INTRODUCTION
Background
Learning English or any language involves focusing on four essential skills: listening, speaking, reading, and writing Each skill acts as a building block for language proficiency By effectively integrating these skills and using one to enhance the others, learners can achieve success in their language studies.
Among the four essential language skills—listening, speaking, reading, and writing—speaking is often regarded as the most difficult to teach and learn, particularly when both teachers and students share the same native language and have limited exposure to English outside the classroom (Bresnihan & Stoops, 1996; Chelle de Porto, 1997; Kang, 1997; Nguyen, 2004) Historically, language learning faced significant challenges due to underdeveloped communication methods, leading to a greater focus on writing skills However, recent advancements across various sectors, including economy, politics, science, technology, and education, have significantly influenced English teaching and learning practices worldwide, especially in countries like Vietnam.
In Vietnam, English has been established as the primary foreign language in schools, with its introduction in primary education starting in 2009 for students in three grades nationwide This initiative highlights the government's recognition of English as crucial for the country's modernization efforts As an essential tool for global communication, English serves as a bridge that enhances international relationships Consequently, the aim of learning English extends beyond mere comprehension; it encompasses the ability to engage with the world and connect with people from different countries Thus, speaking skills have emerged as a vital component for learners of English as a foreign language.
Rationale
Speaking is defined as the process of constructing and sharing meaning through verbal and non-verbal symbols in various contexts (Chaney, 1998) For language learners, mastering speaking is often viewed as the most crucial aspect of acquiring a second language (Nunan, 1991) This is particularly true for Vietnamese learners, who aim to communicate internationally and enhance their job prospects (Kramasch & Sullivan, 1996) With Vietnam's global integration, the demand for proficient English speaking skills has surged, yet the quality of English education has not kept pace Teaching speaking has historically been undervalued, with a reliance on repetitive drills and memorization rather than fostering real communication Traditional methods like Grammar Translation dominate the educational landscape, prioritizing grammar over communicative skills, which results in students excelling in grammar but struggling to engage in conversation Consequently, many graduates find themselves lacking the ability to communicate effectively in English.
In recent years, English teaching and learning have evolved significantly, particularly in speaking lessons, emphasizing effective communication The integration of the communicative language teaching (CLT) method, along with innovative strategies like group work and cooperative learning, has become essential in achieving various teaching and learning objectives (Ames & Archer, 1988).
Innovative teaching methodologies are increasingly incorporating collaborative learning and group work activities in colleges, as they are recognized as effective strategies to help students achieve their learning outcomes (While, Lloyd, Kennedy & Steward, 2005).
Research has shown that group work as a regular classroom activity significantly enhances students' linguistic performance and communicative competence Engaging in group work transforms students' “reproductive thinking” into “productive thinking,” leading to effective learning outcomes such as mastery of subject matter, improved problem-solving abilities, enhanced moral development, and better communication skills According to Wilen (1990) and Alvermann and Hayes (1989), active and thoughtful participation in group work serves as a clear indicator of learning.
Group work significantly enhances learners' understanding by facilitating discussions and collaboration with peers, which refines their grasp of concepts It also improves communication skills in the target language, fosters cooperation among group members, and encourages the exchange of new ideas Additionally, students learn valuable skills such as presenting their thoughts and actively listening to others These competencies are crucial for future careers and are essential for effective teamwork.
Realizing the benefits of the application of group work activities, many language teachers have chosen this method in their teaching
At HMC is method is being used to teach English as a foreign language for students
Numerous studies have explored how to enhance group work effectiveness, yet there remains a gap in research regarding its application in teaching English speaking In today's educational landscape, the "learning by doing" approach is particularly beneficial for improving foreign language training, especially for non-English majors This prompts the need for focused research in this area Consequently, I have chosen to investigate the use of group work for teaching English speaking at Hue Medical College, with my study organized into three main sections.
This article aims to explore the perceptions of teachers and students regarding group work, specifically in the context of teaching English speaking at Hue Medical College It will outline effective strategies for implementing group work to enhance speaking skills, while also addressing the challenges encountered by both educators and learners Additionally, the article will propose solutions to these challenges, with the hope that the insights gained may benefit others involved in English language teaching and learning in similar environments.
