VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST GRADUATE STUDIES PHẠM THỊ THIỆN A STUDY ON USING GROUP WORK ACTIVITIES TO IMPROVE SPEAKING SKILLS O[.]
INTRODUCTION
Rationale of the study
English is widely recognized as one of the most dominant languages globally, influencing key areas such as politics, business, education, and science The increasing global demand for learning and teaching English, whether as a second language or foreign language, highlights its significant role in today's interconnected world.
English has been a compulsory subject in Vietnamese schools for several decades, aimed at meeting the rising demands of globalization and the development of a global village Over the years, English has established itself as the primary language taught and learned nationwide, emphasizing its important role in Vietnam's education system In recent years, English learning has experienced rapid growth, with an overwhelming majority of learners pursuing proficiency Today, English proficiency is considered a vital requirement and the ultimate goal of the teaching and learning process in Vietnam.
Speaking is one of the most important skills in learning English, as it serves as an effective means of communication Despite years of studying English, many Vietnamese students struggle to express their thoughts fluently, highlighting the difficulty of developing speaking skills Improving students’ English speaking ability is a crucial goal in today’s foreign language curriculum, enabling them to communicate confidently and effectively.
Extensive research and efforts have been dedicated to identifying effective methods for teaching speaking skills in language learning Since the late 1960s, the Communicative Language Teaching (CLT) approach has gained widespread acceptance for its focus on developing both functional language skills and communicative competence (Nunan, 1989) Speaking, as a vital productive skill involving grammar, strategies, sociolinguistics, and discourse, is considered the most important language skill (Ur, 1996) Group work has been recognized as an effective pedagogical strategy for enhancing speaking abilities and fostering positive student attitudes Studies such as Awang, Mohamed, and Sulaiman (2013) demonstrated that group activities significantly boost students' confidence and speaking proficiency, although their success depends on proper implementation by teachers Similarly, Divya John's 2017 study highlighted that optimal group sizes of three to five students, flexible group formation, and the 5D procedure—direct, discuss, develop, deliver, document—are key factors in ensuring the effectiveness of group work for developing speaking skills.
In Vietnam, there are also many studies conducted to investigate the use of group work activities in teaching speaking to ESL students Ly Thi Hoang Men
Research from 2013 demonstrated that pair work and group work activities significantly enhance speaking skills for language learners, benefiting both students and educators Nong Thi Thanh Huyen’s 2014 thesis found that group work effectively increases students' interest in learning English speaking skills While much existing research focuses on the effectiveness of group work and methods to improve students’ speaking abilities, there is a notable lack of studies exploring students’ attitudes toward group work activities.
As an English language teacher, the writer recognized the significant benefits of group work activities in foreign language learning An action research study was conducted to evaluate the effectiveness of group work in enhancing students' speaking skills The research also aimed to explore students’ attitudes towards this collaborative learning approach, highlighting its positive impact on language acquisition and student engagement.
Aim and objectives of the study
This study aims to improve speaking skills of students at a university in Hanoi In order to achieve the aims, the current paper is expected to fulfill the following objectives:
- to examine the effectiveness of using group- work activities in English speaking lessons for non- English major students in a university in Hanoi
This study aims to investigate students' attitudes toward implementing group work activities in teaching speaking lessons, providing insights into their perceptions and preferences Additionally, the research identifies common problems that students encounter during group work in English speaking lessons, such as communication barriers, uneven participation, and lack of motivation Understanding students' attitudes and challenges can help educators improve the effectiveness of group activities and enhance speaking skills development The findings highlight the importance of addressing these issues to create a more engaging and productive learning environment for language learners.
Research questions
This study attempted to answer the following questions:
1 To what extent do group work activities affect students‟ speaking skills?
2 What are the students' attitudes towards group work activities in speaking lessons?
Method of the study
An action research was carried out The research instruments are teaching diaries, questionnaire and tests
Firstly, the pre-test was delivered to both experimental class (Marketing 2) and control class (Marketing 1) to check their speaking ability from the previous lessons
Over a five-week period, the experimental class focused on teaching speaking skills through group work activities, while the control class used traditional teaching methods To evaluate students' attitudes toward group work and assess its effectiveness, the researcher maintained teaching diaries after each experimental lesson This approach provided valuable insights into the impact of collaborative activities on students’ speaking proficiency and engagement.
