INTRODUCTION
Rational
In Vietnam, a developing country, the early emphasis on English education has made young people increasingly aware of its significance for securing good jobs, global communication, and accessing foreign resources for work and study Consequently, a growing number of students are selecting English as their major However, many English majors often struggle to express their opinions and tend to be passive during speaking activities.
Creating a communicative atmosphere in the classroom is essential for effective learning, and pair work is a highly effective activity in English classes By collaborating with peers, learners naturally enhance their English skills while developing crucial social abilities such as cooperation and creativity According to Jones (2007), pair work encourages more active interaction among students compared to individual or group work, where some may dominate the conversation while others remain passive This engagement fosters enthusiasm and motivation, ultimately enhancing students' communication skills in English.
The implementation of pair work in English speaking education faces challenges, particularly in foreign language classes where students share a first language (L1), as highlighted by Carless (2008) Teachers often worry that students may resort to using their L1 instead of the target language (L2) during pair activities Additionally, ineffective techniques and organizational approaches contribute to passive learning, limiting opportunities for students to actively practice their English speaking skills.
Student reflections on speaking English in pairs are essential for understanding their challenges and responses, as well as evaluating the effectiveness of pair work organization This analysis aims to identify obstacles in implementing pair work and provide solutions to enhance learning through collaborative activities Therefore, I propose a study focused on these aspects.
“HUCFL second year English majors‟ reflections on speaking English in pairs”.
Objectives
This article explores the reflections of second-year English majors on their experiences speaking English in pairs It examines the challenges they face and the various factors that influence their ability to communicate effectively in this format.
+ Suggesting solutions for students to overcome difficulties in English Speaking in pairs of Second year students in English speaking classes.
Research questions
+ What are second year students‟ perceptions of speaking English in pairs? + What are their reflections on in speaking classes at HUFL?
+ What problems do second year English majors face in speaking English in pairs?
Significance of the thesis
This study aims to enhance the understanding of pair work in English-major classes by utilizing student reflections to identify solutions that address challenges in implementing pair work for speaking activities By improving speaking skills through these collaborative exercises, the effectiveness of pair work will be increased Additionally, practical suggestions will be offered to help overcome difficulties in speaking English in pairs, ensuring that students have optimal conditions to engage in pair work activities effectively.
Scope of the thesis
This study was carried out with 100 students at Hue University of Foreign Languages This research focuses on one aspect of speaking English which is pair work.
Structure of the thesis
This paper is divided into 5 chapters with various purposes as follows:
Chapter 1: Introduction tells readers all about the rationale, objectives as well as significance of the study in order to provide an overview to readers
Chapter 2: Literature Review is for theoretical background which presents the definitions of important concepts, relevant matters and previous studies in this topic
Chapter 3: Methodology shows the methods of carrying out the research Chapter 4: Findings and discussion focuses on what has been found
Chapter 5: Conclusion and implications gives the summary of findings and presents
LITERATURE
Introduction
This chapter provides a theoretical framework for the study, starting with definitions of speaking and pair work, and outlining various activity types associated with English speaking in pairs It discusses the strengths and weaknesses of pair work in developing English speaking skills and examines common challenges faced by students during these activities The focus is on the procedures of pair work activities in English speaking classes, along with a theoretical reflection on their purposes Additionally, it reviews related research on English speaking and pair work activities in educational settings.
Definitions of key terms
Speaking is a vital communication process that involves two or more individuals exchanging information According to Nunan (2003), it is a productive aural/oral skill that entails producing structured verbal expressions to convey meaning Additionally, Soanes and Hawker (2009) describe speaking as the act of articulating thoughts and feelings through spoken language.
Speaking is an interactive process involving two or more individuals in real-life situations, where they exchange language to achieve communicative purposes (Sayed, 2005) It encompasses the construction of meaning through the production, reception, and processing of information (Florez, 1999) As Chaney (1998) states, speaking involves building and sharing meaning using verbal and non-verbal symbols across various contexts The Oxford Advanced Dictionary (1995) further defines speaking as the expression of opinions, feelings, and ideas through talking, which includes psychological, physiological, and physical stages of the speaker Ultimately, speaking is a dynamic interaction where participants negotiate meaning through both production and reception.
Pair work is a vital technique in the communicative approach and a key element of collaborative learning Defined by Scrivener (1994), it involves students working together to discuss, check answers, or engage in communicative activities As noted by Scrivener (2005), this interaction fosters feedback and discussion between students Phipps (1999) emphasizes that pair work occurs without teacher intervention, making it an effective strategy for enhancing student interaction Moon (2000) further highlights that organizing students for pair work maximizes their learning opportunities.
Pair work is an effective strategy in language learning that involves brainstorming and prediction activities prior to reading or listening tasks, as noted by Harmer (2007) Bercikova (2007) emphasizes that this collaborative approach allows students to predict content based on the title of the text before engaging with it After completing the reading or listening activities, students can further enhance their understanding by discussing issues or participating in related tasks with their peers.
Kinds of pair work
When learners engage in small group or pair activities, their communication styles vary significantly Some groups demonstrate effective collaboration and interaction, while others may experience dominance from a single member or limited engagement among individuals Research in second language (L2) learning has identified different types of peer interactions, categorized as either collaborative or non-collaborative (Donato, 1994; Kowal & Swain, 1994; Storch, 2002a).
Damon and Phelps (1989) categorize peer interactions into three distinct types: peer tutoring, cooperative learning, and peer collaboration, based on the criteria of equality and mutuality In peer tutoring, one learner instructs a novice, resulting in low equality due to the status difference, with mutuality varying based on the expert's interpersonal skills and the novice's willingness to learn Cooperative learning encompasses various team-based approaches, exhibiting high equality and variable mutuality, which can range from low to moderate depending on factors such as task subdivision, cooperation versus competition, and reward structures.
Cooperative learning involves students tackling different aspects of a problem independently, while peer collaboration emphasizes continuous teamwork on a shared issue This approach fosters a strong sense of equality and mutual support among learners.
According to Storch (2002a), building on the research of Damon and Phelps (1989), there are four distinct patterns of dyadic interaction characterized by two key criteria: equality of contribution and mutuality These patterns are visually represented in Figure 2.1.