Objectives
The objectives of the study are:
To discover the teachers and students‟ perceptions toward group work
To investigate the reality of the use of group work for the teaching of English speaking
To clarify factors bringing difficulties for the teachers and students in their application of group work
To find out the teachers‟ solutions to such difficulties.
Research questions
The research is going to cast light onto the following questions
What are teachers and students’ perceptions toward group work?
How is group work currently used for the teaching of English speaking?
What can be done to promote group work in the investigated classes?
Scope of the thesis
This research focuses on the speaking skill within language learning, emphasizing its central importance While group work can enhance all four macro-skills—listening, speaking, reading, and writing—it is predominantly utilized in speaking lessons, making it a key component in mastering verbal communication.
Within MA thesis, this study involves in the investigation of the use of group work for the teaching of English speaking
This study will be conducted at Hue Junior Medical College, focusing on first-year students as the primary subjects Additionally, English teachers from the institution will be invited to participate in the research.
The design of the study
Chapter 1, Introduction, will briefly introduce the general background information, the rationale, objectives and scope dealt with in this study Research questions will be raised in this chapter
Chapter 2, literature review, is for theoretical background, which mentions definitions of key terms, involved matters and previous studies in this topic
Chapter 3, methodology, will make it clear how this research will be implemented, including information about context, participants and procedures instrumentation and data collection
Chapter 4, findings and discussions, will present findings and discuss results found
Chapter 5, conclusions and implications, will give conclusions of the key findings and present practical suggestions.
LITERATURE REVIEW AND THEORETICAL
Review of previous studies related to group work
Group work, also known as collaborative learning (CL), has emerged as a significant focus in educational theory, research, and practice over the last thirty years It is now a prevalent instructional method utilized across all educational levels, from preschool to graduate studies, and spans various subject areas and instructional contexts, including both traditional and non-traditional learning environments.
Group work is a fundamental aspect of Communicative Language Teaching (CLT), as highlighted by Brumfit (1984) Research by Long and Porter (1985) supports this, showing that group work enhances the quality of student interactions, increases motivation, and fosters a positive classroom environment.
Group work provides students with ample opportunities for language practice and interaction, fostering a collaborative learning environment Small group activities encourage students to take active roles in their education and support one another as valuable resources (Mc Groarty, 1989) Engaging actively in the learning process enhances retention and understanding, as evidenced by Davis (1993), who found that students in small groups learn and retain information more effectively compared to traditional instructional formats.
Donough (2004) also reports clear positive effects that small group activities had on improvement of production of the target forms
However, difficulty in monitoring the class is also a problem for teachers
Kumar (1992) highlights that large class sizes can hinder interaction and engagement among students Additionally, teachers often worry about potential noise and conflicts within groups, and in classrooms where students share a native language, there is a tendency to rely excessively on their mother tongue.
Research in Vietnam indicates that group work significantly enhances students' speaking skills and improves the overall effectiveness of speaking lessons According to Tran Thi Thanh Ngoc (2001), collaborative group activities provide students with valuable opportunities to practice English, share information, and express their ideas and feelings.
Vo Thi Kim Thuy (2004) conducted a classroom study examining the preferences of 30 upper-intermediate students at a foreign language center in Ho Chi Minh City, focusing on how different grouping arrangements impact their English speaking skills.
Tran Thi Kim Ha (2011) conducted a study on the implementation of group work activities in English speaking lessons at Huong Vinh High School in Hue Her research highlights the challenges faced by teachers and students, offering valuable insights that contribute to enhancing speaking skills among tertiary-level students.
Numerous language researchers have explored the benefits and challenges of group work in education over the years The effectiveness of such collaborative activities largely hinges on students' proficiency in English In some high schools, students may struggle with their language skills, which can create difficulties for teachers when trying to implement group work effectively.
Theoretical background
Group work plays a crucial role in language teaching and learning, significantly enhancing students' ability to acquire a foreign language Various definitions of group work highlight its effectiveness in educational settings.
According to Botton (1974), communication and relationships are essential components of human existence Participation in group work fosters learning and enhances interpersonal communication among individuals It is crucial for group members to collaborate effectively to achieve their collective goals.
According to Doff (1988, p.137), group work involves the teacher organizing the class into small groups, typically consisting of four to five students each, to collaborate simultaneously on tasks.
Group work is a crucial educational activity, as it fosters unique interactions that differ significantly in both quality and quantity from traditional teacher-led lessons (Richards, 1983, p.189).