The questionnaire was administered to participants in the experimental group at the end of the course to gather insights into students' attitudes towards group work activities in speaking lessons It aimed to identify students' perceptions and experiences with collaborative speaking exercises, highlighting both positive attitudes and potential challenges faced during group work The results provided valuable information on common difficulties students encounter, offering guidance for improving the effectiveness of group activities in language learning.
The post-test was administered to both experimental and control class to measure students‟ speaking ability after the course
Finally, the data were collected, sorted and analyzed both quantitatively and qualitatively to obtain realistic results.
Scope of the study
This study aimed to evaluate the effectiveness of group work activities in improving speaking skills among second-year university students in Hanoi The research involved 54 participants, all English majors, while students from other departments were excluded Focused specifically on speaking lessons, the study analyzed students’ attitudes toward group work and its impact on their language proficiency It is important to note that the research did not address the effects of group activities on other language skills such as listening, reading, or writing.
Significance of the study
This study offers valuable insights with both theoretical and practical significance It advances the general theory of communicative language teaching and effective speaking techniques to help students improve their speaking skills Additionally, the research provides practical guidelines for teaching and enhancing speaking abilities, making it a useful resource for educators aiming to improve language proficiency.
Organization of the research
The research includes five chapters as follows
Chapter 1 is the Introduction presenting rationale of the study, the aim and objectives, research questions, scope, method, significance as well as the design of the study
Chapter 2 is the Literature Review, giving a critical review of some previous studies relating to the research problem, presenting theoretical background relating to group work activities
Chapter 3 is the Methodology, reporting the context of the study which included the description of the setting and the participants of the study Data collection instruments, data collection procedure and data analysis procedure are also introduced
Chapter 4 is the Data Analysis and Findings, describing the analysis of data in details and discussing the results of the study
Chapter 5 is the Conclusion, providing the summary of the main issues and some pedagogical implications This chapter also include limitations and some suggestions of further studies.
LITERATURE REVIEW
An overview of speaking skills
Language skills are essential in language teaching and learning, encompassing four key areas: listening, speaking, reading, and writing (Richards et al., 1992) Among these, speaking is considered the most vital skill for effective communication, serving as the foundation for interpersonal interaction (Ur, 1996) Different linguists have diverse perspectives on the concept of speaking, highlighting its significance in mastering a foreign language, especially English.
Speaking is the productive skill in the oral mode According to Chastain (1998: 330), speaking is a productive skill that involves many components, such as grammar, strategy, sociolinguistics and discourse
Speaking is described as "the productive oral skill" by Nunan (2003), emphasizing that it involves learners producing speech to express meaning through systematic verbal utterances Bailey (2005) supports this view, stating that speaking is a productive skill characterized by systematically produced oral expressions However, Burns and Joyce (1997) and Brown (1994) present a broader perspective, viewing speaking as an interactive process of meaning construction that involves producing, receiving, and processing information simultaneously.
According to Florez (1999), speaking is an interactive process of constructing meaning that involves producing, receiving and processing information It is often spontaneous, open- ended and evolving Chaney and Burk
Speaking is the process of constructing and conveying meaning through verbal and non-verbal symbols across various contexts (1998) According to Brown and Yule (1983), there are two main types of speech: dialogue and monologue Monologue involves an uninterrupted oral presentation by a single speaker, while dialogue entails interaction between two or more speakers for transactional or interpersonal purposes.
Another term for "speaking" is spoken communication or oral communication It is more immediate and natural, so speaking is in need of the parties' simultaneous presence and attentiveness (Rai, 2010)
Speaking is a vital verbal skill and a fundamental process of oral communication, involving the production of oral utterances by a speaker These utterances are received and processed by hearers, enabling them to understand the speaker’s message effectively.
2.1.2 The role of speaking in teaching and learning
Speaking is regarded as the most important of the four skills—speaking, writing, listening, and reading—and serves as the first step in assessing language proficiency (Ur, 1996) It is also considered the initial indicator of whether a learner knows or does not know a language The primary goal of language teaching, according to Hymes and Rogers (1986), is to develop communicative competence Additionally, Pattison (1992) emphasizes that when people talk about knowing or learning a language, they are primarily referring to their ability to speak it.
