Étude de l’utilisaton de la méthode de travail en groupe au département de français, université de langues et d'études internationales université nationale du vietnam À hanoï (nghiên cứu việc sử dụng phương pháp làm việc nhóm tại hà nội
INTRODUCTION
Raisons du choix du sujet
In today's world, international integration is an essential aspect of globalization and internationalization However, it faces numerous challenges, including competition and the quality of human resources As work becomes increasingly complex and technology evolves rapidly, both workers and companies experience significant pressure To tackle these challenges, collaboration is key Teamwork has proven to be an effective method for problem-solving and enhancing efficiency Many companies worldwide have adopted collaborative work practices to boost productivity, promote organizational values, and foster employee solidarity.
In the context of Vietnam's international integration, there is significant pressure to enhance the quality of education and training To effectively seize opportunities and address challenges, it is crucial to develop an advanced educational system This requires innovation in teaching and learning methods to meet societal needs, particularly in vocational training and the transversal skills of graduates Today, employers have increasingly stringent recruitment criteria that extend beyond academic knowledge to include life experiences, interpersonal skills, adaptability, and proficiency in foreign languages and technology Consequently, this presents challenges for students, especially recent graduates, as specialized knowledge alone is insufficient for securing good employment Therefore, alongside mastering professional knowledge at the university level, students must also acquire transversal skills such as communication, time management, and problem-solving.
At the university level, one of the key missions is to teach students how to learn effectively Given the vast amount of knowledge they must acquire, finding efficient learning methods is crucial Group work skills serve as a valuable tool, enabling students to learn, assimilate, and acquire knowledge more effectively Additionally, these skills encourage students to engage more actively in class and university activities The process of developing competencies through group work is essential, as it equips students with the necessary skills to successfully enter the job market.
The skill of teamwork has rapidly developed across the globe and is now a significant area of scientific research, attracting interest from universities, organizations, and businesses alike In Japan, students are guided early towards professional paths, fostering a spirit of cooperation and mutual support Americans emphasize that the success of their nation is rooted in the ability of each citizen to collaborate and achieve common goals As a Chinese proverb states, "Behind every talented general are other talented individuals," highlighting that even the most gifted individuals do not work in isolation; they are supported by a team.
Albert Einstein emphasized the significance of collaboration, stating that his life and achievements were made possible by the contributions of many, urging the need to work diligently to honor their efforts Similarly, President Franklin Delano Roosevelt highlighted that teamwork enables groups to accomplish tasks that individuals cannot achieve alone In summary, collaboration is crucial not only for the growth of individuals and organizations but also for the advancement of entire nations.
As a French teacher, I have observed that students often fail to fully utilize the benefits of group work and struggle to collaborate effectively, either due to a lack of awareness or unfamiliarity While group activities are prevalent in language practice and specialized courses, students typically rush to complete tasks without proper role distribution or meaningful discussion, leading to weak cooperation and potential conflicts when some members do not contribute Consequently, the learning outcomes are limited, preventing students from benefiting from each other and acquiring essential skills and attitudes Additionally, our French department has developed close ties with companies that often highlight the strong language skills of our graduates but note their deficiencies in organization, adaptability, public speaking, and teamwork By understanding the challenges of group work and learning how to overcome them, students can maximize this experience, thereby enhancing their university education and better preparing for their future careers.
These reasons lead me to select the topic of studying the use of group work methods among students in the French Department at the University of Languages and International Studies.
- Université Nationale du Vietnam à Hanọ.
Objectifs et questions de recherche
Our study focuses on students from the French Department at ULEI-UNH, aiming to assess their group work dynamics By analyzing their experiences, we seek to identify the challenges they face Subsequently, we intend to propose solutions that highlight the significance of group work in university courses and discover effective and motivating methods to enhance their collaborative skills.
This study highlights not only the benefits of teamwork skills but also the challenges faced by students in group work Additionally, it offers recommendations and solutions to address these issues.
The ultimate goal of our research is to enhance the quality of group work among students, specifically in the context of teaching and learning French for future job opportunities.
Questions de recherche du mémoire
The research objectives lead us to the following inquiry: "What is the use of group work methods among students in the French Department at the University of Languages and International Studies - Vietnam National University, Hanoi?" This central question can be further explored through several sub-questions.
