking skills.
8 about group activities In addition, we also study in depth about the difficulties that students face in this activity
In recent years, English has emerged as a widely spoken foreign language The primary objective of language learning is to enhance students' communicative skills, enabling them to express themselves effectively and understand the social and cultural norms relevant to various communication contexts.
Speaking is an interactive process that involves both producing and receiving information, essential for daily activities in society The primary goal of language learning is to enhance students' communication skills, enabling them to express themselves and adhere to social and cultural norms in various situations Ultimately, effective speaking fosters meaningful interactions among individuals in a community.
Widdowson (1978) emphasizes that speaking is a reciprocal exchange involving both reception and production, highlighting the importance of both receptive and productive participation He further notes that speaking encompasses the realization of language in spoken interactions and visual media, effectively utilizing gestures and facial expressions.
METHODOLOGY
This study investigates the use of group work to enhance speaking skills among 9th-grade students at Khanh Duong Secondary School Employing a quantitative approach through questionnaires and a qualitative method via interviews, the researcher analyzes the collected data The findings will be presented using tables and charts to effectively illustrate the results.
In order to conduct the research, both theoretical and practical methods are employed In practice, researchers collect data from students using both qualitative and quantitative methods
The qualitative research method emphasizes a natural approach to studying subjects, aiming for objective insights into their behaviors, opinions, and viewpoints This method utilizes interview questions to gather data from both teachers and students.
The quantitative research approach focuses on gathering and analyzing data from participants to achieve precise conclusions through statistical tools This method typically utilizes survey questionnaires directed at students to collect relevant data effectively.
The research will take place at Khanh Duong Secondary School, situated in an underprivileged rural area Despite the challenges, the dedicated teachers prioritize English education, employing a blend of traditional and modern teaching methods to enhance students' learning However, the overall quality of education remains unsatisfactory, prompting the need for this study.
A survey involving 60 students and 2 9th grade teachers will be conducted at Khanh Duong Secondary School during the 2nd semester of the 2020-2021 academic year The survey will utilize two methods: a questionnaire and interviews.
The data for study were collected by two techniques: Questionnaires and interview
Questionnaires and interview questions were adapted by the researcher from the interview questions of Li Hoang Thi Men (2013) and then added some questions
The research was conducted at Khanh Duong Secondary School using questionnaires to gather insights from 60 ninth-grade students This method provided an accurate understanding of students' thoughts and opinions regarding the challenges they face in learning speaking skills and the benefits of group work The questionnaire, consisting of 10 carefully crafted sentences, was written in Vietnamese to ensure clarity and avoid confusion in responses.
The questionnaire is divided into 2 parts with 10 items as follows:
Part 1: Includes 8 questions to assess students' understanding, attitudes, and attitudes toward group work, with the following content: Question 1 to find out about student's interest English,questions 2, 5 and 6 are used to survey
33 students' attitudes towards this activity, questions 3, 4, 6, 7, 9, 10 survey students' perceptions towards group work
Part 2 : Includes 1 question (8) to find out the difficulties that students face: Difficulties students face when participating in group work
Two teachers and five ninth-grade students were interviewed to gather additional insights and support the questionnaire results Interviews allow for a deeper examination of teachers' responses, capturing their ideas and feelings about teaching speaking through group work activities Conducted in Vietnamese, the interviews ensured students fully understood the questions, minimizing misunderstandings The interviews were carried out via phone and Zalo, with responses recorded for further analysis All notes were subsequently transcribed and translated into English The researcher then analyzed the data, meticulously documenting the interview findings alongside the questionnaire data in each section.
The interview is divided into 2 parts:
Part 1 is student interview section with 5 questions for 5 that focus on the frequency of using group work , student’s awareness, the difficulty student face and students' progress when using group work in learning speaking skills Question 1 and 4 survey to student’s awareness, question 2 is the frequency of using group work, question 3 is the difficulty student face when using group work, question 5 is students' progress after applied this activity
Part 2 is teacher interview section with 3 questions for 2 teachers related to awareness and difficulties students face when using group work in learning skills
Question 1 asked about the frequency of using group work and the effectiveness of increasing student interest Question 2 survey activities used when working in groups Question 3 students' ability to learn English after applying group work
Data collection took place over two weeks at the end of the second term in the 2020-2021 academic year This period coincides with students completing their second term, providing insights into the challenges they face when utilizing group work to enhance their speaking skills.
In the 2020-2021 academic year, a questionnaire was distributed to 60 second-term students, who were encouraged to answer all questions honestly The collected responses were analyzed and categorized to derive meaningful insights and conclusions Additionally, interviews were conducted with two teachers via Zalo and phone calls to further explore the students' challenges with group work The study employed two data collection methods to uncover the students' genuine issues, ensuring that the results were accurate and reliable through careful analysis.
The survey results were analyzed using statistical methods to ensure accuracy and objectivity I employed the Statistical Package for the Social Sciences (SPSS) software to investigate the effectiveness of group work in enhancing speaking skills among 9th-grade students at Khanh Duong Secondary School The analysis included calculations of frequency, mean, and standard deviation using the aforementioned software.
The statistical analysis of the questionnaires is broken down into six steps:
Step 1: Clean up the data
Questionnaires that were not transcribed accurately or completely were eliminated after a thorough assessment Participants were given 60 questionnaires to fill out and returned
Step 2: Sort the data into categories
The data was categorized based on two study questions, leading to the identification of two groups of responses that reflect students' use of group work to enhance their speaking skills.
