The Reasons for Choosing the Study
English has been widely used all over the world and become the international language It is, hence, understandable why the demand of
English learning is experiencing significant growth daily, reflecting a rising global interest in mastering the language Currently, language learners' goals have evolved from merely acquiring knowledge of English to developing practical communicative skills, enabling effective interaction in real-life situations.
Educators and linguists have dedicated efforts to identify the most effective methods for language acquisition, leading to the adoption of Communicative Language Teaching (CLT) as the dominant approach Unlike traditional methods, CLT emphasizes the active role of learners, prioritizing student-student interaction over teacher-led instruction This shift allows students to participate more actively and take charge of classroom activities through peer interaction In CLT, the teacher acts as a facilitator, fostering a learning environment where peer communication becomes the primary and most effective technique for language development.
Peer interaction plays a crucial role in language proficiency development by providing diverse learning opportunities Both more proficient learners and peers of similar proficiency collaborate through mutual assistance, enhancing overall language skills This interplay fosters a supportive learning environment that significantly improves the quality of language acquisition.
Despite its important role, peer interaction in high school English teaching and learning remains underutilized to enhance the quality of language education To address this gap, a study titled “How to Improve Peer Interaction in the 10th Form English Class in High Schools” has been conducted, aiming to foster an interactive learning environment This research emphasizes the importance of implementing effective interactive classroom activities that enable students to learn from each other, thereby improving overall English language proficiency.
The Objectives of the Study
This study aims to contribute to the improvement of English teaching and learning in high schools by highlighting the effectiveness of peer interaction The author emphasizes that using peer collaboration can significantly enhance students' language skills and engagement Ultimately, the research advocates for integrating peer interaction strategies into English education to promote more interactive and successful learning environments in high schools.
Provide a more detailed theoretical framework of peer interaction for teaching English
10th grade students typically exhibit curiosity, developing independence, and a growing ability to collaborate with peers The new textbook "Tieng Anh 10" is designed to enhance these qualities by incorporating engaging and communicative activities that promote active learning Currently, peer interaction activities are increasingly integrated into high school English classes, fostering student participation and improving language skills through collaborative exercises These methods align with modern pedagogical approaches, making English learning more effective and student-centered.
To successfully organize peer interaction activities in the English classroom, it is essential to plan engaging procedures that promote student collaboration and communication Effective strategies include creating clear instructions, assigning diverse group roles, and encouraging active participation through well-structured activities Suggested activities to enhance peer interaction include pair discussions, group projects, role-plays, and peer review exercises, which foster language practice and social skills For example, the 10th grade English textbook incorporates activities such as group debates, cooperative storytelling, and peer editing exercises that align with these interactive approaches, making learning more dynamic and participatory Implementing these peer interaction activities not only improves language proficiency but also builds a positive classroom environment conducive to collaborative learning.
The Scope of the Study
This paper highlights essential information about peer interaction, a specific type of interaction used in language teaching Due to time constraints, it does not cover all student levels and instead focuses exclusively on 10th-grade high school students.
The Methods of the Study
This study has been conducted with the following methods:
Collect materials, mostly from books, magazines and the Internet which refer to peer interaction in language teaching and learning
Conduct a survey to get information about the real situation of English learning and teaching with the new textbook at Nguyen Du High
Analyze and synthesize the data collected, suggest some types of activities for peer interaction improvement.
The Design of the Study
The study consists of three main parts:
Part one entitled “Introduction” outlines the background of the study
In this part, the author presents the reasons for choosing the topic, the objectives, the methods, the scope, and the design of the study
Part two, titled "Investigation," explores the role of peer interaction in language learning through three comprehensive chapters Chapter 1, "Theoretical Background," highlights the importance of interaction in enhancing language acquisition and outlines key aspects of peer interaction Chapter 2 examines the current implementation of peer interaction activities in high school English education, providing insights into their practical application Finally, Chapter 3 offers practical suggestions and activities designed to boost peer interaction within the new 10th-grade English textbook, promoting more engaging and effective language learning experiences.
Part three is the “Conclusion” in which a brief overview on the achievements of the study is presented
The study ends up with “References” providing a list of sources of materials which are used during the process of writing the study and
"Appendix" with the survey questionnaires for teachers and students.
Theoretical Background
Interaction
Interaction is a widely used term in everyday life and various scientific fields, referring to the action where two or more objects influence each other This concept is fundamental across disciplines, highlighting the dynamic relationships and effects that occur when entities come into contact or exert mutual influence Understanding interaction is essential for analyzing complex systems and their behaviors in both natural and social sciences.
Interaction is a two-way process rather than a one-way casual effect, with participants serving as both effect-causers and effect-receivers This dynamic nature ensures that effects are balanced for every participant involved, highlighting the reciprocal nature of interactions.