Figure 2.1 A model of dyadic interaction (Storch, 2002, p.128)
In the "collaborative" learning pattern, students engage in teamwork to accomplish tasks and support one another, demonstrating a preference for interaction when they have the freedom to make independent decisions Conversely, the "dominant/dominant" pattern highlights a different dynamic in learner interactions.
Dominant of interaction, even if learners work jointly and contribute equally to the task, they tend to fail to engage with each other‟s contribution, unlike the “collaborative” pattern
In the dominant/passive interaction pattern, the dominant participant exerts control over the task with an authoritarian approach, while the passive participant engages with minimal contribution or challenge, resulting in limited negotiation Conversely, in expert/novice pairs, the expert similarly leads the interaction but actively encourages the novice to participate, fostering a more collaborative environment.
According to Byrne (1989, pp.31-32), there are two main kinds of pair work,
Fixed Pairs and Flexible Pairs are two collaborative learning strategies used in classrooms Fixed Pairs involve students working consistently with the same partner, typically the student seated next to them, to complete tasks In contrast, Flexible Pairs allow students to change partners frequently, encouraging them to move around the classroom and interact with different classmates This dynamic approach not only fosters engagement but also gives students the freedom to choose who they want to collaborate with, making the learning experience more enjoyable and interactive.
Pair work involves some communicative activities like pair interview, picture difference, stamp collecting pair compare, and planning for a holiday (Scrivener, 2005)
Role play, as defined by Gower (2005), involves individuals assuming their own identities or those of specific characters within a defined scenario In educational settings, students may embody roles such as a customer, manager, or shop assistant, engaging in simulated conversations that reflect real-life interactions Prior to the activity, participants typically prepare general ideas or scripts based on relevant texts or previous lessons, enhancing their performance and understanding of the situation.
Role play, as defined by Jane Revell (1994), involves an individual's spontaneous reactions to others in hypothetical scenarios, emphasizing the importance of understanding another person's situation To effectively engage in role play, participants must comprehend not only their own roles but also those of others In this activity, actors or actresses receive essential information about their characters, including their identities, traits, and objectives, and must interact with others based on the provided context.
Simulations, as highlighted by Hayriye (2006), differ from role-plays in their complexity, allowing learners to create realistic scenarios by bringing items to class For instance, a student portraying a singer might use a microphone to enhance the experience Both role-plays and simulations offer significant benefits, including boosting the self-confidence of hesitant students, as noted by Harmer (1984) These activities encourage learners to generate their own ideas and engage in conversations within a specific context.
“Picture narrating” is an activity in which students are asked to tell a story that takes place in a series of images, as in the comic According to Hayriye, K (2006)
"Picture narrating" involves students telling a story based on a series of sequential images They must adhere to specific criteria set by the teacher, which includes the necessary vocabulary and structures to effectively convey their narrative.
"Picture describing" is an engaging speaking activity that utilizes sequential images According to Hayriye, K (2006), teachers can enhance this activity by providing each group of 3-6 students with a single picture to describe Students discuss the image within their groups, and then one representative presents their description to the entire class This exercise not only fosters creativity and imagination but also improves public speaking skills among learners.
A debate focuses on either a real or simulated issue, requiring learners to possess sufficient knowledge to present and defend various viewpoints Ultimately, participants may need to reach a specific decision or conduct a vote on the matter (Littlewood, 1981).
Interviews serve as an effective speaking activity for students, allowing them to engage with various individuals on chosen topics Teachers can enhance this experience by providing a clear heading, guiding students on the types of questions to formulate, while encouraging them to develop their own interview questions Common themes for these questions often revolve around personal attitudes, likes, and dislikes (Hayriye, 2006).
Hayriye (2006) emphasized that information gap activities involve students working in pairs, where each partner possesses unique information that the other lacks These activities are designed to facilitate problem-solving and information gathering Each participant plays a crucial role, as the successful completion of the task relies on the exchange of necessary information between partners.
The importance of pair work interaction
According to Bertrand (2010), incorporating pair work activities in the classroom enhances students' opportunities to practice the target language effectively These activities allow the entire class to engage in speaking simultaneously, in contrast to individual tasks that can be time-consuming Additionally, pair work encourages students to practice speaking softly while adhering to classroom discipline rules.
Vygotsky (1978) emphasizes the crucial role of interaction in second language acquisition, highlighting that pair work fosters cognitive development He asserts that purposeful interaction enhances students' comprehension of information, providing opportunities for negotiation through conversational modifications to clarify meaning.
2.4.1 Effectiveness of pair-work in promoting participation
Pair work significantly enhances student performance in speaking activities within EFL/ESL classrooms, as it fosters meaningful communication and collaborative learning According to Storch (2001), this classroom organization effectively promotes speaking practice and facilitates negotiations of meaning among learners.
(2003) claimed that pair-work can be used to increase the amount of time that learners get to speak in the target language during lessons which reflects more language production (p
55) Besides, pair-work activities foster “collaborative” and “Cooperative” Learning Dillenbourg (1999) explores various aspects of collaborative learning He claims:
“collaborative learning is a situation in which two or more people learn or attempt to learn something together.” Regarding Cooperative Learning, Millis (1996) states that it is a
Collaborative learning refers to a scenario where students engage in small groups to enhance their understanding and support one another in the learning process Research indicates that face-to-face interactions between students facilitate mutual teaching and learning, allowing them to address each other's mistakes and improve vocabulary (Ur, 1981; Reid, Forrestal, and Cook, 1989; Lightbown and Spada, 1993) Storch (2001) emphasizes that pair work tasks foster a "collaborative orientation," which is essential for the co-construction of knowledge, peer support, and the acquisition of grammatical forms and new vocabulary.
Byrne (1989) emphasizes that large class sizes hinder sufficient oral practice for students through whole class work Although teachers can implement various strategies to enhance classroom interaction, student participation often remains low due to a lack of understanding of effective activities that promote peer interaction To address this, teachers should consider pairing students, which not only saves time but also increases opportunities for English usage This approach aligns with Moon's assertion that pair work is essential for providing greater language exposure (Moon, 2000, p.54).