The data variables are then prepared for analysis in order to find answers to the research questions that were given at the beginning of the project
The researchers select the proper statistical analysis approaches Then descriptive statistics were computed, such as means and standard deviations
A number of tables have been developed to clearly display the relationships for comparison and contrast, which will substantially aid the researchers in the following phase of evaluating the results
Step 6: Analyze the data and draw conclusions
The findings are relevant to the study's topic To put it another way, the research questions were addressed in light of the results
In this chapter, the researcher outlines the study methodologies, incorporating both qualitative and quantitative approaches, along with data collection tools like student questionnaires and interview questions The participants consist of 60 ninth-grade students from classes 9A and 9B, as well as two teachers from Khanh Duong Secondary School The researcher will analyze the quantitative data obtained from multiple-choice questions using the Statistical Package for the Social Sciences (SPSS) software.
FINDINGS AND DISCUSSION
This chapter contain results recorded during the process of data collections It also includes the discussion about results analysis
3.1 STUDENT’S PERCEPTION AND ATTITUDE TOWARD GROUP WORK IN LEARNING SPEAKING SKILLS
Figure 2.1 illustrates a significant interest in English among students, with 73.33% expressing a positive attitude towards the subject However, it is noteworthy that 26.67% of students do not share this enthusiasm These findings indicate that while English captivates a majority of students, there remains a portion who are not engaged with the subject.
Table 2.1: The importance of group work for students
The tool's panel data reveals that 20% of students recognize the significance of group work A notable 51.7% of students consider this activity important, indicating a relatively high level of agreement, while 25% view it as quite important Conversely, only 3.3% of students deem this activity unimportant, representing the lowest level of support.
Many students recognize the advantages of group learning for enhancing speaking skills, with only a small minority believing it to be unimportant.
To enhance our understanding of group work, it is essential to define the concept clearly A recent poll indicated that students grasp the meaning of group work effectively The specific findings of the study are summarized as follows.
Figure 2.2 : Students' understanding of the definition of group work
The bar chart clearly illustrates the differences between the yellow and blue columns, with 91.67% of students selecting the blue column's definition of group work as "how many people combine their priorities to get the job done quickly and efficiently." This percentage is notably higher than the green column at 83.34% and the yellow column, which represents the definition "a group of two or more people working together" at just 8.33% Notably, the definitions "a gathering of 2 or more people sitting together but doing different jobs" and "when people work individually but have the same work goals" received no votes, resulting in a 0% representation on the chart.
Figure 2.2 shows that the blue column provides the most detailed description of group activity based on interview results, indicating that most students have a correct understanding of the activity's definition Understanding this definition is crucial for better application, although some students still struggle to grasp it fully.
Table 2.2: Applying group work activities in learning speaking
The data indicates that 70% of students report their teachers frequently utilize group work activities to enhance speaking skills, while 30% note occasional use This suggests a strong emphasis on collaborative learning methods by educators A teacher corroborated this approach, stating that group work significantly boosts student interest and English proficiency, which is why she prioritizes it in her speaking lessons.
Table 2.3: Students' interest in group work
Statements Total Very much Much Not much Not at all
Table 2.4:Activities that students desire to do in group work
Statements Total Game Role play Discussion Guide practice Frequencies
Table 2.3 reveals a notable disparity in students' interest in group work, with 67.7% showing a strong preference for this collaborative approach, while 18.3% express a fondness for it This data suggests that the majority of students are enthusiastic about group activities, indicating that such exercises effectively engage their interest in classroom lessons.
Most students show a strong interest in group work activities, often seeking teachers to connect these activities to specific tasks Detailed findings from the study are presented in Table 5.
Table 2.4 highlights the most popular group activities among students, with gaming activities leading the way, garnering 43 votes (71.7%) This preference is attributed to the excitement that games generate, fostering a "learn to play, play to learn" mindset Such an approach alleviates pressure and enhances comfort during lessons, while also promoting healthy competition among groups.
Role-playing secured the second position with 8 votes, accounting for 13.3% of the total This engaging exercise is commonly employed by teachers to refresh their lessons, allowing students to embody various characters, which enhances their interest in the material Following closely are discussion activities, which received 8.3% of the votes, along with guided practice.
(6.7%) Learners pay less attention to these two activities than to the ones listed above
Interviews with teachers reveal that they employ various group activities to boost student interest, with a particular emphasis on four key activities Among these, teachers find that games are the most enjoyable for students, fostering enthusiasm and satisfaction in the classroom One teacher noted that she frequently incorporates games into her lessons, while expressing that the other three activities tend to be less engaging for students.
Table 2.5 : Students' perception of the characteristics of group work
Group members often hear and share the ideas when working in groups
Learners tend to prefer to choose their own groups instead of default teachers
Working in groups with people of the same level will be more effective
Choosing a team leader is essential when working in groups
When working in groups, everyone has the same chance to speak.
The data table highlights a significant degree of unequal selection The statement "When working in groups, group members often hear and share ideas" received an average score of 2.9, suggesting that students find this concept confusing.
In group work, while team members often share ideas and appear to listen, some individuals may not fully engage or express their opinions A significant finding is that learners generally prefer to select their own groups rather than being assigned by teachers, with an average agreement score of 3.73 This preference indicates that most students value the opportunity to choose group members they feel comfortable with, fostering better connections among peers.
The perspective that "working in groups with peers of the same level is more effective" often leads to confusion among learners, as it is only applicable in specific contexts, particularly highlighted by its validity for a score of 2.83.