- Comment se fonctionne le travail en groupe chez les étudiants de franỗais de l’ULEI-UNH ?
- Quelles sont les difficultés des étudiants lors du travail en groupe ?
- Que faut-il faire pour améliorer les compétences de travail en groupe des étudiants ?
Méthodologie de recherche
Notre méthodologie de recherche est descriptive Elle est accompagnée des techniques et opérations propres comme analytique et statistique
To achieve our goals, we will conduct a survey among the students of our department and carry out semi-structured interviews with both students and teachers The results obtained will serve as a foundation for our recommendations aimed at enhancing their group work skills.
Plan du mémoire
To better understand the current state of group work among students in the French Department and to propose ways to enhance their skills in this area, we will structure this thesis into three chapters.
The first chapter will establish a theoretical framework for our research work, focusing on the demonstration and explanation of research problems through both theoretical and practical aspects This chapter is divided into two sections: the first addresses theoretical or conceptual issues, exploring definitions and relationships among various factors related to the research topic The second section reviews existing literature on the problem, highlighting its relevance and presenting findings from previous studies to identify gaps that our work aims to fill Specifically, in the first section, we will define group work, discuss its benefits for learning, and examine the typology and processes involved in group activities, followed by an analysis of the characteristics and criteria for evaluating the effectiveness of group work.
In the second chapter, we will outline the data collection method and the findings from the survey A quantitative and qualitative analysis will be conducted to enhance our understanding of the current situation and the challenges faced by our students during group work, as well as to identify the underlying causes.
Dans le troisième chapitre, nous proposerons quelques solutions afin d’améliorer la compétence de travail en groupe des étudiants du
Dộpartement de franỗais, Universitộ de Langues et d’ẫtudes internationales – Université Nationale du Vietnam à Hanọ et quelques recommandations pour les étudiants, les professeurs et pour l’université.
CADRE THÉORIQUE
Définition du “groupe”
In the Vietnamese dictionary (2018), a group is defined as a collection of individuals or objects formed based on specific principles The term "group" in French originates from the Italian words "grappa" or "gruppo," meaning "thing tied together" or "knot." According to Le Petit Robert, a group is characterized as a set of individuals sharing commonalities, regardless of whether they are in the same location.
Larousse 2 , il s’agit d'un ensemble formé par des choses ou des êtres de même nature, il est en général défini par le nombre ou la quantité qui le constituent (par opposition à un), par exemple un groupe d'arbres dans le jardin ou marcher par petits groupes Le groupe est plus ou moins homogène et partage une caractéristique commune
1 Hoàng Phê, Từ điển Tiếng Việt, 2018
According to Debbie Dillier (2010), a group consists of two or more individuals who share common goals and collaborate on tasks Team members consistently interact with one another, and each person's behavior is influenced by that of others.
A group can be defined as a unit where members collaborate according to a specific organization Despite their differences in character, skills, and experiences, they unite around common goals that guide and connect them In an educational context, each team member must commit to their tasks without direct supervision from the teacher, relying instead on coordination and appropriate task allocation within the group (Chatelain, 2010).
D’après Marie – France Peyrat – Malaterre (2011 : 42), en général, il existe deux types de groupes : le groupe formel et le groupe informel.
Formal groups are established based on the specific needs of the organization and through a formal decision-making process Their objectives align with the overall goals of the organization These groups are structured, stable, and have clear responsibilities, allowing them to foster collaboration and competition Members typically possess similar professional skills, enabling them to effectively address problems and execute projects Formal groups often provide expert opinions within their respective fields.
An informal group is a naturally formed collective that addresses social needs, consisting of friends with shared interests and goals, as well as peers of the same age This type of group is not necessarily aligned with the organization’s objectives Informal groups can emerge spontaneously to tackle specific incidents, fulfilling various needs; for instance, seasonal project teams, flexible discussion groups focused on strategy, or special teams that temporarily resolve particular issues.
Travail en groupe
According to Marie-France Peyrat-Malaterre (2011: 56), group work encompasses both formal and informal groups Members possess complementary skills, knowledge, and abilities, and share responsibility for task execution The essence of group work lies in collaboration, with each member contributing to the collective effort to achieve common goals Thus, the primary aim of group work is to accomplish objectives that an individual cannot achieve alone Ultimately, group work fosters interaction among members, enhancing the potential of each individual and promoting overall work efficiency.