2.4.2 The impact of pair work activities on learners’ motivation
Pair work is a crucial technique in language learning that enhances English skills by fostering active engagement among students According to Jones (2007), students are more likely to participate in pair work compared to individual or group activities, which can sometimes lead to dominance by certain individuals This method not only boosts motivation and reduces boredom (Ur, 1981) but also encourages quieter students to interact more with their peers (Reid, Forrestal, and Cook, 1989) A study by Baleghizadeh and Farhesh (2014) in Tehran demonstrated that pair work creates a supportive environment that enhances motivation and reduces anxiety, allowing students to communicate at their own pace Furthermore, as noted by Harmer (2007), pair work fosters learner independence by enabling students to complete tasks without direct teacher assistance.
Pair work fosters meaningful communication among learners, enhancing their interest in language learning Lightbown and Spada (1999) emphasize that positive attitudes and motivation are crucial for success in second language acquisition By implementing pair work, educators can effectively engage students in speaking activities, as Phipps (1999) highlights its interactive nature, promoting social interaction and communication skills such as politeness, turn-taking, and mutual respect Additionally, pair work allows students to work autonomously, reducing the teacher's role in the classroom and encouraging independent learning.
2.4.3 The impact of pair-work on leaners’ grammatical accuracy and influency
A study by Baleghizadeh indicates that pair work in grammar-focused tasks enhances learners' overall performance on various grammatical features, leading to improved accuracy in specific grammatical items This collaborative approach allows learners to effectively tackle more complex grammatical elements, such as prepositions and articles, thereby benefiting from the interactive learning experience.
Engaging in peer interaction significantly enhances students' English proficiency, particularly for those with lower proficiency levels According to Ligthbown and Spada (1993), pair interaction activities offer valuable opportunities for learners to practice communicative grammar, leading to improved fluency and better conversational management in a second language These activities emphasize meaningful communication and aim to replicate natural conversational dynamics, ultimately benefiting students' language development.
Engaging in pair work allows students to practice speaking English at their own pace, facilitating repeated speech without teacher interference This method enables students to reuse or reformulate sentences within a limited timeframe Research by Hanson (2017) highlights the effectiveness of the "sentences per minute" technique, where students discuss a topic, repeat it, and aim to increase their sentence production Similarly, Soresi (2005) advocates for this technique to enhance spoken fluency Consequently, pair work significantly influences oral grammar, improving both accuracy and fluency.
Problems with pair-work interaction
2.5.1 The use of the mother tongue
While pair-work activities are valuable in foreign language classes, researchers highlight certain limitations A primary concern for teachers is that students might revert to their first language instead of engaging in the target language during these collaborative exercises (Carless, 2008).
In 2010, it was noted that the first language plays a crucial role in task maintenance and peer explanations, facilitating personal communication Additionally, Loewen (2014) highlighted that learners frequently resort to their mother tongue, which can impede their language acquisition It is evident that when given the chance to collaborate, learners often express excitement and utilize their native language to convey emotions that they struggle to articulate in a foreign language.
2.5.2 The impact of mixed proficiency
Teachers often express concern about the second language proficiency of their students, as mixed proficiency pairings can lead to more language negotiation compared to pairings of similar proficiency levels (Long & Porter, 1985) However, Harmer (2001) notes that pairing with linguistically weaker peers can create challenges for stronger students Additionally, Tomlinson (2016) highlights that pair work can induce anxiety, particularly for lower-level students who may feel pressured to produce language, making them more conscious of their mistakes and hesitant to participate In contrast, whole class activities can offer valuable opportunities for all students to engage and learn.
Kowal and Swain (1994) found that in pairs with differing second language proficiency, the more proficient learner often dominates the interaction, especially when the proficiency gap is significant, potentially disadvantaging the lower proficiency participant Conversely, Leeser (2004) suggested that higher proficiency learners might face challenges when paired with less proficient partners Hadfield (2013) noted that a dominant member can overshadow a shy partner, leading to unequal participation and preventing equal performance in pair activities.
According to Harmer (2001), students may stray from the main topic during pair work, leading to discussions that lack focus (p.116) Harmer (2007) further emphasizes that students often revert to their first language while working in pairs, which can result in misunderstandings that are less likely to occur in whole-class discussions Additionally, Moon (2000) noted that pair work could contribute to misbehavior and distract students from productive learning.
Pair interactions among students can lead to increased noise levels, making classroom management challenging (Loewen, 2014) Instead of focusing on class lessons, students often engage in gossip (Macaro, 1997) Ur (1981) notes that simultaneous interaction can create a chaotic environment where students may become uncontrollable Additionally, Harmer (2001) highlights that both teachers and students may find these noisy pair activities unappealing, leading educators to hesitate in allowing frequent partner work due to concerns about losing authority in the classroom.
Procedure of pair work activities in English speaking classes
Baleghizadeh (2010) emphasizes the benefits of pair work in English as a Foreign Language (EFL) contexts, based on a study involving Iranian adult learners In the experiment, participants in pairs completed a word-building task, while a comparison group worked individually The findings revealed that those in the experimental group achieved higher scores than their counterparts To enhance the effectiveness of pair work, Baleghizadeh (2010) provides practical recommendations for implementation.
1 Explain to students what pair-work is Students should know the “why” and
“how” of doing an activity in pairs or groups
2 Structure the pair-work as carefully as you can Usually in pairs, one should take control of the activity and the other one has another role Students should clearly know what their roles are
3 Monitor the pairs Teachers should monitor the pairs carefully, paying more attention to less proficient pairs more than the other ones In elementary levels, students may use their first language, so it is necessary to “make sure that they use the target language and offer help when needed”
4 Set a time-limit and have something planned for those who finish earlier The time-limit makes students focus on important points as much as possible There are always fast students who finish the activity sooner than the others, it is suggested that teachers plan extra work for them
5 Get the pairs to report to their classmates Reporting to class motivates the students and helps them practice the target language (adapted from p 406)
Harmer (2001, p.171-173) explains the procedure used in pair work He divides the procedure into three-sub-units: before, during and after activity a) Before Teaching
- Teacher gives instruction or demonstration about the material for the students
- The students divided into pairs following engaged-instruct-initiate sequence b) During Teaching
- Teacher should pay attention and keep an eye on what is happening during activity
- Teacher as around watching, listening and helping students when they were in trouble c) After activity
Teacher gives constructive feedback and correction after student‟s performance
Pair work is a key component of task-based learning activities, which focus on learner engagement Teachers play a crucial role in designing diverse tasks that allow students to use the language creatively and spontaneously According to Willis (2008), effective task-based learning provides learners with opportunities to independently utilize English Lessons in this approach typically follow specific stages, as outlined by Ellis.