Slavin (1986, as cited in Godek, 2003, p.28) emphasizes the importance of organizational strategies in education, highlighting that group work involves dividing a class into diverse learning groups of four to six students These groups should consist of members with varying abilities, as well as a balanced mix of boys and girls, and students from different racial and ethnic backgrounds.
Slavin (1996) highlights the key differences between traditional and cooperative classrooms In traditional settings, students work independently, competing for grades and teacher recognition, which reflects a teacher-centered approach In contrast, cooperative classrooms encourage students to collaborate in small groups, focusing on helping each other master academic content.
Group work involves students collaborating, often in person, to enhance their understanding and find collective solutions to specific challenges (Brilhart and Galanes, 1992).
A group transcends being merely a collection of individuals when it embodies qualities such as collective perception, shared needs, common goals, independence, social organization, interaction, cohesiveness, and membership (Jaques, 2000) Furthermore, group work serves as a method of cooperative learning that addresses individual differences and enhances learners' knowledge, communication skills, collaborative abilities, critical thinking, and overall attitudes (Oxford Dictionary, 2009).
Group work, as defined by Nunan (2004), involves learners engaging in tasks and activities within small, cooperative groups This collaborative approach encourages interaction among participants, fostering a sense of belonging and identity as a cohesive unit.
To achieve success in learning, students must develop both knowledge and essential skills that are crucial for their future careers and lives Engaging in group work provides valuable experiences that foster independence, collaboration, and communication, while also enhancing self-confidence and integration Through collaborative efforts, students gain opportunities to listen to one another, share ideas, and work together to solve problems, ultimately leading to more effective completion of group activities.
Group work involves students collaborating in small teams, ensuring that each member can actively engage in assigned tasks This approach fosters an environment of participation and teamwork among all students.
Over the past fifty years, the landscape of language learning and teaching has evolved significantly; however, in Vietnam, foreign language instruction largely remains traditional A comparison between group work language learning and traditional teaching methods sheds light on their fundamental principles Traditional language teaching is predominantly teacher-centered, heavily relying on the Grammar-Translation and Audio-Lingual methods, focusing on students' awareness of language rules without sufficient practical application This approach emphasizes memorization of rules and facts, fostering minimal student-student interaction and positioning students as passive recipients of knowledge rather than active communicators The differences between group work language learning and traditional teaching highlight the distinctive characteristics of collaborative learning environments.
Group work language learning and communicative language teaching share key characteristics, emphasizing interaction and communication among students and between students and teachers Both approaches position teachers as guides, facilitators, and negotiators, while prioritizing student autonomy and centricity in the classroom They recognize the importance of fostering healthy relationships among classmates to enhance learning and respect learners' integrity, promoting personal growth and responsibility.
Traditional language teaching Group work language learning Independence None or negative Positive
Passive receiver and performer Active participator, autonomous learners Teacher‟s roles
The center of the classroom, controller of teaching pace and direction, judge of students‟ right or wrong, the major source of assistance, feedback, reinforcement and support
Organizer and counselor of group work, facilitator of the communication tasks, intervener to teach collaborative skills
Materials Complete set of materials for each students
Materials are arranged according to purpose of lesson Usually one group shares a complete set of materials
Knowledge recall and review, phrasal or sentences pattern practice, role play, translation, listening, etc
Any instructional activity, mainly group work to engage learners in communication, involving processes like information sharing, negotiation of meaning and interaction
Interaction Some talking among students, mainly teacher-student interaction
Intense interaction among students, a few teacher-student interaction Room arrangement
Separate desks or students placed in pair
Take a major part in evaluating own progress and the quality of own efforts toward learning Be a winner or loser
All members in some way contribute to success of group The one who makes progress is the winner
Superior-inferior or equal Cooperating and equal
(Adapted from Long and Richards)
Group work has increasingly gained attention as a vital teaching strategy for facilitating change in educational settings Both classroom experiences and empirical research highlight the numerous benefits of regularly incorporating group work, particularly in larger classes.
Group work benefits a majority of language learners
In a teacher-centered classroom, a small group of successful learners often emerges, as they engage more frequently with the teacher and are motivated by higher expectations This increased interaction encourages them to invest greater effort in mastering the complexities of language learning, leading to their success However, this dynamic results in a significant number of average students receiving limited opportunities for interaction, ultimately contributing to their struggles and failures.