Group work has been a part of the professional landscape since the late 1920s and early 1930s It emerged from the "Human Relations Movement," which was inspired by the research of Elton Mayo.
Between 1880 and 1949, significant research was conducted at the Western Electric factory in Hawthorne, near Chicago, from 1927 to 1932 The findings revealed that the key to success lies in fostering a sense of identity, cohesion, and mutual support within the community.
Over the next two decades, numerous surveys and analyses revealed that productivity significantly increases when employees work in groups In the 1950s, General Foods Group pioneered a team-based work concept, while ongoing research highlighted the crucial role of teamwork in enhancing productivity and efficiency in the workplace.
Decades later, companies like General Motors, Saab, Volvo, Honeywell, Xerox, and Pratt & Whitney are increasingly organizing activities to showcase the effectiveness of teamwork As science advances, the demand for collaborative work has become essential For centuries, young Japanese job seekers have faced group work assessments in addition to personal interviews Today, teamwork is a requirement for every 21st-century employee, emphasizing that no one is perfect; teamwork leverages individual strengths for greater collective success While individuals typically manage only one or two tasks, groups can handle multiple tasks simultaneously with enhanced efficiency Modern "group work" has evolved into a scientific subject, with individuals being trained not only to understand it but also to influence it, transforming it into a tool for personal and community education and development.
In the educational context, group work refers to a pedagogical method where students are divided into small groups to collaboratively complete a common task According to Cohen (1994), group work is a situation where students work together in a small enough group that each member can actively participate in the assigned task This approach creates an enriching environment for knowledge enhancement, allowing all members to contribute to a given activity and achieve a shared objective through the exchange of ideas and perspectives among active learners within these small groups.
Group work is both a requirement and a widely encouraged learning method, particularly for students In the context of national integration, this approach is increasingly vital for enhancing learners' academic outcomes and improving overall educational quality Numerous authors and researchers have studied this learning method, highlighting its ability to instill passion and enthusiasm in students during the learning process, while also contributing to the enhancement of education and training quality.
2.2 Rôle du travail en groupe
According to Philippe Meirieu (2010: 56), the rapid development of the global economy and technology in recent decades highlights the significance of specialization and the power of collective labor Consequently, teamwork proves to be an invaluable approach, enhancing both learning efficiency and work productivity when individuals cannot accomplish tasks alone When group work is structured scientifically and rationally, it yields numerous benefits.
Teamwork enhances group solidarity and strengthens relationships among members, fostering a sense of community aimed at achieving a common goal Throughout the collaborative process, conflicts may arise, requiring each member to contribute to problem-solving efforts As members of the organization become more aware of their objectives, they will work diligently towards shared success, identifying and mapping out the pathways to reach their goals together.
In companies, collaborative problem-solving allows members to learn how to manage both simple and complex tasks while fostering peer learning and group management This approach serves as an effective means of enhancing employee skills through continuous training Group leadership helps dismantle barriers, fostering openness and camaraderie between members and leaders Collaborative learning provides opportunities for all participants to practice essential skills such as public speaking, communication, and organization This creates an excellent working environment within the organization Through group management, members can learn and implement the leadership styles of their superiors, resulting in a unified management structure.
The group's product is a result of collective effort, combining the creativity of many individuals, which makes it rich, diverse, and innovative This collaboration aids members in understanding and retaining knowledge more effectively Teamwork enhances the ability to coordinate creative minds, leading to better decision-making.
While an individual can be strong on their own, working in a team offers greater benefits, fostering a sense of cohesion that is hard to achieve in a competitive world The excitement generated by a group can enhance productivity; however, without effective collaboration methods and practical skills, the outcome may be superficial and time-consuming Additionally, team members who lack motivation can hinder progress and accountability Therefore, for effective teamwork, each member must be aware of their responsibilities and apply effective teamwork skills.