The "pre-task" phase involves the teacher introducing the topic and providing task instructions, while also assisting students in recalling relevant language that will be beneficial for the upcoming task (Frost, 2004).
During the task phase, students engage in pair or group work while the teacher provides support by assisting with vocabulary, grammar, and pronunciation as needed The teacher remains accessible for students seeking guidance or additional language input (Frost, 2004).
Pre-task during task post task
In the "post task" phase, students present their reports to the class, guided by the teacher who leads the discussion This phase often introduces incidental topics and vocabulary, providing an effective way for students to learn word meanings through context Additionally, the teacher addresses and reformulates any mistakes made by the students, reinforcing their learning According to Ellis (1993, p 7), this process is crucial for language development.
Correction involves highlighting a learner's linguistic errors, whereas reformulation allows the teacher to guide the student in rephrasing their statements Throughout the language learning process, students engage in pair work, which can be effectively utilized at every stage of learning (Phipps, 1999).
Students‟ reflections
Reflection is a term which has been much used in the educational literature over the past decade (Boud, Keogh, & Walker, 1985; Mezirow & Associate, 1990; Moon,
1999) Among many various definitions about reflections, Dewey (1993), Boyd and Fales
In their definitions, Boud et al (1985) and Dewey (1993) emphasize the importance of reflective thought, describing it as an "active, persistent, and careful consideration" of beliefs and knowledge This process involves evaluating the supporting grounds and further evidence to establish the reliability and value of a belief, ultimately justifying its acceptance.
Reflective learning, as defined by Boyd and Falses (1983), involves the internal examination of experiences that leads to a clarified understanding of oneself and a shifted perspective Boud et al (1985) describe reflection in learning as the intellectual and emotional activities individuals undertake to explore their experiences, fostering new insights Recent definitions have expanded the concept to include adaptive learning (Woerkom, 2004), self-construction (Dempsey et al., 2001), self-awareness (Loo, 2002), coordinated understanding (Maclellan, 2004), and critical self-reflection (Cope, 2003).
Exploration and internal examination significantly shift one's perspective as individuals encounter new information and experiences (Hay et al., 2004a) This reflective process not only focuses on the self but also results in a transformed conceptual viewpoint, enabling learners to better comprehend the connection between their learning objectives and problem-solving goals.
Reflection in educational reform highlights the understanding that teacher education programs can only prepare educators to start their teaching journey By adopting reflective teaching practices, teacher educators commit to equipping prospective teachers with the necessary skills and dispositions to learn from their experiences, ultimately enhancing their effectiveness throughout their careers (Feiman-Nemser, 2001).
Reflection plays a crucial role in skill development and career advancement, with Dewey (1993) being a pioneer in its application to teaching and learning Schon (1983) further emphasized the significance of reflection in enhancing professional practices While reflection aids in learning from experiences, its true value lies in transforming these experiences into actionable knowledge about teaching The continuous practice of reflection is vital for both teachers and students, fostering an ongoing journey of personal and professional development.
Boud et al (1996) define reflection as a cognitive and emotional response to personal experiences that leads to new understandings or revisions of existing ones This process involves navigating complex ideas to address ambiguity and establish consistency, recognizing that current knowledge may be flawed or incomplete Ultimately, it results in a deliberate realignment of meaning, facilitating the construction of new insights (Maclellan, 2004).
Related previous studies
In contemporary English speaking classes, pair-work is recognized as an essential activity that significantly enhances student learning Consequently, numerous researchers are exploring its importance and limitations in this context, aiming to highlight its unique characteristics compared to other teaching methods.
A study of effectiveness of pair work activities was carried out by Touhid
A 2018 study investigates students' and teachers' perceptions of the effectiveness of pair work activities in the classroom, identifying challenges that may impede language learning Utilizing surveys and observations for data collection, the research reveals that most students view pair work as an effective method for collaborative learning Additionally, teachers acknowledge the significant benefits of pair work, despite facing various challenges during implementation The effectiveness of pair work is influenced by the learning environment, context, and individual learning styles.
Baleghizadeh and Farhesh (2014) conducted a study in a Tehran language institute to explore the impact of pair-work on the motivation of EFL learners The research involved two groups: a Pair-work Oriented (PO) group and an Individual Oriented (IO) group, with data collected through teacher interviews, class observations, and a student motivation questionnaire The findings revealed that classes incorporating more pair-work significantly enhanced student motivation.
Cordeiro (2017) investigates the importance of pair work in enhancing speaking skills in English classrooms, focusing on the question, “How can we make students see the relevance of pair work?” The study explores the effectiveness of pair work activities over three cycles, during which students participated in these activities and completed questionnaires to gauge their responses Findings indicate that while students generally respond positively to pair work, they require a clear understanding of its purpose to fully appreciate its benefits.
Bakhtiarvand and Tabatabaei (2013) conducted a comparative study examining the impact of individual, pair, and team work on the speaking fluency of Iranian elementary EFL learners The study involved randomly assigning participants into three groups of twenty-five: Individual Work Group (IWG), Pair Work Group (PWG), and Team Work Group (TWG) Following the treatment, participants underwent an oral interview, similar to the pre-test, to assess changes in speaking fluency Results indicated significant differences among the groups, with PWG and TWG outperforming IWG, highlighting that collaborative techniques enhance speaking fluency among Iranian EFL learners.
Zohairy (2014) conducted a study focused on the benefits of pair-work activity to enhance language production in speaking among Saudi pre-intermediate college students The research involved 60 university-preparatory students and 15 EFL/ESL teachers Data collection methods included a questionnaire to assess students' attitudes towards various pairing strategies, interviews to explore teachers' perceptions of pair work's importance, and observations to evaluate student production during different pairing methods The findings revealed that Saudi students preferred pairing with higher-level peers, relying on them for task completion, while teachers advocated for same-level pairings to ensure equitable learning opportunities.
The study by Hang (2015) explores the effectiveness of pair work and group work activities in teaching English to non-English majors at Quang Binh University (QBU) It aims to assess the perceptions and attitudes of both teachers and students regarding the benefits of these collaborative activities, while also identifying strategies to enhance their effectiveness The findings reveal a generally positive attitude towards pair and group work, which can motivate lecturers to incorporate these methods more frequently However, the study also highlights various objective and subjective factors that contribute to the challenges and ineffectiveness of implementing these collaborative approaches in English language instruction for non-major students at QBU.