METHODOLOGY
Research design
This study aims to explore the effectiveness of group work in teaching English speaking skills, utilizing both qualitative and quantitative research methodologies Quantitative data, represented in numerical form, and qualitative data, expressed through words, together form the foundation of this research (Punch, 1998, p.61) The study employs two primary methods: questionnaires and class observations, while also addressing the subjects involved, data analysis, and procedural aspects.
Qualitative research focuses on gaining a deep understanding of individuals' words, actions, and records, as highlighted by Maykut and Morehouse (1994) It aims to capture the essence of what people say and do, providing an environment conducive to making meaningful adjustments for a comprehensive understanding of specific phenomena Additionally, the researcher integrates quantitative techniques to analyze data derived from questionnaires, blending qualitative insights with numerical analysis for a more robust exploration of the subject.
Research subjects
This study involves two participant groups: the first group consists of 100 first-year college students aged 18 to 20, with varying English learning experiences of 3 to 7 years At the time of data collection, these students had been studying English for nearly a year at Hue Medical College, where they had limited opportunities to use English for communication outside the classroom The second group includes English teachers from Hue Medical College, aged 30 to 35, who possess extensive teaching experience both in schools and other settings.
In this study, the research used a variety of data collection methods and sources of information to increase the trustworthiness of data by the combination of questionnaires, class observation.
Methods of data collection
In this study, both qualitative and quantitative research methodology were utilized There were two instruments- questionnaire and observation
For the purpose of data collection, a set of questionnaire with 15 questions were designed for both teachers and students
Questionnaires are the preferred method for evaluating students due to their efficiency in gathering information from all participants By utilizing questionnaires, teachers can obtain reliable data, enabling them to draw meaningful conclusions.
In 1990, it was suggested that consistent responses to the same questions enhance the reliability of answers Nunan (1989) emphasized that questionnaires can effectively explore various aspects of the teaching and learning process By analyzing these questionnaires, teachers can gain insights into their classroom practices This study utilized a questionnaire designed to collect participants' perspectives, which included three sections; the first part contained four questions focused on the perceptions of students and teachers regarding group work.
Part II of the questionnaire consists of 8 key questions designed for both students and teachers to assess their reflections on group work related to English speaking instruction Participants were asked to respond by selecting the appropriate scales, providing valuable insights into the effectiveness of collaborative learning in enhancing English speaking skills.
The final section (Part III) included two closed questions and one open-ended question, prompting participants to share their personal insights on the challenges they faced and the strategies they employed to overcome these obstacles.
Class observation serves as a valuable tool for researchers to gather authentic insights into classroom dynamics To explore the current teaching and learning environment of English speaking, the researcher attended various classes, dedicating significant time to observe real interactions and experiences This observational data, captured through detailed note-taking and customized observation sheets, provides a comprehensive understanding of the in-class speaking instruction.
Class observation were carried out in 8 class periods at the above college Every observation is as facilitated with the help of an observation sheet
The questionnaire was designed in the form of closed and open-ended questions to obtain answers to the research questions The questionnaire data collection took around 10 days to accomplish
I conducted a pilot study with questionnaires distributed to 15 students and 5 teachers at HMC, which revealed the need for additional questions and the removal of unnecessary ones The feedback indicated that some questions were difficult and unclear, leading to improvements in the questionnaire design.
After refining my questionnaires and observation sentences, I conducted a second pilot, which showed significant improvement in participants' understanding and completion of the surveys Following another round of adjustments, I officially began collecting data for my research.
Secondly, the researcher contacted with the potential participants with the help for information The researcher went to the class to deliver questionnaires to
100 the first- year student at the middle of semester of the academic year 2012
Participants completed a questionnaire at home and submitted their responses after three days, allowing ample time for reflection Following data analysis, classroom observations were conducted to gain deeper insights into real teaching procedures and the challenges faced by teachers Each observation involved two phases: a pre-lesson meeting with the teacher to discuss lesson objectives and review the lesson plan, followed by direct observation during the lesson to monitor student engagement in group activities and the teacher's implementation of group work strategies in speaking lessons.