2.3 Rôle du travail en groupe dans l’apprentissage À l'université, avec la demande d'améliorer la méthode d'apprentissage pour promouvoir l'autonomie, la conscience, la créativité des apprenants, la méthode d'apprentissage en groupe s'avère indispensable et primordial L'apprentissage en groupe est un complément important, en effet étudier en groupe répond non seulement aux exigences du renouvellement de la méthode d'apprentissage, mais encore très utile à l'auto-apprentissage de chacun Selon Michel Barlow, Quelle que soit la matière, les étudiants qui travaillent en groupe ont tendan e à apprendre plus que e qui est enseigné et à se souvenir plus longtemps que les autres mộthodes d'apprentissage ằ (2000 : 39) Les enseignants utilisent plusieurs méthodes d'enseignement comme la combinaison du travail en groupe et du travail individuel
In a group, teamwork is paramount, with mutual support towards a common goal being a key characteristic A strong team is characterized by solidarity and a robust team spirit, where members support each other to successfully complete tasks and achieve the best results This contrasts sharply with individual work, where the lack of shared pressure can easily lead to stress for the individual According to Barlow, this collaborative effort is essential for effective teamwork.
Group work encourages cooperation and solidarity among students rather than competition and individualism It serves as a valuable learning experience that engages students and promotes interaction with peers This collaborative approach helps them overcome challenges and solve problems through mutual support Additionally, it enhances their communication skills and boosts their motivation, ultimately facilitating their learning process.
ÉTAT DES LIEUX DU TRAVAIL EN GROUPE DES ÉTUDIANTS DU DÉPARTEMENT DE FRANÇAIS, UNIVERSITÉ DE
Contexte institutionnel
Established in September 1962, the Department of French aims to develop highly qualified human resources proficient in the French language, addressing the socio-economic and international integration needs of the country.
With 60 years of development, it has established itself as one of the most important and prestigious French language education institutions in the country Our department focuses on advancing teaching and scientific research while creating a dynamic learning environment for students.
The university program offered by the French Department aims to prepare students for various professional roles Learners can choose from a diverse range of study options, including translation, economics, tourism, and education.
In today's educational landscape, innovative teaching methods have become essential for many universities At the Department of French at the University of Languages and International Studies, continuous innovation is implemented across all subject areas This involves enhancing various aspects such as pedagogical content, teaching methods, and assessment, with a focus on promoting learner autonomy and initiative The curriculum is regularly updated, and teaching materials are revised or developed to strengthen practical application Collaboration with professionals ensures the teaching content remains relevant, improving educational quality and fostering student interest in learning Teaching methods aim to minimize teacher monologues, encourage self-directed learning, facilitate group work, and incorporate student presentations that draw on their own experiences Additionally, many modules conduct periodic assessments through essays and project exercises to evaluate the integration of knowledge, skills, and attitudes.
Dans ce sens, ces derniốres annộes, les deux groupes Franỗais 1 et
Franỗais 2 3 ne se sont pas appuyộs sur les manuels disponibles, mais ont élaboré leurs propres manuels et matériels didactiques Cette activité vise à améliorer la découverte proactive et l’assimilation des connaissances par les élèves En plus de créer les contenus de compréhension orale, de compréhension écrite, d’expression orale, d’expression écrite, les manuels ajoutent également la partie Auto-découverte de chaque sujet d'apprentissage avec des images et des vidéos pour que les étudiants puissent facilement y accéder et apprendre de nouveaux contenus
The theoretical modules now incorporate more practical activities, prioritizing the development of professional and general skills, including psychology For instance, in French Linguistics, many abstract concepts can be challenging for students However, educators have improved the curriculum by simplifying these concepts, allowing students to learn and grasp theory through practice In class, students can choose scenarios and engage in group activities With the guidance of teachers, they complete supplementary exercises related to modality and non-verbal elements This renewal of content has transformed French Linguistics from a difficult theoretical subject into a field that fosters language skills and other competencies among students.
The French department updates its teaching content based on existing programs and educational materials, drawing from discussions with experts and businesses Practical activities linked to professional realities are integrated into the curriculum For instance, in the hospitality and tourism French course, students engage in a professional environment by visiting major hotels in Hanoi to understand their organization and operations Following these experiential activities, students create their own video product about a hotel in Hanoi, enhancing their language skills and creativity Additionally, subjects related to tourism and administration are taught by professionals from travel agencies and international organizations, fostering student motivation through relevant content connected to Vietnamese reality and professional practice.
In teaching methods, innovation involves reducing lecture time while increasing self-learning, group work, and student presentations The flipped classroom model, where students prepare lessons at home using materials provided by the teacher and practice skills in class, has shown significant improvements After a year of implementing the flipped classroom approach in first-year classes, students' language skills, particularly in oral comprehension and expression, have notably enhanced, leading to greater student engagement and creativity To achieve these results, teachers must actively support students through additional online exercises and maintain regular interaction with them.