Human interaction is a particular type of interaction Crystal claims that human interaction is face-to-face communication with particular
“prosody, facial expression, silence, and rhythmical patterns of behaviors between the participants” (Crystal, 2003) It is a process whereby two or more people engage in reciprocal action
In classroom settings, there are three primary types of interaction: teacher-learner, learner-content, and learner-learner or peer interaction Each interaction type plays a vital role in enhancing the teaching and learning process, with unique features and contributions This study primarily focuses on peer interaction, emphasizing its significance in fostering collaborative learning and active student engagement.
1.1.2 Role of Interaction in Second Language Learning
Several theoretical approaches explain second language acquisition, including behaviorism, innatist theories, psychological perspectives, and interactionism Interactionist theories highlight the crucial role of conversation and social interaction in language learning Among these, two main tendencies stand out: Vygotskian or sociocultural theory and the interactional modification theory, both emphasizing the importance of interaction in developing language skills.
Interactional modification plays a key role in second language acquisition, as emphasized by various interactionist theorists like Long, Pica, and Hatchez Based on observations of learner-native speaker interactions, they argue that most language learning occurs through conversational exchanges Modifying language to match the learner’s ability is essential for effective language development and acquisition.
Language learners rely on modified interaction, as native speakers naturally adjust their speech to facilitate understanding This adaptive communication is considered essential for providing comprehensible input, which is crucial for effective language acquisition Interactionists emphasize that without such modifications, learners may struggle to acquire new language skills Therefore, the way native speakers tailor their talk plays a vital role in supporting successful language learning experiences.
As indicated by Long (cited in Nguyen Thi Van Lam and Ngo Dinh Phuong 2007), the relationship between language acquisition and interactional modification can be summarized as follows:
Interactional modification makes input comprehensible
Modified interaction includes not only linguistic simplification but also conversational adjustments such as elaboration, slower speech rate and gesture Some examples of theses conversational modifications are:
Comprehension checks – efforts made by the native speaker to ensure that the learner has understood
Learners often make clarification requests to ensure they understand native speaker communication accurately These requests prompt native speakers to provide additional explanations or modifications, enhancing mutual understanding Such interactions are essential for effective communication and language learning, as they foster clearer dialogue and deeper comprehension Incorporating clarification strategies can significantly improve language proficiency and conversational fluency.
Self-repetition or paraphrase – native speaker repeats his or her sentence either partially or in its entirety
Interactional modification, including linguistic simplification and conversational adjustments, plays a crucial role in language learning by providing learners with accessible linguistic input This input enables learners to process language both internally and visibly, thereby facilitating more effective language acquisition Implementing these techniques enhances communication and supports learners in developing their language skills more efficiently.
In Vygotsky’s theory, social interaction plays a central role in language learning, emphasizing that all cognitive development, including language acquisition, occurs through social engagement Vygotsky (1989) argued that language develops entirely through social interactions between individuals He introduced the concept of the "zone of proximal development," highlighting how learners' knowledge and skills can be enhanced with the support of more capable speakers within a supportive interactive environment This underscores the importance of collaborative learning and guided assistance in second language acquisition.
Extending Vygotsky’s theory to second language acquisition emphasizes that language learning occurs through interaction with more knowledgeable speakers When second language learners collaborate and communicate with fluent speakers, such as teachers or advanced learners, they can progress to higher levels of linguistic competence Experienced speakers support learners by creating conducive learning environments—using techniques like repetition, simplification, and modeling—to enhance comprehension and language production This collaborative process is essential for effective second language development, aligning with sociocultural views on language learning.
Peer Interaction
What is peer? Peers are the people who are at the same age, or who have the same type of job, social class or a group of people and etc
Peer interaction is a particular type of human interaction Peer interaction is a progress of interacting among the peers to exchange information, establish and maintain the social distance
In language classroom setting, peers mean classmates; hence, peer interaction is learner–learner interaction or interaction among classmates
Peer interaction, as defined by Roger and Johnson (1991), involves organizing students into small, diverse groups where active participation from all members is essential to achieve a shared goal This collaborative learning strategy encourages students to engage in various activities that enhance their understanding of a subject through mutual sharing and cooperation.
Peers are organized into groups and work collaboratively to achieve a shared goal, emphasizing the importance of peer interaction Effective peer interaction involves positive interdependence, where group members depend on each other to complete tasks successfully Additionally, face-to-face communication is essential for fostering meaningful collaboration and ensuring that group objectives are met through active engagement.
These definitions derive from the perspective of cooperative learning
Cooperative learning is a structured active learning strategy where students work collaboratively in small teams to achieve shared academic goals (Kagan, 1994) Unlike merely assigning group tasks, cooperative learning involves intentional peer interaction activities designed by the teacher The teacher’s role includes facilitating these activities and ensuring students develop the skills necessary for effective teamwork This approach promotes student engagement, enhances social skills, and improves overall learning outcomes through purposeful collaboration.