A study by Nguyen (2013) on the implementation of pair work by a Vietnamese tertiary level English teacher reveals that three key factors influence this practice: in-class time budgets relative to class sizes, seating arrangements in relation to class sizes, and teaching content aligned with time budgets The findings indicate that while national and institutional contexts provide the overarching framework for pair work implementation, these contexts rank as the fourth most significant factor, following the teacher's educational training, teaching experience, and commitment to their work, all of which are crucial for enhancing in-class pair work.
Ly (2013) investigated the effectiveness of pair work and group work in enhancing the speaking skills of first-year English major students at the Faculty of Foreign Languages, Thai Nguyen University Through surveys conducted with teachers and students, the study revealed that pair and group activities, particularly discussions and role plays, were commonly used in English speaking classes These collaborative methods proved beneficial for both teachers and learners; however, challenges such as students' low proficiency and passive learning styles hindered their participation Additionally, teachers faced obstacles due to time constraints and the need to manage large, multi-level classes, which complicated the implementation of these interactive activities.
A significant study by Binh and Buu (2018) explored students' attitudes towards pair work in speaking at a tourism college in Can Tho city, involving 126 participants Utilizing both quantitative and qualitative methods, including questionnaires, interviews, and classroom observations, the research highlighted the benefits of pair work activities in English for Specific Purposes (ESP) speaking classes The findings indicated that students gained confidence and increased interest while practicing English in pairs However, challenges such as limited vocabulary and grammar structures were also noted among students during pair work activities.
Gaps in literature
Pair-work is a significant area of interest for researchers, leading to numerous studies that explore various aspects of this collaborative learning method While many investigations have focused on the effectiveness of pair-work activities, there is a noticeable lack of research examining learners' reflections on speaking English in pairs and the implementation of these activities Consequently, this study aims to address this gap in the literature.
Chapter summary
This chapter outlines the theoretical framework of pair work activities, defining speaking and exploring various types of pair work, along with specific activities implemented in speaking classes It emphasizes the significance of pair work interaction, addresses common challenges, and discusses procedural insights from past studies Additionally, the chapter highlights students' reflections as crucial components for future findings A review of previous research is included to identify existing gaps in the literature.
METHODOLOGY
Introduction
This chapter outlines the research methodology used to explore English majors' reflections on pair speaking activities It employs both qualitative and quantitative methods, providing a comprehensive overview of the participants, data collection processes, and data analysis techniques.
Research approaches
The research utilized a mixed-methods approach, combining both qualitative and quantitative methods According to Keac Ley and Protheroe (1996), the quantitative approach minimizes subjective judgment, while Schumacher and McMillan (1993) noted that it enhances researchers' understanding of programmatic work through data and statistics This method also ensured high reliability of collected data due to mass surveys (Balsley, 1970) Mateev (2002) emphasized the significance of accurately identifying both independent and dependent variables in quantitative research In contrast, qualitative methods, as highlighted by Kirk & Miller (1986), facilitate deeper interactions with research subjects in their own language Furthermore, Bogdan and Taylor (1975) argued that qualitative approaches provide a realistic perspective that quantitative data and statistical analysis cannot capture.
In conclusion, both of approaches create a strong research with more valid and reliable findings (Perone & Tucker, 2003).
Research participants
This study explores second-year English majors' reflections on speaking English in pairs and the challenges they encounter Conducted at Hue University of Foreign Languages, the research involved 100 students, as larger sample sizes can enhance data reliability, despite the complexity of analysis (Jr, 2009) The methodology included distributing questionnaires to all participants, conducting interviews with 10 students, and inviting another 10 to maintain journals reflecting on their pair speaking experiences.
Data collection
According to Drever (1962), a questionnaire is defined as a collection of questions focused on various psychological, social, or educational topics, aimed at gathering data from a group of individuals to address specific issues, often for diagnostic or personality assessment purposes This tool is recognized as an efficient method for collecting standardized data from a large audience quickly.
Questionnaires are an effective and cost-efficient method for conducting postal surveys, particularly when dealing with large and geographically diverse samples, as they can expedite the data collection process compared to personal interviews.
The current study's questionnaire explores themes related to pair speaking in English classes, focusing on students' experiences and challenges at HUFL Distributed to 100 second-year English majors, the questionnaire includes 7 multiple-choice questions and 45 statements rated on a five-point scale The first section aims to gather participants' reflections on the significance of pair speaking, while the second section clarifies their collaborative practices in English speaking classes The findings are anticipated to yield valuable insights into students' learning processes, and the final section encourages students to articulate the difficulties they encounter when speaking English in pairs.
Reflective journals, accompanied by questionnaires, offer numerous benefits for student research As noted by Colton and Sparks-Langer (1993), journals serve as a permanent record of thoughts and experiences, providing a safe space for students to express their concerns and disappointments Additionally, various authors highlight journals as an effective means for learners to reflect on their perceptions and reactions to educational experiences (Davies 1995, Kobert 1995, Wong et al 1995) Furthermore, journal writing is a valuable tool that not only supplies researchers with meaningful insights but also acknowledges both positive and negative aspects of challenges faced.
To gather more reliable insights, researchers prompted ten second-year English majors to maintain reflective journals regarding their experiences and challenges in pair speaking activities These journals served as a platform for students to evaluate the effectiveness of their speaking practice, guided by specific questions outlined in the study's introduction (refer to appendix B) Participants were instructed to complete their entries following each speaking lesson, with the option to write in Vietnamese at home for added comfort and clarity.
According to Cannel and Kahn (as cited by Robson, 1995), an interview is a purposeful conversation initiated by the interviewer to gather research-relevant information aligned with specific research objectives Interviews are considered one of the most effective data collection methods in educational research for several reasons They are widely used for collecting qualitative data (Burns, 1999) and enable the gathering of personal responses in a private setting (Brown, 1995) Additionally, participants often feel more at ease and can answer questions freely, leading to more in-depth insights (Meho, 2006) This approach allows researchers to extract valuable information that may not be directly observable, facilitating a deeper understanding of educational topics through direct inquiry with the subjects involved.
Ten English majors participated in interviews to clarify the clarity of their written reflections The interviews were tape-recorded and transcribed, conducted in Vietnamese to ensure participants fully understood the questions and could express their opinions on the issues discussed This approach allowed researchers to adapt and specify questions based on the participants' responses.