Experimental activities are tailored to students' interests and abilities, with first-year students visiting the Media Library to watch films at the French Institute in Hanoi or participating in the expressive reading competition (Plaisir de dire) organized by French experts For third and fourth-year students, experiential learning involves interaction with professionals Recently, as part of the French Literature module, Francophone writers were invited to engage with students Guided by their teachers, students prepared in advance by reading literary works and conducting research During discussions with the writers, students actively asked questions about the content, artistic values, and the authors' biographies These experiential learning sessions with writers generated significant enthusiasm among students, enhancing their interest and inspiration for French literature in particular and literature in general.
The integration of educational technologies is a top priority for teachers, many of whom have developed specialized websites and online exercises Some educators have effectively utilized Flipgrid to enhance self-directed learning for first-year students Additionally, they organize activities that require students to use technology, such as preparing PowerPoint presentations or creating video projects on learning topics.
État des lieux du travail en groupe des étudiants
Our research aims to identify effective methods that assist students in improving their group work skills, specifically tailored to the context of the Department of French at the University of Languages and International Studies – Vietnam National University, Hanoi To achieve this, we conducted a thorough and objective study of the current state of group work among students throughout 2019.
2020, une enquête auprès de de 492 étudiants de notre Département, précisément :
- Les étudiants de la première année : 174 étudiants
- Les étudiants de la deuxième année : 102 étudiants
- Les étudiants de la troisième année : 113 étudiants
- Les étudiants de la quatrième année : 103 étudiants
Une enquête auprès des étudiants a été réalisée par un questionnaire qui porte sur chaque facteur affectant la qualité de l’apprentissage en groupe, à savoir :
- L’objectif et le principe du groupe
- La conception d'activités d'apprentissage par groupe
- Le niveau d’intérêt du travail en groupe
- La fréquence du travail en groupe
- Le rôle des membres du groupe
- Le rôle du chef des groupes d'apprentissage
- La conscience des membres du groupe
- La méthode de déroulement du groupe
- Les conflits dans le travail en groupe
- L’efficacité du travail en groupe
We conducted a survey among students from the French Department at the University of Languages and International Studies, Vietnam National University in Hanoi, asking them to complete a questionnaire Simultaneously, we observed classes and conducted semi-structured interviews The research process followed several key steps.
- Observer le travail en groupe des étudiants ;
- Effectuer une enquête par questionnaire auprès des étudiants ;
- Interviewer quelques étudiants de différents niveaux pour mieux comprendre l’état de la compétence de travail en groupe dans notre département et aussi leurs difficultés que les étudiants rencontrent ;
- Interviewer quelques enseignants pour mieux comprendre l'état du travail en groupe dans notre département ;
- Synthétiser et analyser les résultats de l’enquête par les tableaux, les diagrammes, les graphiques …
- Donner quelques commentaires, remarques et conclusions, enfin, nous allons proposer des solutions et des recommandations pour améliorer la compétence de travail en groupe chez les étudiants de notre Département
2 Situation d’apprentissage en groupe utilisées dans le Département de franỗais, Universitộ de Langues et d’ẫtudes internationales
2.1 Contexte des activités en groupe
At the Department of French at the University of Languages and International Studies, students are accustomed to group work Our survey data reveals that 100% of students regularly engage in group work for their studies, 80% participate in group activities within clubs, 60% collaborate in their jobs, and 30% are involved in group work in other activities.
In our department, group work is a common practice across all classes, from first to fourth year, in both general and specialized French courses Teachers view it as an essential part of learning that fosters creativity, solidarity, presentation skills, and self-directed learning Students engage in group activities both in class and at home In the first and second years, they are organized into groups for oral production classes, where they participate in role plays and short presentations to enhance their communication skills This collaborative learning model is also applied to written production in some classes, focusing on collaborative revision Group work at this stage occurs in class and is time-efficient Second-year students also undertake small research projects on topics of their choice or suggested by teachers, with support from third and fourth-year students and instructors.
In theoretical courses starting from the third year, teachers frequently assign presentations, discussions, essays, and video or writing projects to deepen students' understanding of the theory These activities, which are often conducted in groups, last several weeks and are structured for better organization.