Peer interaction is a vital component of cooperative learning, involving students engaging with one another to provide mutual support and reinforce their understanding While cooperative learning encompasses a broader framework that emphasizes students working together to achieve shared goals, peer interaction specifically focuses on the interactive process among students Both strategies promote cooperation and emphasize student responsibility for their own learning, fostering a learner-centered approach that encourages active participation and mutual support.
Peer interaction, from the perspective of cooperative learning, is a vital learning strategy involving students working together in groups to achieve shared objectives It is a structured learning activity that fosters collaboration, communication, and mutual support among peers This cooperative approach enhances understanding, engagement, and teamwork skills, making peer interaction an effective method to promote active learning and academic success.
Peer interaction in the classroom extends beyond group work, involving "inter–learner interaction" which occurs between individual learners or groups, with or without the presence of an instructor This type of interaction promotes co-constructing knowledge and building social relationships among learners It also includes cooperative learning activities where peers collaborate to accomplish specific educational tasks, enhancing engagement and understanding in various learning environments.
1.2.2 Peer Interaction in Language Class 1.2.2.1 Communicative Language Teaching
Communicative Language Teaching originated in Britain during the late 1960s and has since become the most popular language learning method This approach emphasizes the use of real-life situations, which are essential for effective communication Teachers play a crucial role in creating authentic contexts that students are likely to encounter outside the classroom, allowing them to practice and respond naturally By focusing on practical language use, Communicative Language Teaching enhances students' ability to interact confidently in real-world scenarios.
Communicative Language Teaching (CLT) aims to develop "communicative competence," which is the ability to use language effectively and appropriately in real-life situations Unlike traditional methods that focus solely on language knowledge, CLT emphasizes practical communication skills This approach views language as a system for expressing meaning, highlighting interaction and communication as its primary functions By prioritizing communicative ability, CLT prepares learners to confidently engage in meaningful conversations in authentic contexts.
Therefore, in a CLT class, learning activities are selected according to how well they engage the learners meaningful and authentic language use
In Communicative Language Teaching (CLT), the focus is on the processes of effective communication rather than solely mastering language forms, resulting in a shift in learner roles compared to traditional language classrooms In CLT, learners take on active roles such as engaging in meaningful interactions, practicing real-life communication scenarios, and developing their ability to convey ideas confidently This learner-centered approach emphasizes functional language use, encouraging students to prioritize communication over perfection Consequently, CLT fosters a more dynamic learning environment where students become active participants, enhancing their fluency and practical language skills.
- Negotiator: According to Breen and Candlin (cited in Nguyen Thi
According to Van Lam and Ngo Dinh Phuong (2007), learners act as negotiators between themselves, the learning process, and the learning objectives, engaging actively within group and classroom activities To achieve optimal learning outcomes, students must contribute equally to what they gain, fostering interdependence and collaborative learning Effective negotiation and active participation are essential for learners to maximize their understanding and success in group-based educational settings.
- Interactor: In the CLT class, most of time is devoted to student- student interaction and students are expected to interact primarily with each other rather than with the teacher
- Communicator: The learners are engaged in negotiating actively
They have to use the target language to realize their communicative intension
Responsible language learners take charge of their own learning process by shifting from a passive to an active role in the classroom Instead of merely receiving knowledge, they become proactive participants who seek out and discover information to enhance their language skills This proactive approach fosters greater engagement, autonomy, and effective language acquisition.
In CLT classes, the role of teachers significantly differs from traditional methods like Grammar–Translation, which focus on language as a primarily written and structural system Traditional approaches view language study as a means for literary research or translation, with teachers serving as the main knowledge providers Conversely, Communicative Language Teaching emphasizes student–student interaction over teacher–student interaction, fostering a more active participation from both The teacher’s role shifts from being the sole knowledge provider to that of a facilitator who guides and supports meaningful communication activities, enhancing practical language use.
Here are several roles assumed for the teacher in CLT
A facilitator plays a crucial role in the communication process within the classroom, ensuring effective interaction between all participants They bridge communication gaps between students, teachers, and educational materials, promoting a dynamic learning environment According to Nguyen Thi Van Lam and Ngo Dinh Phuong (2007), the facilitator mediates interactions not only among students but also between participants and various activities and texts, enhancing engagement and comprehension Implementing effective facilitation strategies can significantly improve classroom communication, leading to better educational outcomes.
Teachers play a vital role in organizing learning resources, acting as key guides for students in their language acquisition journey They are regarded not only as facilitators but also as valuable resources themselves, helping students develop their communicative competence by guiding them to find and utilize language knowledge effectively.
Teachers play a crucial role in identifying and addressing learners' language needs through both informal and personalized methods This includes one-on-one sessions where educators discuss students' perceptions of their learning styles, assets, and goals By understanding these individual factors, teachers can tailor their instruction to enhance language acquisition and support student success.