In short, the procedure of the research includes the following steps:
Step 1: Collecting information for a valid background in the theoretical group work and cooperative learning
Step 2: Design questionnaires and sentences for class observation
Step 3: Collecting data through questionnaires and sentences for class observation
Step 5: Taking statistical calculation and data description
Step 6: Presenting the collected data in tables and figures.
Data analysis
This study utilizes a mixed-methods approach, combining quantitative and qualitative analyses Quantitative data from the questionnaire survey were systematically categorized and represented through tables and figures In contrast, qualitative data were meticulously reviewed to uncover patterns that elucidate the quantitative results Open-ended responses were analyzed for key themes and compared for consistency with closed-ended questions Ultimately, the analysis employed these themes as coding categories to ensure coherence with the overall questionnaire findings.
This chapter outlines the methodology and procedures for conducting the research, including the study's method orientation It discusses the study subjects, the instruments used for data analysis, and the data analysis process itself Additionally, it details the procedures for data collection and analysis The next chapter will focus on the research results.
FINDINGS & DISCUSSIONS
Teachers and students‟ perceptions toward group work
4.1.1 Teachers and students’ opinions toward definitions of group work
Group work is a division of the class into learning groups of four to six members who are all levels of ability
Group work is an activity in which students usually interact with one another with the goal of increasing understanding and achieving shared solution to particular problems
Group work refers to tasks, activities and exercises carried out by learners working in small, co-operative groups
Group work also refers to a form of cooperative learning 1 6.7 10 10
Table 4.1 Definitions of group work
Question 1 in questionnaire A (teachers) and questionnaire B (students) deal with the teachers and students‟ opinions toward definitions of group work
According to Table 4.1, 46.7% of teachers agreed on a specific definition of group work, selecting definition five Similarly, 45% of students shared this understanding A minority of teachers (6.7%) and students (10%) viewed group work as a type of cooperative learning, while 13.3% of both groups held different interpretations.
Group work is defined as collaborative tasks and activities performed by learners in small, cooperative groups A notable percentage of both teachers (13.3%) and students (10%) believe that group work involves dividing the class into learning groups of four to six members, accommodating various levels of ability.
Both teachers and students share similar perceptions regarding the definition of group work in language classrooms, indicating that this concept is familiar to them As illustrated in Table 4.1, group work is not a new term for either group.
On the basic of perception, most of the teachers as well as students perceived the same about definition of group work, as indicated in table 4.1
4.1.2 Teachers and students’ opinions toward the necessity of group work for the teaching and learning of English speaking
Table 4.2 The necessity of group work for the teaching and learning
Question 2 in questionnaire A (teachers) and questionnaire B (students) deal with the teachers and students‟ agreement on the necessity of group work for the teaching and learning of English speaking Nearly half of the teachers (40%) and students (41%) regarded group work as a very necessary element in the teaching and learning process At the same time, 9 out of 15 teachers (accounting 60%) and 48 out of 100 students (accounting 48%) considered it to be a necessary teaching and learning process While none of the teachers found group work unnecessary at all, 11 of 100 students (accounting 11%) thought that group work was not quite necessary for their learning process None of them chose sentence d (not at all) Generally, the teachers and students‟ point of view on the necessity of group work is very clear This can be illustrated by the fact that both teachers and students agreed with each other about the importance and necessity of group work for the teaching and learning process They found group work very necessary The reasons why all of the teachers and students understood the necessity of group work are the benefits that it brings to them However, a few students are unaware of the importance of group work for their learning process
Group work is essential for student development, as it fosters collaboration and mutual learning However, some students may not engage in these activities frequently due to their regular absences By participating in cooperative tasks, students can benefit from sharing knowledge and skills with one another, leading to significant progress in their learning.
The results prove that group work activities gain much favor from the teachers and students
4.1.3 Language areas of group work used in the class
Figure 4.1 Language areas of group work
Figure 4.1 highlights the preferences of both teachers and students regarding language areas where group work has been implemented, specifically focusing on pronunciation, vocabulary, and grammar alongside the speaking skill This topic is addressed in Question 3 of both Questionnaire A (for teachers) and Questionnaire B (for students).
A survey revealed that 53.3% of teachers and 50% of students believe pronunciation should be emphasized in language education Vocabulary garnered interest from 26.7% of teachers, with 25% of students echoing this preference In contrast, grammar was selected by only 20% of teachers, with a similar 25% of students supporting this viewpoint.