Brown (1994) asserts that speaking is the most challenging skill for students due to its complex features, such as contractions, vowel reductions, and elision, which are essential for natural discourse Additionally, the use of slang and idioms, along with proper stress, rhythm, and intonation, plays a crucial role in effective communication Successful speaking also requires interactive skills, as learners must engage with at least one speaker, making it a demanding but vital component of language mastery.
Speaking is a complex activity that requires the integration of multiple subsystems, making it a challenging skill for second or foreign language learners Despite its difficulty, many consider speaking to be the central language skill, emphasizing its importance in language proficiency According to Bailey and Savage (1994), the combining of various factors turns speaking into a formidable task, yet its significance remains paramount for effective communication.
Speaking is the most complex language skill because speakers must interpret not only the message being conveyed but also consider factors like intonation, stress, and speech rate Additionally, effective communication relies heavily on facial expressions, gestures, and body language to enhance the message.
According to Jeremy Harmer (2007), there are three primary reasons to encourage speaking in the classroom First, speaking activities serve as rehearsal opportunities, allowing students to practice real-life conversations in a safe environment Second, engaging in speaking tasks enables both students and teachers to receive valuable feedback on language use Finally, classroom speaking activities help students activate and reinforce various language elements stored in their minds, enhancing their overall language proficiency.
Speaking is the most important of the four language skills, playing a crucial role in foreign language acquisition and effective communication Developing strong speaking abilities enables learners to not only master the language but also to confidently carry out daily transactions and interactions In the classroom, speaking skills should be prioritized and regularly assessed to ensure continuous improvement Ultimately, fostering confidence in speaking helps learners communicate more effectively and achieve greater language proficiency.
2.1.3 Characteristics of a successful speaking activity
Nunan (2003) states that teaching speaking involves helping students produce accurate English speech sounds, sound patterns, word and sentence stress, intonation, and rhythm It also includes selecting appropriate words and sentences based on social context, audience, and subject matter Effective speaking instruction encourages students to organize their thoughts logically, express values and judgments confidently, and speak fluently with minimal unnatural pauses Therefore, successful speaking activities should strengthen students' skills across all these aspects, enabling meaningful and confident communication.
Ur (1996:89) has asserted some characteristics of a successful speaking activity as following:
Effective language learners engage in significant amounts of learner talk, maximizing their speaking time during activities Often, the majority of classroom time is wasted on teacher talk or pauses, which reduces opportunities for students to practice speaking skills Encouraging learners to actively participate and speak as much as possible is essential for language development and results in more meaningful learning experiences.
Participation is even Classroom discussion is not dominated by a minority of talkative participants: all get a chance to speak, and contributions are fairly evenly distributed
Motivation is high Learners are eager to speak: because they are interested in the topic and have something new to say about it
Language is of an acceptable level Learners express themselves in utterances that are relevant, easily comprehensible to each other, and of an acceptable level of language accuracy (Ur, 1996)
A successful speaking lesson offers students abundant opportunities to practice speaking, encouraging active participation and motivation Such lessons help students enhance their speaking skills and build confidence in communicating effectively in English across various contexts.
2.1.4 Factors affecting students' performance in speaking activities
According to the Online Macmillan Dictionary (2020), performance is defined as "the process of doing a job or an action," emphasizing how well or poorly someone executes a task In the context of speaking, performance refers to oral communication used to convey ideas and information to others It encompasses the production of sounds, gestures, facial expressions, and body language, reflecting an individual's manner and effectiveness in speaking.
Several factors can influence students' speaking performance According to Nation and Newton (2009), key elements such as performance conditions—including time pressure, planning, the standard of performance, and the level of support—significantly impact students' ability to speak effectively.
Overview of Communicative Language Teaching Method
Communicative Language Teaching (CLT) originated in the late 1960s as a response to evolving British language teaching methods Since its introduction, CLT has gained widespread acceptance because of its emphasis on practical communication skills Its superior principles focus on engaging learners in real-life conversations, making language learning more effective and relevant As a student-focused approach, CLT has revolutionized language education by prioritizing meaningful interaction over rote memorization.