Procedures of the study
The researcher distributed a questionnaire to 100 students from three classes at Hue University of Foreign Languages to gather insights on their experiences with pair work in English speaking activities After analyzing the responses, 10 students were selected to write reflective journals detailing their experiences, challenges, and satisfaction levels regarding pair work Prior to journal writing, the researcher provided instructions on how to effectively compose the reflections To further clarify the information presented in the journals, these 10 students were also invited for follow-up interviews.
Data analysis
The data collected from the questionnaire underwent quantitative analysis using SPSS software, where responses were coded, categorized, and summarized into statistical frequencies and percentages The findings were then presented in tables and figures Additionally, insights from interviews and journal writings were analyzed to reflect students' experiences and challenges in speaking English in pairs The results from these qualitative sources were integrated and presented alongside the questionnaire data.
Summary
This chapter outlines the methodology employed in my research, detailing the research approaches, participant selection, data collection methods, study procedures, and data analysis techniques It highlights the rationale and benefits of integrating both qualitative and quantitative approaches, emphasizing how these data collection methods facilitated the acquisition of essential information for the study.
FINDINGS AND DISCUSSION
Introduction
This chapter presents the results of analysis of data collected from questionnaire survey, students‟ reflective journal and interview with students to seek the answers to the following research questions:
• What are second year students‟ perceptions of speaking English in pairs?
• What are students‟ reflections on speaking English in pairs in English speaking classes at HUFL?
• What problems do second year English majors face in speaking English in pairs?
Second year students‟ perceptions on speaking English in pairs
Research indicates that pair work significantly impacts student performance in speaking activities within EFL/ESL classes Consequently, learners' perceptions of the importance of pair work greatly influence their English speaking development The table below presents the mean scores from the questionnaire, highlighting students' views on the significance of pair work in their English speaking classes.
Table 1: Students’ perceptions of speaking English in pairs
Items 1, 2, 3, 4 and 5 N Min Max Mean Std
1 Creates interesting atmosphere and enourages students to learn 100 1 5 1.82 0.91
2 Gives students many opportunities to practice speaking English 100 1 5 1.79 0.95
3 Reduces students‟ anxiety as communicating with their own spaces 100 1 5 2.13 1.05
4 Helps students to correct each other‟s mistakes 100 1 5 1.99 0.9
5 Increases fluency and accuracy on certain grammatical items 100 1 5 2.13 0.87
Creates interesting atmosphere and encourages students to learn
Gives students many opportunities to practice speaking English.
Reduces students’ anxiety in communicating
Helps students to correct each other’s mistakes
Increases fluency and accuracy on certain grammatical items Strongly agree Agree neutral Disagree Strongly disagree
Chart 1: Students’ perceptions on speaking English in pairs
Table 1 reveals that the mean scores for all statements were below 3.0, indicating that most students recognize the significance of pair-work in English speaking classes Notably, the mean score for speaking opportunities during pair-work activities was 1.79, the lowest recorded Engaging in pair-work allows students to practice English effectively Syamsuddin's (2011) experimental research highlighted the positive impact of pair and group work on enhancing students' speaking abilities, demonstrating that such collaborative activities foster motivation in learning English Thus, understanding the importance of pair-work is crucial for improving English speaking skills.
The mean scores for items 1 and 3 were 1.82 and 2.13, indicating that students generally find pair work activities in class enhance the learning atmosphere and alleviate communication anxiety Baleghizadeh and Farhesh (2014) support this by stating that pair work boosts learner motivation and fosters a friendly environment, a sentiment echoed by a female student during an interview.
Pair-work activities play a crucial role in enhancing speaking skills in English Practicing speaking in pairs allows for more comfortable interactions among peers, reducing the pressure often felt in teacher-led settings This collaborative approach fosters better understanding and communication, making it easier to engage in meaningful conversations.
Pair-work activities enhance my confidence in answering questions and improve my language communication skills I find it comfortable and engaging to speak in pairs, as it allows me to interact without the pressure of addressing a large group.
The data reveals that students perceive the importance of pair work positively, with a mean score of 1.99, highlighting their recognition of the value in correcting each other's mistakes during English speaking practice Additionally, a mean score of 2.13 for item 5 underscores the belief that working in pairs significantly enhances fluency and accuracy in specific grammatical areas A female student further emphasized the importance of pair work during an interview, reinforcing these findings.
During collaborative work, my partner helps me by correcting my mistakes in vocabulary and pronunciation They provide me with essential vocabulary, and in return, I can clarify the meanings of words for them.
Some students compared pair-work with other activities such as group work or individual work A student expressed in her interview:
In my view, pair work is more effective than other methods like group work or individual tasks When working alone, our understanding may not be sufficient to accomplish a task successfully In group settings, the presence of multiple students can lead to disagreements, making discussions less productive.
Pair work activities significantly enhance English speaking skills Collaborating with a more proficient partner allows me to learn new ideas and vocabulary, while practicing with someone less experienced provides an opportunity to share my knowledge and learning experiences.
In students‟ reflective journals, they shared some ideas about the process of speaking English in pairs in the class Especially, they highlighted the important information Followed is one example,
The process of speaking English was seamless, and I found pair-work to be more effective than group work Interacting with a partner allowed me to express my ideas more comfortably and provided greater opportunities for conversation Additionally, my classmates collaborated exceptionally well during these pair activities.
After completing the speaking lesson, I discovered it to be highly engaging for several reasons Firstly, the relaxed classroom environment made discussions feel more comfortable compared to other subjects Secondly, my interactions with classmates were more fluid, encompassing both the topic content and body language Lastly, the lesson significantly enhanced my speaking skills through pair practice in English.
The pair-work activity in speaking lessons was highly effective, as most students reported satisfaction with the experience, significantly contributing to the enhancement of their English speaking skills.
The current study reveals that students have a positive perception of the importance of pair-work in English speaking classes They highlighted several benefits, including the creation of an engaging atmosphere, increased opportunities for practice, and reduced pressure while learning Pair-work activities allow students to correct each other's mistakes, leading to improved accuracy and fluency Additionally, students shared their opinions in interviews, emphasizing the significance of pair-work compared to other activities.