In a recent survey, over half of teachers and nearly half of students identified pronunciation as a key focus in language learning This emphasis on teaching speaking highlights the necessity of mastering English speech sounds, stress, intonation, and rhythm for effective communication Consequently, implementing group work activities in pronunciation instruction is crucial for enhancing learners' speaking skills Additionally, both teachers and students recognize the value of group work in vocabulary acquisition, which supports improvements in writing, reading, and listening skills Frequent engagement in group activities is believed to enrich grammar knowledge, enabling students to better comprehend English materials and further enhance their overall language proficiency.
4.1.4 Teachers’ opinions toward the beneficial group work to students’ social life
Very necessary Necessary Not quite necessary Not at all
Figure 4.2 Teachers’ opinions toward the beneficial group work to students’ social life
Question 4 in questionnaire A (teachers) is designed to find out the teacher‟s preference for the beneficial group work to students‟ social life The data in figure 4.2 reveal that 100% of the teachers indicated that their agreement, among which
A significant 60% of respondents believe that group work is essential for students' social lives, while 40% consider it necessary Teachers play a vital role in facilitating frequent group work, which allows students to learn independently All educators recognize the importance of group work, not only for enhancing their teaching methods and supporting student learning but also for fostering social interactions among students.
4.1.5 Students’ preparation to implement group work activities for the learning of English speaking
The following chart presents information to the question 5 in questionnaire B (students)
A Listen to the teacher‟s instructions carefully
B Make good preparations for what the teachers asked
C Assign tasks for each member in groups
According to figure 4.3, 60% of students reported that they carefully listened to their teachers' instructions, while 25% indicated they typically prepared well for assignments Additionally, only 15% of students mentioned that they delegated tasks among group members.
Students who attentively followed their teachers' instructions believed that these guidelines would enhance their collaboration skills This understanding enabled them to know their roles, responsibilities, and appropriate behaviors within group settings, ultimately leading to more effective and successful group tasks This aligns with the Tutor Training Resource (2007), which emphasizes the importance of fostering students' ability to work together.
Effective preparation is crucial for students to succeed in group tasks, as it enables them to fully understand and engage with the teachers' instructions Students who actively listen and prepare are more likely to excel academically, while those who neglect preparation may struggle to follow along and achieve good results In group settings, designated roles such as summarizer, checker, coacher, and recorder are often assigned by teachers, with the leader's role being particularly vital The leader is responsible for guiding the group and ensuring that each member understands their responsibilities and the discussion content, ultimately contributing to the group's success.
The findings indicate a consensus among both teachers and students regarding the definition of group work, highlighting its significance in the educational process Importantly, all participants acknowledged the necessity of group work, underscoring its value in enhancing teaching and learning experiences.
Teachers believe that group work activities should prioritize language areas and speaking skills more frequently When feasible, group work should be widely implemented not just for English skills but across various language domains, enhancing student motivation during speaking lessons by addressing their needs Educators recognize group work as essential not only for effective teaching but also for enriching students' social interactions Acknowledging the advantages of group work, students arrive better prepared for their learning through collaborative activities.
Current implementation of group work activities for the teaching and
4.2.1 The frequency of using group work activities for the teaching and learning of English speaking
Figure 4.4 The frequency of using group work in the class
Question 5 in questionnaire A (for teachers) and questionnaire B (for students) deal with the frequency of using group work for the teaching and learning of English speaking in the class The result of the data analysis in figure 4.4 reveals a high percentage on the using of group work frequently We can see that more than half of teachers (60%) usually implemented group work activities in their teaching The number of teachers who sometimes have made use of this learning mode is also much, accounting for 26.7% However, only two teachers (accounting 13.3%) stated that he/she always asked his/her students to use group work activities in the class While, as for students, the percentage of the use of group work is similar to their teachers‟ ideas 33% of the students said that their teachers sometimes told them to use group work activities for their speaking lessons , of which 57% stated that group work was usually used and the rest ( 10 out of 100 students, accounting 10%) asserted that they are always taught with group work activities in the class
Recognizing the advantages of group work, many teachers actively incorporate it into their speaking lessons Approximately 60% of educators frequently utilize group activities, acknowledging the positive impact on student learning and expressing a strong preference for this approach Meanwhile, 26.7% occasionally implement group work, while only 13.3% consistently use it in their English speaking instruction One teacher noted concerns about student engagement, fearing that too much group work could lead to boredom Fortunately, no teachers or students reported infrequent use of group work, indicating its importance in the classroom Overall, all participants affirmed that group work is a common and beneficial practice in teaching and learning English speaking.