In terms of size, learner groups typically consist of 3 to 5 members, accounting for 80% of all groups, while 20% consist of 5 to 8 members Such group sizes can hinder effective teamwork, especially when the group is newly formed and the team leader lacks experience in management Groups with 2 to 3 members are primarily found in the first and second years, whereas larger groups of more than 3 members are generally involved in project activities during the third or fourth year.
2.3 Objectif et principe du groupe
Students have various objectives when working in groups According to a survey, 40% of students prioritize saving time and effort, while 25% focus on gaining knowledge and experience Additionally, another 25% aim to develop strong skills, and 10% are motivated by the desire to achieve good grades These statistics highlight the multiple goals associated with group work, underscoring its significant role in the academic experience and explaining its frequent occurrence throughout the four years of university.
2-3 membres4-5 membresPlus de 5 membres
2.4 Conception d'activités d'apprentissage par groupe
A strong understanding of teamwork is crucial for students, as it directly impacts their ability to succeed in group settings According to a recent survey, 100% of students believe that collaborative learning enhances their course knowledge and develops essential language, communication, and transferable skills This effective learning method offers numerous benefits, including mutual interests and shared learning experiences Overall, it is evident that the majority of students in our department recognize the significance of teamwork and its role in their educational journey.
2.5 Rôle du chef d'équipe des groupes d'apprentissage
Team leaders play a crucial role in team activities, yet nearly half of students report rarely or never having a group leader While 40% of students often encounter a team leader and 20% always see one in their groups, it is common for teachers not to assign a leader for each small group.
NOTE CONNAISSANCES COMPÉTENCES ÉCONOMIE DU
Objectifs membres du groupe en choisissent un si l’enseignant demande de le faire
Si non, soit qu’il n’y a pas de chef, soit que le membre le plus dynamique, le plus responsable sera considéré comme leader et dirigera volontairement le groupe
Regarding the role of a team leader, 80% of respondents agreed that the most important task is to direct and organize the group's work To effectively fulfill this role, a team leader requires a diverse set of skills Our observations and survey results indicate that most team leaders are responsible and earn the trust of their group members, creating favorable conditions for the leader to perform their duties effectively.
The majority of students express satisfaction or high satisfaction with the group leader's performance, particularly in areas such as group direction (55%), responsibility (65%), fostering a positive atmosphere (46%), and task distribution (38%).
BONNE AMBIANCE Évaluation du travail du chef du groupe
In addition to their strengths, team leaders in our department's study groups face certain limitations The group's organization is often irrational and lacks proper planning, leading to spontaneous and sometimes unreasonable task assignments Furthermore, some leaders struggle to resolve conflicts among group members effectively.
2.6 Méthode de travail en groupe
The group work method is crucial for ensuring the quality and effectiveness of learning Without an appropriate approach, poor results in group learning can occur.
Currently, only 40% of students in our department effectively master group work methodologies Many groups lack a proper approach to collaborative work, resulting in low performance levels When students are unfamiliar with the group work process, achieving high efficiency becomes challenging.
Tasks are often self-assigned by group members rather than distributed by a leader or teacher, which allows for a better fit to individual skills However, this can lead to unequal workloads, with some members overwhelmed while others have little to do Additionally, students frequently fail to plan their work in detail, leading to a last-minute rush as deadlines approach, which negatively impacts project quality Even when a work plan exists, students may not adhere to it or set clear deadlines, risking delays in group progress.
Quelques remarques sur la méthode d’apprentissage en groupe dans le Dộpartement de franỗais
1 Efficacité du travail en groupe
- La majorité des étudiants ont reconnu le rôle et l’importance de la méthode d'apprentissage en groupe Un bon nombre d'entre eux en sont enthousiastes
- Les enseignants utilisent activement des méthodes d'apprentissage en groupe pour les étudiants dans le processus d'enseignement pour aider les étudiants à acquérir des connaissances et des compétences
Group learning allows members to recognize their roles within the team Collaborative study sessions provide opportunities for individuals to express themselves, fostering greater autonomy, confidence, and responsibility among participants.
Compared to other learning methods, group learning offers numerous advantages It enhances language and communication skills, fosters transversal competencies, and strengthens the cohesion among class members, creating a positive study environment.