Communicative Language Teaching (CLT) is primarily defined as an approach that considers language as a system for expressing meaning, focusing on developing learners' functional communication skills According to Nunan (1989), CLT aims to equip learners with both practical language skills and linguistic objectives, emphasizing the importance of real-life communication In this approach, learners act as negotiators and integrators, actively engaging in meaningful interactions, while teachers serve as facilitators who guide and support this communicative process Larsen-Freeman (2000) highlights that CLT prioritizes authentic communication and learner-centered activities to enhance language proficiency effectively.
46) also provides definition on CLT He states that Communicative Language Teaching refers to a theoretical view of a communicative approach by promoting communication, in which communication is the main objective of teaching any languages In the similar sense, Savignon (1971: 54) also defines communicative language teaching as purposes and procedures in classroom learning, which was built on the theoretical concept "communicative competence", which basically includes expression, interpretation, and negotiation of meaning
Communicative Language Teaching (CLT), as defined by Richards and Rodgers (1986), is an approach based on two core assumptions: what to teach and how to teach The primary goal of CLT is to develop "communicative competence," a concept introduced by Hymes (1972), which refers to the knowledge a speaker needs to communicate effectively within a speech community Additionally, CLT emphasizes a learner-centered and experience-based approach to second language teaching, making students more active and participatory compared to traditional methods As a result, teachers' roles are reshaped to accommodate diverse learning styles, needs, and goals, fostering an engaging and personalized learning environment.
Communicative Language Teaching (CLT) is a pedagogical approach focused on developing learners' communicative competence through interactive and cooperative classroom activities In this method, learners are seen as active users of language, while teachers serve as facilitators and monitors to support their language development The core principles emphasize learner participation and collaboration, with teachers guiding and facilitating the learning process to enhance real-life communication skills.
2.2.2 Characteristics of Communicative Language Teaching method
When discussing communicative language teaching, Nunan (1991:279) offers five features to characterizes communicative language teaching:
An emphasis on learning to communicate through interaction in the target language
The introduction of authentic texts into the learning situation
The provision of opportunities for learners to focus, not only on languages but also on the learning process itself
An enhancement of the learners' own personal experiences as important contributing elements to classroom learning
An attempt to link classroom learning with language activation outside the classroom
According to Little Wood (1981:6), there are four domains of skills which makes up a person's communicative competence in foreign language learning
The goal of language learning is for the learner to attain the highest possible level of linguistic competence This involves developing the ability to manipulate the linguistic system with mastery, enabling them to use language spontaneously and flexibly Achieving such proficiency allows learners to effectively express their intended messages with clarity and confidence, ultimately enhancing their overall communication skills.
To develop effective language skills, learners must distinguish between their mastered linguistic forms and the communicative functions these forms serve It is essential to understand that items mastered within the linguistic system are not only related to language structure but also play a crucial role in communication Recognizing this connection enhances both grammatical accuracy and the ability to convey meaning effectively in real-world interactions.
Learners must develop skills and strategies to effectively use language in appropriate communicative contexts They should leverage feedback to assess their success and, if needed, address failures by applying different language approaches This ongoing process enhances language proficiency and promotes successful communication.
Learners need to understand the social significance of language forms, which involves more than just adjusting speech speed for various social contexts Instead, it emphasizes the importance of using generally acceptable language and avoiding potentially offensive expressions to communicate effectively and appropriately in diverse social situations.
Communicative Language Teaching (CLT) emphasizes developing learners' communication skills through interactive activities, helping them improve their linguistic competence It enables learners to acquire strategies for effectively using the target language in real-life communication Due to its outstanding features, CLT has been widely adopted in language teaching and learning globally Today, it is regarded as a priority method for teaching and learning foreign languages, ensuring learners can confidently communicate in authentic situations.
2.2.3 The roles of teachers and learners in the classroom
In CLT classrooms, teachers facilitate communication by creating situations that promote interaction, serve as advisers by answering questions, and monitor student performance Students are active communicators, engaging in negotiating meaning to be understood and to understand others, even with limited language knowledge According to Larsen-Freeman (2000), CLT employs a student-centered approach where the teacher's role is less dominant, and students take primary responsibility for their own language learning.