4.2.2 Group work activities used in the class
Various engaging activities like discussions, gap-filling exercises, role-plays, dialogues, interviews, games, projects, and problem-solving tasks are effective for student groups However, many of these activities are not utilized as often as they could be in the classroom setting.
Figure 4.5 illustrates various group activities in the classroom, highlighting that discussion is the predominant method, utilized by 53.3% of teachers and 55% of students Additionally, interviews are also employed, with 20% of teachers and 15% of students reporting their use Both groups show a slight similarity in the use of gap-filling activities, with 13.3% of teachers and 15% of students participating Overall, these findings emphasize the importance of interactive activities in enhancing classroom engagement.
Fifteen percent of participants found role-play activities beneficial for group work, while neither teachers nor students showed interest in dialogue activities Observational data revealed that teachers predominantly favored discussion activities, indicating their preference for this method in the classroom.
We can see that discussion was much favored by most of the respondents
Teachers and students highly appreciate discussion activities due to the exciting atmosphere they create in the classroom, fostering collaborative learning Students often prefer group work as it boosts their confidence, embodying the idea that "two heads think better than one," which enhances their communicative skills Role-play activities encourage creativity and freedom, particularly appealing to confident speakers, and are frequently utilized in speaking lessons for their effectiveness in engaging students While gap-filling activities receive mixed reactions, interviews remain a popular choice in speaking lessons, valued for their simplicity and low preparation time, making them an attractive option for many teachers.
4.2.3 Teachers’ ways to group students in the class
Students are grouped based on the alphabetical order
Students choose their own groups 5 33.3 29 29
Students sit around each other 10 66.7 79 79
Table 4.3 Ways to group students in the class
Table 4.3 indicates that teachers utilized various methods for grouping students, with 67.7% preferring to have students sitting nearby form groups, while 26.7% allowed self-selection Additionally, 46.7% of teachers assigned students with differing abilities to groups, and only 26.7% opted for alphabetical order due to its convenience and inclusivity Similarly, students expressed preferences for group formation, with 79% favoring collaboration with nearby peers and 29% wanting the freedom to choose their own groups Furthermore, 31% of students preferred to work with classmates of varying abilities, and the preference for alphabetical grouping was nearly identical among both teachers (26.7%) and students (24%).
Research by Beard and Hartley (1954) indicates that individuals typically engage in conversation with the person directly across from them, rather than with those seated nearby Interestingly, the findings presented in table 4.3 reveal a contrary trend, suggesting that the highest interaction rates occur among adjacent individuals.
A significant 67.7% of teachers believed that grouping students sitting nearby was the most convenient method for both educators and learners, particularly in a predominantly female environment like HCM Many teachers who allowed students to choose their own groups felt this would enhance collaboration among peers In contrast, those who assigned students of varying abilities to groups recognized the benefits of heterogeneous settings, where stronger students could assist their weaker classmates, fostering peer tutoring and improving classroom dynamics Some students preferred to work with those nearby out of convenience or friendship, while others sought to collaborate with higher-achieving peers to boost their own learning Additionally, grouping by alphabetical order was favored for its efficiency and minimal disruption, leading many teachers to adopt this approach alongside other grouping methods.
4.2.4 Students’ learning results after participating in the group discussions
In a recent assessment of group discussions, 60% of students reported a positive experience, feeling more confident in presenting their group's outcomes Conversely, 10% of students, primarily those with weaker English skills, expressed reluctance to participate, citing boredom and a lack of motivation The remaining 20% exhibited a neutral attitude, experiencing varying levels of enthusiasm and cooperation during group interactions.