REAL SITUATION OF USING PEER INTERACTION
The Survey
Thanks to the help of all the English teachers and students at Nguyen
Nguyen Du High School successfully conducted a peer interaction study among 10th form students, involving a comprehensive survey designed to gather insights on student and teacher interactions The survey comprised nine questions for students and eight questions for teachers, providing a balanced perspective on classroom dynamics The research included 100 tenth-grade students and 10 English teachers who teach 10th-grade classes, ensuring diverse and representative data This study aims to enhance understanding of peer relationships and improve teaching strategies at Nguyen Du High School.
Nguyen Du High School, situated in Nghi Xuan district, Ha Tinh province, benefits from the area's rapid socio-economic growth Nghi Xuan residents proudly uphold a strong tradition of supporting youth education, fostering an environment conducive to learning Improved living standards and active community and family involvement ensure that students in Nghi Xuan have access to excellent educational conditions, contributing to their academic success.
Nghi Xuan's proximity to Vinh city, the socio-cultural and economic hub of North Central Vietnam, provides students with access to numerous foreign language centers Students from Nguyen Du High School benefit from extra English courses offered beyond the standard curriculum, enhancing their language proficiency This opportunity allows them to expand their English knowledge and improve their communication skills, preparing them better for future academic and career pursuits.
All teachers at Nguyen Du High School have completed Professional Development courses in English Pedagogy from a reputable university Additionally, most educators have participated in supplementary training programs to stay updated with the latest English teaching methodologies.
The teachers there have made efforts to apply new techeniques like peer interaction in their teaching
There are eight questions in the survey questionnaire for the teachers
This article presents a survey structure consisting of multiple-choice questions aimed at understanding teachers’ experiences with peer interaction in English instruction The first question inquires about teachers’ tenure in teaching English, providing insight into their experience levels The second question asks whether teachers encounter difficulties with the new English textbook, highlighting potential challenges faced The third question assesses teachers’ perceptions of peer interaction, emphasizing its importance in their teaching practices The fourth question explores how frequently teachers incorporate peer interaction activities in their classrooms, while the fifth quantifies the average number of such activities used per class session The sixth question evaluates teachers’ perceived effectiveness of peer interaction activities in enhancing learning Question seven requires teachers to rank the types of peer interaction they predominantly use, identifying the most and least common methods Finally, the eighth question gathers teachers’ opinions on implementing peer interaction in English teaching using a Likert scale from 1 (strongly disagree) to 5 (strongly agree), capturing their attitudes toward this pedagogical approach.
The survey consists of nine questions aimed at understanding students' perspectives on peer interaction in their learning environment The first six questions explore various aspects, including students’ attitudes toward peer interaction, their perceptions of the activities' interest level, frequency of participation, and how peer interaction influences their learning Specifically, they assess whether students find peer activities engaging, how often they participate, and the impact on task completion The questions also examine if students feel they have sufficient time for peer interaction and whether they desire more opportunities to collaborate with classmates Additionally, students are asked in question seven to rank the effectiveness of different types of peer interactions, with a scale from “1” indicating the most effective Overall, the survey provides comprehensive insights into students’ engagement and perceptions of peer interaction in the classroom.
Students rated the effectiveness of interacting with less proficient classmates on a scale from 1 (strongly disagree) to 5 (strongly agree), with 3 indicating the least effectiveness They also expressed their opinions on whether engaging in peer interaction activities enhances their active participation, using the same 5-point Likert scale These responses provide insights into students’ perceptions of peer interaction’s impact on their English learning and classroom engagement.
2.3.3 The Survey Result from Teachers Table 2.1 The survey result from teachers for questions 1 to 6
At Nguyen Du High School, only 20% of English teachers have 1–5 years of teaching experience, while 50% have taught for 5–10 years, and 30% for 10–15 years Additionally, 10% of teachers have over 20 years of experience, indicating that the majority of educators at the school possess significant teaching expertise.
For question 2, considerably enough, the majority of the teachers (90%) find the new textbook difficult to teach whereas only 10% do not meet any trouble with the new textbook
Most teachers recognize the importance of incorporating peer interaction activities in their teaching methods, with 40% considering it very important, another 40% viewing it as important, and 20% finding it quite important This indicates a strong consensus on the positive impact of peer interaction in enhancing classroom engagement and student learning outcomes.
For the fourth question, 50% of teachers often use peer interaction activities in their teaching, 40% sometimes and only 10% rarely use them
Approximately 40% of teachers incorporate only one peer interaction activity in their classes, while another 40% utilize two activities, and just 20% implement three or more This indicates that the overall number of peer interactive activities used in classrooms remains relatively limited, suggesting room for increased adoption to enhance student engagement and collaborative learning.
According to the survey, 60% of teachers find peer interaction to be very effective in their teaching, while 20% consider it effective, and another 20% view it as quite effective Importantly, no teachers reported peer interaction activities as ineffective, highlighting its widespread acceptance and positive impact on student engagement and learning outcomes.