Richards (2006) emphasizes the collaborative roles of learners and teachers in Communicative Language Teaching (CLT) He highlights that learners should actively engage in classroom activities, taking responsibility for their work and collaborating with peers instead of depending solely on the teacher Teachers, meanwhile, act as facilitators and monitors, creating a supportive environment that encourages autonomous language learning and effective communication skills development.
According to Breen and Candlin (1980), teachers play two essential roles: first, to facilitate effective communication among all classroom participants and between students and learning activities or texts; second, to act as independent participants within the learning-teaching group, promoting a dynamic learning environment Additionally, learners are seen as negotiators who balance their self, the learning process, and the object of learning, contributing to a more interactive and student-centered educational experience.
In communicative language teaching, learners are at the center of the learning process, taking responsibility for their own progress while actively contributing and collaborating with peers This approach encourages independent learning and emphasizes the importance of student engagement Teachers play a dual role as facilitators, enabling effective communication and guiding classroom activities, and as active participants within the learning environment to foster a supportive and interactive atmosphere.
Overview of group work in speaking lessons
In recent years, teaching language as a means of communication has become increasingly popular among educators This approach often involves dividing the class into small groups, which encourages students to interact more effectively By organizing students into smaller groups, teachers foster a collaborative environment that enhances language practice and improves communication skills Group-based learning creates opportunities for students to actively participate, practice real-life conversations, and develop their language proficiency in a supportive setting.
Group work is broadly defined as a collaborative process where students are divided into small groups, typically of four or five members, working simultaneously on a shared task (Doff, 1988) It involves interactions among psychologically aware individuals who perceive themselves as part of a cohesive unit (Brumfit, 1984) A small group is considered a unit of two or more people engaging in meaningful contact with clear purpose and goals (Shaw, 1971; Mill, 1967) Effective group work depends on factors such as group size, activity type, lesson objectives, and classroom arrangement Activities may include story writing, role-playing, presentations, discussions, or video performances, promoting cooperative learning During group work, students share responsibilities, make independent decisions, and develop skills like negotiation, listening, and expressing different viewpoints This environment fosters greater student participation, ownership of learning, and enhances their ability to experiment and practice the target language without teacher control or peer pressure.
Group work is a cooperative activity where students share goals and responsibilities, fostering a collaborative learning environment It enhances learner independence by allowing students to make their own decisions without constant teacher control Participating in group activities encourages equal participation among students and provides opportunities to experiment and practice language skills freely.
Forming groups can be a complex process with multiple methods available Gunderson and Moore (2008) identify three primary ways to accomplish group selection: self-selection, random assignment, and criterion-based selection However, Baepler et al (2016) in "A Guide to Teaching in the Active Learning Classroom" suggest four effective group formation strategies: random, instructor-generated, self-selected, and mixed methods Choosing the appropriate group formation approach can enhance student engagement and learning outcomes.
Random group formation is considered by Nilson (2010) as "the simplest and most efficient approach," with some instructors utilizing software such as spreadsheets, web-based random number generators, and learning management systems to facilitate this process Alternatively, Active Learning Classroom instructors may have students count off to be automatically assigned to groups based on the desired group size According to Barkley et al (2014), random assignment is an equitable method for forming groups, especially effective in large, diverse classes where members are more likely to be randomly distributed.
Random group formation can threaten group cohesion and lead to unequal representation of students from underrepresented backgrounds, as well as disparities in member resources To address this, Oakley et al (2004) recommend that instructors intentionally group students from underrepresented populations early in the curriculum to foster a sense of belonging Conversely, proponents like Michaelson et al (2004) argue that randomly forming groups leaves too much to chance, and McKeachie and Svinicki (2014) support instructor-determined groups, which are more likely to ensure balanced resources and effective collaboration.
According to Michaelson et al (2004), instructors must first establish clear criteria for forming student groups while weighing the advantages and disadvantages of their choices An essential step is understanding students’ backgrounds, which can be achieved through pre-class questionnaires or in-class exercises at the beginning of the term Gathering this information enables instructors to balance resource distribution, promote skill development, and ensure diversity within each group, ultimately enhancing the overall effectiveness of group work.