In short, these figures indicate that an optimistic fact that students, to some extent, enjoy this learning mode
4.2.5 Teachers’ teaching result after conducting group work activities in the class
Question 11 in questionnaire A (teachers) is designed for the choice of teachers about their teaching results after conducting group work activities for the teaching of English speaking As displayed above table 4.5, no teachers felt dissatisfied None of them chose bored It is good news because the teachers realize group work‟s importance and apply it effectively during their teaching process The rate 20% of the respondents who felt disappointed reflected, to some extent, the misunderstanding of some teachers about group work activities However, among 8 out of 15 teachers, accounting for 53.3%, agreed that group work activities were very useful for themselves and their students and needed to be organized in English classes frequently Group work activities made them satisfied Moreover, a small number of respondents, namely 26.7% stated that they felt normal
Group work activities are crucial in language teaching, particularly in English education Recognizing the benefits of collaborative learning, many teachers express a positive attitude towards group work, showing enthusiasm for participation and satisfaction after implementing these activities in their classrooms.
4.2.6 Students’ activities in the groups
Figure 4.7 Students’ activities in the class
B Share tasks with other members
C Exchanging information with each other
Question 8 in questionnaire B (students) asked students about activities they work in the groups From the information obtained from figure 4.7, by the far the largest proportion of the respondents (59%) said that they exchanged ideas with other members in the groups Meanwhile, 15% out of the students often shared tasks with other members Resolving opinion conflicts constructively was chosen by 13% out of the students What is more, a smaller number of students (13%) usually chatted instead of discussing in the groups as required
In the information exchange process, students tended to embrace their friends' positive ideas while providing feedback on less accepted opinions Each group was led by a leader who supported others, particularly lower-achieving students, emphasizing the importance of collective decision-making Students frequently collaborated on tasks, both in and out of class, believing this enhanced their sense of responsibility During task completion, members would convene to discuss their approaches A few students opted for constructive conflict resolution, advocating for calm discussions to reach consensus Conversely, those who engaged in off-topic conversations often appeared disengaged, which may explain their reluctance towards group work and a lack of understanding of its educational value.
4.2.7 Students’ reasons for enjoying learning group work
Figure 4.8 Students’ reasons for enjoying learning group work
A Encourage students to speak much
B Create the chance for members to work collaboratively
C Help students to overcome their self-in confidence and shyness
Students favor group work for several reasons, as highlighted by research findings Notably, 50% of students appreciate group activities for promoting speaking opportunities Additionally, 20% of students value collaborative classroom settings that facilitate idea exchange Working with peers also enhances comfort in speaking English, helping to alleviate shyness, a sentiment shared by 16% of students Furthermore, 14% of students enjoy group work for its ability to create a relaxing learning environment.
Suitable and practical solution to overcome challenges and to improve the
the effectiveness of using group work for the teaching of English speaking 4.3.1 Solutions to overcome objective difficulties and overcome the effectiveness of the teaching and learning of English speaking
Table 4.8 Solutions to overcome objective difficulties
The survey results indicate that both teachers (40%) and students (52%) believe that incorporating interesting and familiar topics related to students' knowledge and hobbies is essential for enhancing English speaking skills Additionally, flexible scheduling was supported by 46.7% of teachers and 55% of students, highlighting the need for more time dedicated to speaking lessons within the current 160-period curriculum at Hue Medical College Many respondents identified the limited time allocated for speaking practice as a significant challenge Furthermore, 40% of teachers and 38% of students suggested that larger classrooms are necessary to effectively teach English to over 100 students, while 26% of students and 26.7% of teachers emphasized the importance of thorough preparation by instructors.
4.3.2 Solutions to overcome subjective difficulties and improve the effectiveness of the teaching and learning of English speaking
Students‟ shared knowledge has been improved 6 40 40 40
Students‟ language skills such as vocabulary, grammar, pronunciation have been well practiced
The teacher needs to instruct clearly what students have to do before 8 53 65 65
The teacher has to assign tasks for each members logically so that they can develop their abilities
Table 4.9 Solutions to overcome subjective difficulties and improve the effectiveness of the teaching and learning of English speaking
Teachers and students provided various solutions to enhance the effectiveness of English speaking teaching and learning, as detailed in the accompanying table.
According to the data presented in Table 4.9, 55% of students (55 out of 100) and 80% of teachers (12 out of 15) agreed that students' language skills, including vocabulary, grammar, and pronunciation, have significantly improved Additionally, 40% of students reported an enhancement in their shared knowledge, while the same percentage of teachers believed that students need to contribute to this improvement alongside their teaching efforts Notably, 33.3% of teachers and 30% of students emphasized the importance of logically assigning tasks to enhance individual abilities, reinforcing the necessity for students to expand their knowledge further.