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 Objectives of the study:
• 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 for developing 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 introduction outlines the study's background, emphasizing the urgency of the investigation and presenting the issue statement It details the study's aim and objectives, formulates research questions, and defines the scope Additionally, the methodology, significance, and design of the study are thoroughly explained.
Part 2 : Development: Consists of three following chapters:
Chapter 1: Literature Review explores the theoretical foundation of speaking, focusing on the nature of speaking abilities and relevant materials It discusses the challenges associated with using group work to enhance speaking skills, including the concept of group work, its advantages, and the essential principles for effectively organizing group activities 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 skills are considered a crucial aspect of learning English Engaging in group activities is an effective method to enhance communication Numerous researchers, both locally and globally, have explored the impact of group activities on the development of speaking abilities.
In Vietnam, teachers increasingly prioritize group work activities to engage students and enhance their English language skills Research conducted across various educational levels, from high school to university, has examined this approach in both specialized and non-specialized English programs Several case studies illustrate the effectiveness of this teaching method.
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 learners 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 is more effective than relying solely on a single method throughout the course Furthermore, it emphasized the necessity for teachers to receive training in effectively implementing these diverse teaching strategies, highlighting the teacher's crucial role in determining the methods and approaches that lead to successful 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 students' and teachers' perceptions of cooperative learning strategies aimed at improving speaking abilities Findings revealed that most students found speaking to be a challenging skill, leading to reluctance in participating 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 engage in classroom 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 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 tourism students at SMKN 7 Yogyakarta during the 2011-2012 academic year The research utilized various methods, including observations, interviews, discussions, questionnaires, and recordings of the teaching process Findings indicated that cooperative learning significantly improved students' speaking skills, particularly in pronunciation, fluency, and interactive communication Students exhibited increased confidence in speaking English, had more opportunities to express themselves, and engaged actively in the learning process They became more aware of their mistakes through peer feedback, and the diverse activities contributed to a more 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 it helps them 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 a lack of opportunities to practice outside of class and inconsistent teacher implementation of speaking activities However, the study also highlighted that students showed increased interest and motivation, fostering connections with peers, and ultimately improving their English skills through collaborative group work.
This research aims to explore students' perceptions and attitudes towards group activities in language learning, addressing the often-overlooked challenges they encounter While previous studies have highlighted the benefits of speaking practice, this study will provide a deeper understanding of the current status and difficulties faced by students in collaborative learning environments.
1.2 REVIEW OF THEORETICAL BACKGROUND 1.2.1 Theoretical background of speaking
The English language has become a prevalent foreign language in recent times, with the primary goal of language learning being to enhance students' communication skills This improvement allows students to express themselves and adhere to the social and cultural norms relevant to various communicative contexts Speaking is an interactive process that involves both producing and receiving information, essential for daily activities Every individual engages in conversation as a necessity of living in a society that fosters interaction Thus, the focus of language education should be on developing these communication abilities to facilitate effective expression and social engagement.
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.
Human communication is a complex process, as noted by Harmer (2007) It involves the need to convey information effectively When individuals aim to inform others, they rely on communication, utilizing language to fulfill their specific objectives.
Effective communication requires speakers to be both listeners and speakers simultaneously While speaking is essential in learning a second language, it has often been overlooked in educational institutions due to an emphasis on grammar and unfavorable teacher-student ratios Additionally, the challenges of accurately assessing speaking skills and the time needed for speaking tests have led to its exclusion from evaluations.
One of the most challenging skills for language learners is speaking, which is often regarded as the most crucial of the four language skills Many learners express frustration after years of studying English, as they still struggle to speak it clearly and effectively (Bueno, Madrid, & Mclaren, 2006).
METHODOLOGY
This study investigates the effectiveness of group work in enhancing speaking skills among 9th-grade students at Khanh Duong Secondary School Utilizing a quantitative approach with questionnaires and a qualitative method through interviews, the researcher collected data to analyze the impact of collaborative learning The findings will be presented using tables and charts for clarity and ease of understanding.
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.
The research will take place at Khanh Duong Secondary School, situated in a rural area Despite the school's challenges, the dedicated teachers prioritize English language instruction, blending traditional and modern teaching methods to enhance student learning However, the overall quality of education remains unsatisfactory, prompting this study A total of 60 students and 2 teachers from the 9th grade will participate in the survey, utilizing both questionnaires and interviews The study is scheduled for the second semester of the 2020-2021 academic year.
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
A study was conducted at Khanh Duong Secondary School using questionnaires to gather insights from 60 ninth-grade students about their experiences with speaking skills The questionnaire aimed to identify the challenges students face in learning to speak and the benefits of group work in enhancing these skills Comprising 10 carefully crafted questions in Vietnamese, the survey ensured clarity and comprehension, allowing students to provide accurate responses without confusion.
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 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, two teachers were interviewed using Zalo and phone calls to further explore the students' challenges with group work The study employed two data collection methods to uncover the students' real 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) 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 lack interest in 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, with 51.7% considering it important, indicating a relatively high level of agreement Additionally, 25% of students rated the activity as quite important, while only 3.3% deemed it 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 effectively understand group work, it is essential to define the concept A recent poll indicated that students grasp the meaning of group work, and the specific findings of the study are summarized below.
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 higher than the green column at 83.34% and significantly greater than 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 However, some students still struggle to grasp the definition of the activity.
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 among educators A teacher corroborated this by stating that group work significantly boosts student interest and English proficiency, which is why she prioritizes its implementation in 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 received 8 votes, accounting for 13.3% of the total, highlighting its effectiveness as a teaching tool This engaging exercise allows students to embody characters, enhancing their interest in the lessons Additionally, discussion activities followed closely with 8.3%, along with guided practice, further enriching the learning experience.
(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 are 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 listen to one another, 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 evidenced by its validity being limited to a score of 2.83.