Chart 2.1 The survey result form teachers for question 7
According to the survey, 60% of teachers identify pair peer interaction as the most frequently used method, ranking it first Group peer interaction holds the second position, while whole class peer interaction is the least utilized teaching strategy These findings highlight the prominence of pair-based interactions in classroom settings.
Chart 2.2 The survey result form teachers for question 8
For question 8, 20% of teachers choose level 1, 20% level 2, whereas 40% choose level 3 and 20% level 4 It means that most teachers think that it necessary to apply peer interaction in their teaching
2.3.4 The Survey Result from Students Table 2.2 The survey result from students for questions from 1 to 6
According to the survey, 83% of students believe that peer interaction is very important, while 17% consider it important Notably, no students regarded peer interaction as quite important or unimportant, highlighting its overall significance in student experiences.
For the second question, a vast number of students (84%) find peer interaction activity interesting and 5% find it easy whereas 8% see it boring, 3% find it difficult to participate in
Approximately 42% of students frequently participate in peer interaction activities, while over half (52%) occasionally engage in such interactions Only 6% rarely interact with their peers, and notably, no students reported never taking part in peer interactions These findings highlight a strong engagement in peer activities among students, emphasizing the importance of peer interaction in their educational experience.
According to the survey, 57% of students find it very easy to complete learning tasks after engaging in peer interaction activities Additionally, 43% of students report that these activities help them accomplish tasks with ease Importantly, no students indicated that peer interaction activities caused any difficulty in completing their assignments This highlights the positive impact of peer interaction on student learning and task completion.
Real Situation of Using Peer Interaction in the 10 th Form English Class
Peer interaction is theoretically proven to enhance the quality of language learning and has become a widely adopted method worldwide for developing learners’ communicative competence It plays a vital role in language education, demonstrating its effectiveness in fostering active communication skills However, in the Vietnamese high school context, the practical implementation of peer interaction raises questions: How are these activities integrated into language classes? Are they organized effectively to motivate students to communicate in the target language? Evaluating the real-world application of peer interaction in Vietnamese high schools is crucial to understand its impact on students’ language development.
Over two months of practicing teaching skills at Nguyen Du High School, I observed significant changes in the school's English classes, reflecting a shift from traditional teaching methods Unlike in the past, where student participation in activities like games and role plays was rare, current classes actively incorporate engaging methods to enhance language learning This evolution demonstrates the school's commitment to implementing more interactive and student-centered teaching approaches, enriching the overall English learning experience.
Recently, many English teachers have started to incorporate peer interaction activities into their classes to enhance student engagement and speaking skills Unlike in the past, where group work and presentations were rarely used, contemporary classrooms frequently involve students working in pairs or groups and presenting their achievements to the class These peer interaction activities make class time more exciting and motivate students to speak English more confidently Students feel less pressured because they communicate primarily with their classmates, reducing the fear of correction and fostering a sense of freedom in language use.
Despite recent improvements, high school English classes still face challenges in effectively integrating peer interaction On average, students participate in only 1–2 peer interaction activities per class, which limits their development of communicative competence Several factors hinder the full potential of peer interaction, preventing it from being as effective as intended in enhancing language skills and student engagement.
Many Vietnamese students are accustomed to teacher-centered classes, which diminish their perception of the importance of peer interaction They often prefer engaging with teachers over classmates due to a belief that teachers are more proficient Despite being sociable, Vietnamese students tend to lack confidence and feel uncomfortable challenging or debating their peers, stemming from their daily life experiences Typically, Vietnamese students avoid argumentative discussions, preferring to maintain a peaceful silence, which hampers effective peer engagement Additionally, they generally lack group work and presentation skills, leading to difficulty, boredom, and frustration during collaborative activities These cultural and skill-related characteristics significantly limit the effectiveness of peer interaction in Vietnamese classrooms.
Poor physical learning conditions in Vietnamese public schools hinder effective peer interaction, as many classrooms are equipped with benches instead of chairs, limiting students’ movement during discussions Additionally, classrooms are often built with partial walls to improve ventilation, which allows noise from neighboring classes to disrupt student activities This constant noise issue and the fear of administrative consequences lead teachers to avoid implementing peer interaction activities.
Large classes, which often contain 45-55 students in Vietnam and even more in rural areas, present unique challenges despite being as effective as small classes when students are engaged and teachers personalize their instruction Managing discipline and providing individual attention become difficult in large classes, as teachers struggle to remember all students' names and address their needs Additionally, students have limited opportunities for meaningful interaction with teachers and peers, and the physical space restrictions can lead to increased noise and hinder movement during activities, impacting overall classroom effectiveness.