According to Barkley et al (2014), instructors can form student groups based on interests, but this approach may lead to more homogeneous groups compared to other methods Such uniformity can influence skill development negatively and impact the overall effectiveness of group dynamics Implementing interest-based grouping requires careful consideration to balance student engagement and diverse skill enhancement for optimal learning outcomes.
Many instructors prefer allowing students to self-select into groups, as this approach can increase comfort and motivation among learners (Brookfield & Preskill, 1999) Self-selected groups are often perceived as fairer by students, enhancing their engagement (Barkley et al., 2014) Additionally, for short-term projects, self-selection can lead to greater efficiency since students who know each other well can spend less time on early group development stages (Bacon, Steward, & Silver, 1999).
Anson and Goodman (2014) proposed that groups should be formed based on students' availability, promoting effective collaboration Many language instructors, such as Baepler, Walker, and Driessen (2014), utilize a mixed methodology for group formation, combining instructor-generated techniques with other approaches to enhance student engagement and learning outcomes in the classroom.
Teachers commonly use grouping methods by organizing students around the room based on pre-selected attributes They then have students count off to form balanced and diverse teams, facilitating effective collaboration and classroom management This approach enhances team dynamics and ensures that groups are intentionally assembled to meet specific instructional goals.
Effective group formation should be flexible and tailored to the activity and students' needs Allowing students to self-select groups can enhance collaboration by leveraging shared interests and fostering better teamwork Conversely, instructor-generated or random groups can encourage students to develop important skills in working with diverse peers and adapting to different team dynamics.
2.3.3 Common group work activities in teaching speaking
According to Hayriye Kayi (2006), there are nine group work activities that can be used to promote students' speaking skills
Role-play is a collaborative classroom activity where students are divided into groups and assigned specific situations and roles to act out This engaging exercise focuses on language development and imaginative skills rather than performance or exhibition Through role-play, learners practice real-life communication scenarios, enhancing their speaking and listening abilities in an interactive and enjoyable way.
According to Richards (2005), role- play is an activity in which students are assigned roles and improvise a scene or exchange based on given information or clues
According to Harmer (1984), role-play offers significant benefits for students by helping them master key language skills such as vocabulary, grammar, pronunciation, and intonation more effectively It provides practical opportunities for students to practice language in diverse situations both inside and outside the classroom Additionally, role-play trains students to handle the unpredictable nature of real-life communication by acting out imaginary roles in various contexts It also encourages classroom interaction, boosts motivation, and is easy to prepare and implement Therefore, incorporating role-play, along with games and other communicative activities, is highly recommended for enhancing speaking skills in English language learning.
In Communicative Language Teaching, the concept of the information gap is essential, highlighting that real communication aims to exchange information one does not already possess According to Underhill (1987), an information gap activity involves one student having information that is hidden from their partner, encouraging meaningful interaction Effective communication often requires bridging these information gaps, as learners share what they know and discover new information together Since this process can be challenging for students who lack facts or have identical knowledge, teachers can simulate the information gap by providing participants with different pieces of information, prompting them to collaborate and communicate effectively.
Previous studies on group work
Group work is widely recognized as an effective method for improving learners' oral communication skills Consequently, it has attracted increasing interest from researchers and educators worldwide, including in Vietnam, who seek to understand and optimize its benefits in language learning.
Larry, Fink, and Knight (1997) offer valuable guidance for designing effective group assignments and activities that foster active participation and learning They identify four key variables—student shyness, domination by others, lack of content knowledge, and disagreement among group members—that influence social loafing in learning groups Addressing these factors by creating engaging tasks and ensuring individual accountability can enhance group cohesion To promote a positive learning environment, tasks should eliminate social loafing, facilitate external performance feedback, and reward group success Additionally, the researchers provide a useful checklist to evaluate the effectiveness of group assignments across various instructional settings and subject areas, ensuring improved learning outcomes and active member participation.
Jayanth and Soundiraraj (2016) conducted an experimental study on how group work activities enhance speaking skills among ESL learners The study involved 25 students who received intensive coaching through participation in structured group exercises Initial speaking pre-tests revealed their baseline performance, and after 10 sessions of group work, students' post-test results showed significant improvement The research concluded that group work not only effectively develops speaking skills but also reduces learner anxiety Additionally, group activities foster a supportive environment that boosts students' self-confidence in practicing spoken English.