Group learning has generated a wealth of high-quality intellectual products that are highly valued by educators, including videos, practical experience reports, research papers, and eco-friendly products.
The effectiveness of group activities falls short of expectations, as they often remain formal and focus primarily on producing deliverables for teachers, neglecting the collaborative process essential for creating these products This lack of emphasis on teamwork leads to an imbalance in student participation, where some members contribute significantly while others remain disengaged and unproductive Consequently, students miss out on developing crucial skills necessary for effective collaboration.
Most students lack teamwork skills, particularly in areas such as conflict resolution, sharing responsibilities, self-assessment, and evaluating group activities.
While awareness among students is positive, their contribution remains limited, as many still exhibit a mindset of waiting and dependency They often rely on others to complete tasks, displaying a lack of dynamism and creativity.
Many teams operate without a designated leader, and when a leader is present, they often lack the necessary skills to effectively manage activities, foster connections, or create a positive work environment.
2 Raisons des lacunes dans le travail en groupe
The working method of a group is crucial, as expert opinions and survey results indicate it is the most significant factor influencing group work effectiveness Our survey results demonstrate a strong correlation between "how to work in a group" and "teamwork efficiency." This close relationship highlights that no group can achieve high efficiency without satisfactory functioning.
The group work method is utilized in most modules, requiring students to engage in multiple projects with different teams simultaneously This can lead to fatigue and boredom, significantly impacting the effectiveness of group work Observations reveal that many students lack essential skills, often displaying passivity and dependence, while groups may lack clear working principles, responsibility, cooperation, and solidarity These factors are fundamental causes of the inefficiency in teamwork.
The effectiveness of teamwork is significantly impacted by the competence of the group leader A team cannot function well without a skilled leader and a cooperative team In fact, nearly 50% of students in our department express satisfaction with their group leaders However, since these leaders are also students, they often lack the experience and skills necessary to manage conflicts and effectively direct the work.
Each academic activity has specific objectives, particularly within our department, where the common goal of group work is to enhance knowledge, skills, solidarity, and mutual understanding Depending on the purpose of each activity, different approaches are employed However, statistics reveal that many students primarily focus on grades and the knowledge they gain, often neglecting the essential skills they should be developing.
Or, celles-ci sont vraiment importantes car c’est une occasion d’apprendre les uns des autres, de cultiver et d’améliorer les compétences nécessaires aux études et au travail ultérieur
Solidarity within a group is a crucial yet challenging factor to define and measure, significantly influencing teamwork Research indicates that conflicts are common in group settings, highlighting the need for attention to the level of solidarity, as it directly impacts team effectiveness Conflicts often arise from differences in levels, viewpoints, and personalities among members When students select their partners, they tend to choose friends with whom they share a good relationship However, when groups are formed randomly by an instructor, students who are unfamiliar or do not get along are forced to collaborate, making conflicts and oppositions inevitable.
Studying and engaging in group discussions in class can be challenging due to limited space and inadequate seating arrangements As a result, facilitating effective group discussions becomes quite difficult in such cramped classroom conditions.
Every individual plays a crucial role in shaping a group, as their contributions significantly influence the outcome of teamwork The final results reflect the collective capability and performance level of the group Therefore, each person's input is one of the most important factors affecting team effectiveness.
According to our survey results, the majority of teachers and students believe that the level of contribution among members varies significantly, leading to a reliance on one another Over 45% of respondents indicated that their contribution to the group's success is minimal, with nearly 5% feeling that their involvement is too low These alarming statistics highlight the need for improvement When members perceive their contributions as insignificant, it may stem from a lack of interest or autonomy, as some individuals tend to rely on others Additionally, those who struggle with French often feel intimidated by their more capable and dynamic peers.
Conclusion
In this chapter, we outlined the institutional context for student group work and analyzed the results of a survey conducted with students and teachers From this analysis, we can draw conclusions about the group work dynamics among students in the French Department at the University of Languages and International Studies.
Students generally understand and appreciate the group work method, actively participating and gaining valuable skills and knowledge However, there are still limitations regarding group organization, students' collaborative skills, their attitudes, and the evaluation of the work process These shortcomings have been analyzed and attributed to various reasons This important data will serve as the foundation for the proposed solutions and recommendations that will be presented in the next chapter.