Traditional teaching methods in Vietnamese language education often lead to negative effects on peer interaction, fostering student passivity and conformity These teacher-centered approaches, still commonly used by many teachers, limit opportunities for meaningful student engagement and fail to meet real-life communication needs Within traditional classrooms, the teacher holds complete control, resulting in a learning environment where students are hesitant to speak up, avoid errors, and predominantly use their mother tongue during peer interactions Despite education reforms advocating for student-centered methods, teachers often revert to familiar teacher-centered practices, which hinder the development of active, confident language learners.
Test-oriented teaching and learning significantly challenge English education reform in Vietnam, as the entire educational process is heavily influenced by examinations In Vietnam, grading and testing are strict and formal, leading students to prioritize test results over collaborative learning experiences Many Vietnamese students may find it confusing to value the learning process more than the grades they earn, highlighting the dominance of exam-centric evaluation methods in the current education system.
Recent changes in English teaching by the Ministry of Education & Training aim to develop proficient English speakers, yet assessments rely solely on written exams, neglecting oral skills Consequently, teachers tend to focus mainly on vocabulary and grammar, while students often view oral practice as unnecessary This test-oriented approach discourages peer interaction and hinders the development of students' communicative competence To foster better English proficiency, it is essential to incorporate oral assessments and encourage active speaking practices in the learning process.
The effectiveness of peer interaction activities is significantly hindered by teachers' lack of knowledge and skills in organizing these tasks Often, teachers assign the same students to the same groups repeatedly and fail to incorporate diverse types of peer interaction, with a focus mainly on pair work and limited use of group or whole-class activities like presentations Additionally, teachers rarely allocate time to evaluate students’ contributions and understanding after activities, and their classroom management during peer interactions is inadequate As a result, students frequently resort to speaking their native language or discussing unrelated topics instead of engaging with the assigned tasks.
Implementing peer interaction in Vietnamese high schools presents significant challenges, such as test-oriented teaching and physical classroom constraints, which are beyond teachers' sole control but require strategic management Teachers can mitigate these obstacles by adjusting their approaches to foster effective learning, moving away from traditional methods to promote authentic language use Encouraging students to actively participate in peer interactions facilitates language discovery and enhances engagement To succeed, teachers should continually update their teaching methods and improve their skills in integrating peer interaction, creating a more dynamic and effective language learning environment.
During her two months of teaching practice, the author gained valuable experience implementing peer interaction in her lessons By observing high school English classes, she identified both the benefits and limitations of peer-based activities She then developed strategies to address these challenges, leading to increased student engagement Ultimately, she discovered that students greatly enjoyed collaborating with peers, which helped them complete learning tasks more efficiently and effectively.
Peer interaction plays a vital role in enhancing language teaching and learning, and its use in high school language classes has increased significantly However, current peer interaction activities are often not organized effectively, limiting their potential benefits To maximize learning outcomes, teachers must actively work to improve and implement more engaging and well-structured peer interaction strategies.
Suggested activities for peer
Stages of Organizing a Peer Interaction Activity
When designing a lesson, teachers must first determine whether peer interaction aligns with the learning objectives Literature on cooperative learning recommends selecting tasks that are more effectively completed through collaboration rather than individual effort, emphasizing the importance of task design in promoting peer cooperation According to Cohen (1986) and Johnson and Roger (1991), suitable tasks typically possess specific characteristics, such as requiring interdependence, fostering active participation, and encouraging communication among students, which collectively establish a clear need for peer collaboration.
Having more than one way to solve the problem
Allowing different students to make different contributions
Requiring a variety of skills and behaviors
Requiring positive interdependence (the success of one depends on the success of others)
Including face-to-face interaction which promotes learning
Requiring individual accountability and personal responsibility Therefore, in order to choose an appropriate activity, the teacher must ask himself some following questions:
Does peer interaction better than other types of interaction?
Which types of peer interaction should be used?
How long might it take?
How is it organized to achieve the best result?
Selecting appropriate teaching materials is essential for effective instruction, including choosing suitable activities for peer interaction, identifying necessary teaching aids, and selecting engaging topics Teachers can tailor class-specific materials based on themes identified through student feedback, ensuring lessons resonate with students' interests Incorporating students' interests into lesson materials increases attentiveness and enhances learning outcomes An effective teacher employs diverse learning activities and teaching tools to make lessons more dynamic and engaging.
Providing learners with specific conversation topics enhances focus during interactions, enabling them to develop relevant vocabulary and grammatical structures related to the subject This targeted approach promotes more meaningful practice and improved language proficiency.
Effective language learning is best achieved through real-life communication topics, allowing students to connect classroom exercises with their personal experiences Teachers should create opportunities for learners to incorporate their own life stories into class assignments, enhancing engagement and relevance Since students are more interested in their own lives than global events, integrating relatable scenarios fosters motivation and practical language use.