Students‟ reflections on speaking English in pairs in English speaking classes
4.3.1 Frequency of students’ participation in speaking English in pairs
A survey conducted among 100 second-year English majors at HUCFL revealed their frequency of pair-work activities in English speaking classes The findings, illustrated in Chart 1, highlight the students' engagement levels in collaborative speaking exercises.
Chart 2: Frequency of students’ participation in pair work activities
According to Chart 1, a significant 58% of students reported frequently participating in pair-work activities during speaking classes, while 41% indicated that such activities were organized by their teachers sometimes Only 1% of students chose the option "rarely," highlighting that teachers predominantly provide ample opportunities for pair work This indicates that students are encouraged to collaborate and practice their English speaking skills with one another in the target language.
Pairwork plays a crucial role in language learning, as highlighted by Hadfield (1992), making it an essential component of the educational process The significant frequency of pair-work—58% of the time—demonstrates its effectiveness in enhancing English speaking skills By organizing pair-work regularly, teachers can create essential routines that support learners in developing their language abilities As noted by Scott and Ytreberg (1990), children benefit from understanding rules and being familiar with various situations Therefore, it is important for educators to establish routines through familiar activities to maximize the advantages of pairwork in the classroom.
The researcher explored the types of pair-work activities utilized by second-year English-major students in speaking classes, with a survey conducted among 100 participants The findings are illustrated in Chart 1 below.
Chart 3: Kinds of pair work activities often used by students in English speaking classes
In a speaking class survey, a significant number of students reported using both fixed and flexible pairs for practice, while 24% exclusively utilized fixed pairs Additionally, only 11% of participants indicated that flexible pairs were structured within the classroom setting.
Students' responses in questionnaires indicated that teachers implemented a variety of activities, including both fixed and flexible pairing, which significantly influenced the development of English speaking skills.
2, Byrne (1989, p.31-32) mentioned fixed pairs and flexible pairs, which makes the activities more interesting for them
A study was conducted to explore the effectiveness of pair work activities in speaking classes, with 100 students participating in a questionnaire that assessed various pair work strategies The findings are illustrated in the accompanying chart.
Fixed pairsFlexible pairsFixed pairs and flexible pairs
Chart 4: Pair-work activities organized in speaking classes
Chart 4 illustrates that discussion is a prevalent activity in speaking classes, with 75% of students frequently engaging in pair-work discussions In contrast, survey activities are rarely organized, as only one participant reported their regular occurrence in class Notably, just 2% of students indicated participation in all listed activities The chart also highlights the diverse range of pair-work activities employed, including surveys, picture descriptions, debates, discussions, picture narrations, role plays, and interviews.
Kayi (2012) emphasized the importance of setting a clear purpose for discussion activities in the classroom, as this guides students to draw conclusions, share ideas, and find solutions within their groups By establishing a focused objective, teachers ensure that discussions remain relevant and productive, preventing students from engaging in off-topic conversations Consequently, discussion activities are often utilized in pair-work settings to enhance collaborative learning.
“I am sometimes asked to take part in pair work activities Especially, discussion and role play are the most popular activities organized in my English speaking class.”
Survey All Picture describing Debate
Discussion Picture narating Role play Interview
“In my English speaking class, pair-work activity is organized more frequently than individual work or group work Especially, discussion activity is frequently applied in class.”
Kayi (2012) highlights various activities that enhance speaking skills, including discussions, role plays, simulations, information gaps, brainstorming, storytelling, and interviews According to the findings from questionnaires and interviews, several distinct activities are commonly employed in English speaking classes One female student shared her experiences during the interview, illustrating the effectiveness of these diverse methods.
In my speaking class, we often engage in pair-work activities organized by our teacher, which I find both enjoyable and beneficial These interactive sessions foster easy communication among students and create a more exciting learning atmosphere.
Another female also said that:
“I always work in pairs in every lesson My teacher applies a variety of pair- work activities such as role play, making conversation, debate and discussion.”
Another female student also asserted that:
“ I often apply various pair-work activities such as role play, interview, discussion Therefore, we can undersand the topic discussion more deeply and complete it perfectly.”
Pair work is a vital teaching strategy that enhances students' speaking and communication skills, fostering collaboration among peers, particularly between stronger and weaker learners, while enabling teachers to monitor progress effectively (Achmad & Yusuf, 2014) Well-organized pair work is essential for successful educational outcomes The results of a questionnaire on how teachers implement pair work activities in the classroom are illustrated in the accompanying tables and charts.
Table 2: Teachers’ activities before students conduct speaking English in pairs
Items 6, 7, 8 and 9 N Min Max Mean Std
6 Teachers often explain “why” and
“how” pair work activities are conducted
7 Teachers provide me with a model by giving an example of how to employ the useful phrases for expressing opinions, and introduced useful language before carrying out pair work
8 Teachers often provide me with information and vocabulary about the topic mentioned before pairwork
9 Teachers give me time to plan ideas, vocabulary, phrases and grammar structures to be applied before they begin a task
Chart 5: Teachers’ activities before conducting pair work activities
Teachers often explain “why” and “how” pair work activity is conducted
Teachers provide me with a model by giving an example of how to employ the useful phrases for expressing opinions, and introduced useful language…
Teachers often provide me with information and vocabulary about the topic mentioned before working in pairs
Teachers give me time to plan ideas, vocabulary, phrases and grammar structures to be applied before they begin a task
Strongly disagree Disagree Neutral Agree Strongly agree
Table 2 indicates that all mean scores fall below 3, suggesting that students generally hold positive attitudes toward the organization of pair-work activities Notably, item 7 (M=1.92) and item 8 demonstrate a strong correlation with the notion that teachers effectively ensure students' comprehension of vocabulary and concepts through relevant examples prior to pair work Specifically, 44% of participants agreed that teachers frequently provide necessary information and vocabulary related to the topic before initiating pair work, while 59% of students noted that teachers offer models by demonstrating how to utilize useful phrases for expressing opinions and introduce pertinent language However, some students shared differing views regarding teachers' preparatory activities for pair work during interviews.
Before engaging in pair work, my teacher provides us with essential vocabulary and discussion topics She also explains the procedure for pair work and outlines our responsibilities for the task.
My teacher assigns us discussion topics to explore in pairs and offers helpful ideas and hints She is always available to answer any questions we have, providing additional information to enhance our understanding of the topic.