A 2013 study by Awang, Mohamed, and Sulaiman explored effective strategies for improving Arabic speaking skills through group work activities The research, based on interviews, group discussions, and observations, concluded that group work significantly enhances foreign language speaking abilities These activities boost students' confidence and are effective in developing speaking skills, although their success largely depends on how educators implement them in the teaching and learning process.
Sofroniou and Poutos (2016) conducted a study to evaluate the effectiveness of group work in enhancing students' understanding of mathematics, particularly in developing critical and analytical thinking skills The research focused on whether collaborative learning can improve academic performance, using a four-week intervention on the topic of integration Evaluation surveys and examination results compared with a control group of first-year engineering students revealed promising outcomes, supported by both qualitative and quantitative analysis The findings suggest that group work can positively impact student learning and performance in mathematics courses.
Janice (2015), in her article "Measuring the Effectiveness of Group Work: A Review and Analysis of Process and Outcome Measures," emphasizes the importance of clearly defining assessment objectives and understanding the reliability and validity of available instruments before implementation She highlights key tools for evaluating group work, such as screening instruments, assessments of group leader behaviors, evaluations of group climate and therapeutic factors, and in-session behavior ratings Additionally, she suggests specific models that researchers can apply to enhance the accuracy and effectiveness of their group work assessments, providing a comprehensive framework for practitioners and researchers alike.
Given the importance of group work in teaching speaking skill, more emphasis has been placed on investigating the group –work practices among
Vietnamese researchers have explored various approaches to implementing collaborative learning in teaching English speaking skills For example, Be Thi Thu Trang (2010) investigated students' and teachers' attitudes toward the use of pair work and group work in speaking lessons Using a survey questionnaire, the study assessed students' attitudes towards these interactive activities, highlighting their impact on improving speaking proficiency.
A survey was conducted with 100 tenth-grade students, complemented by classroom observations to assess the implementation of pair work and group work in teaching speaking skills The research findings revealed that both teachers and students held positive attitudes toward using collaborative activities in speaking lessons, which effectively enhanced students' English-speaking abilities However, students expressed dissatisfaction with the way their teacher arranged pairs and groups, citing that an excessive number of group activities created pressure Based on the attitudes of both teachers and students, the researcher proposed several activity suggestions aimed at optimizing the use of pair and group work to improve speaking skills in the school.
Doan Thi Minh Thuy's 2012 study, “The use of group-work activities for improving speaking skills of first-year students at Thai Nguyen College of Mechanics and Metallurgy,” highlights that group work enhances students’ confidence, peer learning, and social connections in English speaking classes The research, based on questionnaires from 70 students and 8 teachers, reveals that group activities encourage more English communication, foster closer relationships, and boost student confidence For teachers, implementing group work reduces the pressure of traditional lecturing, allowing more interaction and providing better support to students The study offers practical recommendations for integrating group work into speaking lessons to improve language learning outcomes.
Nong Thi Thanh Huyen’s 2014 M.A minor thesis explored the use of group work activities to boost students’ interest in English speaking lessons The study involved five speaking lessons using group activities, with observations, photos, and notes collected to analyze their impact The findings indicated that group work is an effective communicative language teaching method, significantly increasing student engagement and enthusiasm during speaking activities However, successful implementation requires teachers to consider factors such as optimal group size, grouping methods, and students’ proficiency levels to address potential challenges.
Numerous studies demonstrate that group work activities significantly enhance students' speaking skills by increasing their confidence and reducing speaking anxiety These collaborative exercises create a supportive environment that encourages active participation and practice Implementing group work in language learning promotes better communication skills and boosts overall speaking proficiency, making it an effective strategy for language educators.
Summary
This chapter reviews relevant literature to establish the theoretical framework for the study, focusing on communicative language teaching methods and strategies for teaching speaking skills Key theories by Nunan (1991) and Littlewood (1981) underpin the approach, emphasizing the importance of interactive and communicative activities It also explores the role of group work in teaching speaking, including its definition, formation, and common activities, as suggested by authors such as Doff, Gunderson, Moore, and Kayi Additionally, the chapter summarizes previous studies in the same field, providing a solid foundation for investigating how group work activities can improve students' speaking skills, which is further elaborated in the next chapter.