The new English textbook is theme-based, featuring 16 diverse units covering topics such as film and cinema, music, and sports, which are engaging and familiar to students Each unit includes subtopics related to students' real-life experiences or areas they understand well, facilitating meaningful interaction Conducting a needs assessment by asking students about their preferred discussion topics can help develop a relevant list of themes By understanding students' interests, teachers can more effectively select topics that will motivate and engage learners, enhancing classroom participation and learning outcomes.
Developing strong socialization skills is essential for effective collaboration and teamwork An environment where students view others’ input as interruptions can hinder peer interaction in the classroom Conversely, cheerful, talkative, and outgoing students who enjoy sharing and socializing foster a positive atmosphere that encourages peer engagement Creating such an environment requires the combined efforts of both students and teachers, emphasizing the importance of collaboration to enhance classroom dynamics and social skills.
To ensure successful peer interactions, teachers must provide students with adequate social skills training, especially for those accustomed to individualistic or competitive approaches Essential social skills for effective peer engagement include communication, empathy, teamwork, conflict resolution, and active listening Developing these skills is vital for fostering positive relationships and promoting social development among students.
1 Support and acceptance of differences: Each student is a unique and independent individual Students have to learn how to respect their classmates and accept the differences between each other If a student does not recognize another student's values, then that student may not be as receptive to a friendly gesture from the other as if he or she did recognize the other student In an interaction, students are interdependent on each other, so they need to accept and support each other, and coordinate their efforts with the efforts of their classmates
2 Active/reflective listening: It is the ability to listen and understand another without a judgmental attitude, what is referred as empathy Empathy exists in an atmosphere of openness and trust Students need to show interest in what their peers have to say They must be ready and willing to learn from others Creative listening is impossible for those who believe they already know everything and others do not know anything of importance to them Students have to believe in the value of others as individuals and the possibility that they have ideas and worthy information
3 Positive feedback: Students need to be taught how to react to their peers' contributions positively so that they can encourage more contributions from their classmates Students should always show their appreciation to their classmates' efforts
In traditional Vietnamese classrooms, teachers often begin with a full-class instruction before dividing students into pairs or groups Vietnamese students typically favor teacher-directed lectures and may view classroom discussions or dialogues as unfamiliar or unproductive for language learning When teachers incorporate dialogue, discussion, and small group activities, students might mistakenly perceive these methods as lazy or inefficient To ensure successful implementation, teachers should clearly explain the purpose and benefits of these activities, highlighting how they effectively develop language skills and encourage active participation.
During student interactions, teachers should actively circulate among groups or pairs, providing guidance and support rather than taking a break or focusing on personal tasks like grading papers or planning lessons Engaging with students during activities allows teachers to observe progress, address difficulties promptly, and participate in the learning process By participating cooperatively in interaction activities, teachers can effectively share their knowledge and experience, fostering a more interactive and supportive classroom environment.
As most pair/groups have finished, the teacher stops the activity and ask some pairs/ one member from each group to report what they have done
During activities like presentations, teachers should avoid creating the impression that students must do everything while the teacher remains passive Instead, educators must adopt an active role by facilitating student-led learning, demonstrating that their role is to guide and support By acting as attentive listeners, knowledgeable participants, and helpful assistants, teachers empower students to teach themselves and develop confidence when facing challenges.
According to Chapter 2, peer interaction is significantly influenced by factors like large class sizes, traditional teaching methods, and physical learning conditions To address these challenges, teachers can implement effective strategies to facilitate more engaging and manageable peer interactions despite these limitations.
Learning is a process that involves trial and error, and as teachers, we have a responsibility to help students understand that mistakes are a natural part of the journey toward mastery Emphasizing that "he who has never committed any mistakes has not really tried anything worthwhile" encourages students to see errors as valuable learning opportunities Therefore, students should feel encouraged and not afraid to make mistakes while interacting with their peers, fostering a growth mindset and enhancing their overall learning experience.
Suggested Activities for Peer Interaction Improvement
Opportunities for student interaction with classmates should be integrated throughout all phases of a language lesson, including preview, presentation, practice, and evaluation Teachers can incorporate diverse peer activities such as games, discussions, and presentations to enhance engagement and collaborative learning While certain activities are most effective in specific stages, they can also be adapted for use in other lesson phases when appropriate This article highlights common activities tailored for each stage to optimize student interaction and language acquisition.
This stage focuses on reinforcing previously learned material through additional practice, helping students solidify their understanding It also prepares students for upcoming content by introducing new skills in a motivating way Teachers can achieve this through engaging activities designed to boost student participation and enthusiasm for learning.
Discussion questions are tailored by teachers or students to match learners' English proficiency levels, promoting effective engagement For example, in a Unit 11 (Tieng Anh 10) reading lesson on environmental protection, the teacher might prompt students to discuss why it is important to protect the environment Group discussions encourage active participation and deepen understanding of key topics related to environmental awareness Using carefully prepared discussion questions enhances language skills and fosters meaningful conversations among students.