Students‟ difficulties in speaking English in pairs
4.4.1 Students’ reflections on their difficulties in speaking English in pairs
While students generally hold positive views on the pair-work process, they encounter several challenges when speaking English in pairs The accompanying table and chart highlight the specific difficulties learners experience in this context.
Table 6: Students’ reflections on their difficulties in speaking English in pairs Items 24, 26, 27, 28, 29 and 30 N Min Max Mean Std Deviation
24 I often misunderstand my peer who is weaker or more proficient 100 1 5 2.63 0.88
25 I often feel anxious when I interact with my peer who is more proficient 100 1 5 2.49 1.09
26 I often deviate from the main topic and talk about something else without focusing on the core fields
27 I am not confident in speaking
28 I get confused to present my ideas during pair work 100 1 5 3 1.04
29 I feel uneffective to speak English with lower peer because of his/her lack of ideas, vocabulary and his/her talking speed
Chart 111: Students’ reflections on their difficulties in speaking English in pairs
Statistics reveal that many participants encounter challenges during pair work, particularly when collaborating with peers of varying proficiency levels Items 24 and 25 indicate that learners often struggle to communicate effectively with partners who possess either stronger or weaker English speaking skills, as evidenced by mean scores below 3 (M=2.63, 2.49) in Table 6 Notably, 45% of students reported frequent misunderstandings with their peers, while 42 students remained uncertain about this issue One female student articulated her experience with these communication barriers.
Strongly agree Agree Neutral Disagree Strongly disagree
The challenge of speaking English in pairs often stems from disagreements among peers Some students tend to believe their ideas are correct and dismiss alternative viewpoints, leading to frequent conflicts Consequently, collaborating on assignments in pairs becomes increasingly difficult.
In a study involving 100 participants, 45 students reported feeling anxious when interacting with more proficient peers, while only 19 students did not share this sentiment Despite this anxiety, many students maintained a positive attitude when practicing speaking with less proficient partners Specifically, 38% of students disagreed with the notion that speaking English with a lower-skilled peer was ineffective due to their lack of ideas, vocabulary, and talking speed, while 30 students agreed with this perspective.
My partner struggles with English vocabulary and often feels anxious when speaking, which affects her confidence and limits our interactions This communication barrier makes it challenging for me to express my thoughts clearly, and at times, I find myself rushed and unable to fully articulate my responses.
My challenges in pair work stem from my limited vocabulary and knowledge of the topic, which hinder my ability to generate ideas for discussion As a result, I often struggle to express my thoughts and complete tasks effectively, as I only practice speaking for a short duration.
During discussions or debates in pair-work, it is common for students to deviate from the main topic, as highlighted by various researchers Notably, 37 students admitted to frequently straying from the core subject, while only 22 students consistently maintained their focus One female student emphasized this tendency to drift away from the primary discussion point.
When my partner and I are invited to present, we often feel anxious and struggle to stay on topic due to limited preparation time Additionally, a lack of mutual understanding between us can result in miscommunication and errors during our speech.
In English speaking classes, learners still get confused to present their ideas and feel unconfident during pair work Over 30% of students admitted that issue A student answered in her interview:
“I often feel confused if I am given a difficult task which I do not enough vocabulary or ideas to complete”
Practice time is frequently mentioned in interviews as a significant challenge faced by students in the classroom Nation and Newton (2009) highlight that time pressure is a critical performance condition that affects students' speaking abilities.
4.4.2 Students’ reflections on teacher’s pair-work organization
The data for this part were collected from students‟ questionnaire to discover students‟ reflections on teachers‟ pair work organization They are displayed in the following table and chart:
Table 7: Students’ reflections on teachers’ pair-work organization
Items 31, 32, 33, 34 and 35 N Min Max Mean Std
30 I am not interested in the task or the topic under discussion 100 1 5 3.28 0.97
31 I have few opportunities to practice
32 I can not concentrate on my tasks because of noise from classmates 100 1 5 3.21 0.89
33 I get tense and stressed when teacher gives feedback about my presentation 100 1 5 2.81 1.09
34 Teachers are in a bad temper for students‟ mistakes in speaking English in pairs
Chart 122: Students’ reflections on teacher’s pair-work organization
According to Harmer (2001), there are a number of disadvantages of pair work,
Teachers should recognize the advantages and disadvantages of the pair work technique to address potential challenges in classroom implementation Notably, the mean score for speaking opportunities was below 3 (M=2.91), indicating that most students feel they have limited chances to practice English speaking Consequently, this lack of practice hinders their foreign language proficiency Students expressed minimal concerns about this issue, mainly citing confusion when interacting with peers and a lack of vocabulary and relevant ideas, which restricts their speaking abilities.
In chapter 2, it is highlighted that pair work often leads to increased noise levels, which can disrupt both teachers and students' ability to maintain control in the classroom According to item 32 in chart 13, 23 participants reported difficulty concentrating on tasks due to distractions from their peers One student emphasized this challenge during the interviews.
The class discussions are lively and filled with diverse ideas, creating a chaotic environment that can lead to distractions, making it challenging to absorb knowledge deeply.
From Table 7, it can be seen that the mean score of the item 33 (teachers‟ feedback) reached 2.81, which indicated that the majority of students get tense and
I am not interested in the task or the topic under discussion
I have few chances to practice English speaking
I can not concentrate on my tasks because of noise from classmates
I get tense and stressed when teacher gives feedback about my presentation
Teachers are in a bad temper for students’ mistakes in speaking English in pairs
Students often feel stressed when receiving feedback on their presentations, while teachers tend to be understanding and rarely exhibit frustration over students' mistakes in pair speaking activities, as indicated by a mean score of 3.76 for item 34.
Bachman and Palmer (1996) emphasized that topical knowledge significantly influences learners' speaking performance, as it allows them to effectively articulate their ideas in English In speaking classes, teachers select engaging topics that align with students' proficiency levels, reflected by a mean score of 3.28 However, 42% of participants expressed disinterest in the tasks or topics discussed, and 22 students voiced dissatisfaction with the assigned topics during pair discussions.
The questionnaire revealed several challenges faced by students, which were echoed in interviews Key factors influencing learners during pair work include peer attitudes and the amount of speaking time allocated.
Chapter summary
This chapter outlines the study's findings and discusses them in relation to the three research questions posed in Chapter 1 The following chapter will summarize the key findings, draw conclusions, and explore the implications of the research.