Conversation grids are an effective tool for enhancing student interaction, featuring students' names listed vertically along the side of the grid and questions they can ask horizontally across the top These grids encourage meaningful communication by facilitating one-on-one or group discussions Implementing conversation grids promotes active engagement among all students, fostering a supportive and interactive classroom environment.
Peer interviews are an effective classroom activity that encourages student interaction and information sharing Students are provided with a set of questions, such as "How do you come to class?" and "How much does it cost?" to ask their peers, especially when practicing comparative forms related to transportation options and costs After interviewing a partner, students summarize their responses and report back to the class, enhancing both their speaking skills and understanding of the topic This teaching method promotes active engagement and real-world communication practice.
Games, songs, pictures, short videos are often used to motivate students into new lesson
Presentation of new content or skills may be done interactively through jigsaw readings, and various kinds of focused listening tasks
Jigsaw activities enhance student collaboration by allowing them to work together on content comprehension and teach key concepts to peers In this approach, students are divided into groups, each focusing on a specific section of a reading or writing task, answering questions about its main points, and discussing the content Afterward, new groups are formed with members from each original group, enabling students to teach the information they previously learned to their new peers This method ensures that all students gain comprehensive understanding of every section through active instruction and peer-led discussions.
Dictogloss is a focused listening technique that incorporates interactive components to enhance comprehension through discussion, summarization, and integration of content During a dictogloss activity, the teacher reads a text twice at normal speed, first allowing students to listen and then encouraging note-taking Students collaborate in pairs or small groups to reconstruct the text into coherent sentences, fostering teamwork and language synthesis Finally, they compare their reconstructed version with the original script, promoting accuracy and active engagement with the material This method effectively develops listening, note-taking, and collaborative skills while reinforcing content understanding.
Interactive practice is a vital part of every lesson, as it helps students effectively incorporate new skills and knowledge Engaging students in practical activities enables the seamless integration of their first language skills with their English learning This stage reinforces understanding and boosts confidence, making the learning process more efficient and enjoyable.
Problem-based learning encourages students to collaborate in pairs or small groups to actively solve real-world problems This approach begins with introducing the problem, followed by exploring known and unknown aspects, generating potential solutions, and evaluating the consequences of each option For example, students might debate the pros and cons of increasing tuition fees, considering possible solutions and their impacts Teachers can facilitate this process by creating visual aids, such as charts dividing arguments for and against the fee increase, helping students organize and articulate their ideas effectively.
Task-based learning involves teachers assigning specific tasks, such as comparing pictures or texts to identify differences, researching how to lease a car, or exploring housing costs in a particular area Students work collaboratively in pairs or small groups to gather information and present their findings to peers This student-centered approach enhances language skills and promotes practical, real-world learning through interactive activities.
In "Tieng Anh 10," lessons are structured around multiple tasks, with an average of three tasks per lesson to promote active engagement For task-based activities, teachers should provide clear, step-by-step instructions accompanied by examples, such as creating comparison charts, developing lists of procedural steps, or analyzing texts It is essential to specify evaluation criteria and allocate appropriate time for each task to ensure effective learning outcomes This approach enhances student understanding, encourages practical application of language skills, and aligns with best practices in English language teaching.
Conversation grids facilitate peer interaction by providing spaces for students to discuss previously learned vocabulary For example, they may feature pictures of different foods, prompting discussions about students' food preferences, availability in their country, and cooking methods These grids can be used repeatedly over time to reinforce vocabulary and encourage ongoing review, enhancing language learning through engaging, interactive activities.
Stimulations and role plays are engaging classroom activities where students assume the roles of various participants in specific scenarios and act out typical interactions, enhancing experiential learning These activities promote active participation, allowing a large number of students to be involved simultaneously, which improves engagement and classroom dynamics Incorporating role plays and simulations into lessons can significantly boost student communication skills and understanding of real-world situations, making learning more practical and memorable.
Individual and group presentations are often implemented after students finish working in pairs/groups
Interaction activities are valuable tools for assessing learner progress, allowing teachers to evaluate student interactions effectively Using note cards, teachers can monitor and assess communication skills, while students reflect on their interactions to identify successful message conveyance and areas for improvement To ensure meaningful feedback and effective self-assessment, clear criteria should be established so students understand what their teachers are looking for and what aspects they should focus on during reflection Incorporating these strategies can enhance language development and foster accurate self-evaluation in the learning process.
Using note cards helps the teacher give students immediate feedback
When students work in pairs or groups, teachers can observe their discussions to assess individual strengths and weaknesses, such as pronunciation, grammar, and use of agreement or disagreement phrases Immediate, formative feedback can be provided by giving students note cards highlighting their performance and discussing observations afterward Additionally, teachers may use structured grids or forms for more formal evaluation of student participation and interaction during class activities.