VIETNAM NATIONAL UNIVERSITY HO CHI MINH CITYAN GIANG UNIVERSITY FACULTY OF FOREIGN LANGUAGES UNDERGRADUATE THESIS TEACHERS’ PERCEPTIONS OF GROUP WORK IN VIETNAMESE EFL CLASSROOMS: A CASE
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Participants received narrative frames through email and social media platforms, including Zalo and Message Responses were gathered between March 25 and April 15, 2023, resulting in the collection of six narrative essays.
Following a preliminary analysis of the narrative frames, the researcher conducted interviews with six participants, ensuring they were held at convenient times and locations for each individual.
Prior to the interviews, participants were provided with the questions in advance to ensure thorough preparation With the consent of the participants, each interview was recorded and lasted approximately 50 minutes.
All interviews were conducted in Vietnamese and recorded, with the researcher taking simultaneous notes to capture participants' perceptions comprehensively Following this, the researcher transcribed all recordings to ensure accuracy and reliability in the data collected.
21 the data, the researcher sent the transcriptions to the interviewees to recheck the data The relevant quotes were later translated into English to be quoted in the finding chapter.
The narrative data underwent qualitative content analysis as outlined by Miles and Huberman (1994), where themes were systematically coded and categorized This process involved identifying patterns within the themes and interpreting the arrangements that emerged.
The researcher employed an inductive approach to analyze interview data, effectively condensing extensive raw text into a limited number of significant themes.
In 2003, the researcher engaged deeply with the data by repeatedly reviewing the transcriptions to identify and assess themes This iterative process allowed for a thorough comparison of similarities and differences within the interview transcripts, ultimately leading to a comprehensive report on the findings.
To improve the study's quality, a systematic data analysis process was employed to compare and evaluate two distinct data sources Utilizing diverse data sources strengthens the justification for the identified themes (Creswell).
2003) Thus, the findings that are presented in the following reflect the conclusions derived from the integration of various sources.
Summary of data collection and analysis process._
A summary of data collection and analysis research process is provided in Table 3.
Table 3 A summary of data collection and analysis research process
Research Questions ee R Data analysis participants instruments collection
Vietnamese EFL 6 teachers Narrative frame 2 weeks content teachers perceive the analysis
22 implementation of Around 50 The group work activities In-depth minutes for general in their classrooms? interview each inductive interview approach
Vietnamese EFL teachers perceive learning motivation and success skills as crucial factors influencing students' achievements An analysis of their insights reveals significant contributions to understanding these elements within the educational framework Through in-depth interviews lasting approximately 50 minutes, the study employs an inductive approach to gather valuable perspectives on how these perceptions shape teaching strategies and student outcomes.
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The Uses and Formation of group WOTK ô<< <<<c+x+ 25 4.1.2 The difficulties of implementing group work in Classrooms
This article presents six narratives reflecting participants' experiences with group work in classrooms, categorized into eight themes These themes highlight both the positive and negative aspects of group work, emphasizing its role in developing communicative skills, enhancing lesson comprehension, and fostering related skills through various activities Additionally, it discusses the methods teachers employ to form groups, including allowing students to select their own members and assisting them in the grouping process The summarized themes and categories are detailed in Tables 4 and 5.
She teaches at An Giang University, focusing on third and fourth-year students, and prefers using group work activities like formal discussions and presentations These activities aim to foster information exchange, collaborative learning, and language practice among students To form groups, she allows students to choose their own members; however, implementing group work can be challenging for some, particularly for those who struggle with collaboration.
24 have friends or who are shy She addressed the main reason for this 1s that these students find it difficult to get along well with others or share their ideas.
An English instructor at An Giang University, she teaches first to third-year English majors and employs group activities like brainstorming sessions, peer reviews, and debates to foster critical thinking, creativity, and effective communication By grouping students according to their interests and learning styles, she encourages collaboration on tasks within set timeframes However, she often faces challenges in ensuring equal participation, as some students may prefer independent work or lack the confidence to share their ideas.
T3 is an English teacher at AGU, instructing first, second, and third-year students She believes that group work is essential for achieving various lesson objectives and catering to diverse student needs By organizing students into groups of three or four with varied backgrounds and knowledge, she fosters language development and related skills T3 finds group activities to be highly beneficial, as they significantly enhance her students' language abilities, and she advocates for more frequent exposure to such collaborative learning experiences.
#T4: She now teaches at An Giang University in Long Xuyen City,
An Giang province is home to first, second, third, and fourth-year students who engage in group presentations as a key learning activity These group projects are designed to foster discussions among peers, allowing students to share their perspectives and collaboratively complete assigned tasks.
In a classroom of 25 members, the instructor effectively synthesizes students' ideas by allowing them to choose their preferred groups, fostering collaboration among peers with shared interests This approach not only enhances the learning experience but also boosts students' confidence and activity levels, as they feel safe and secure working alongside familiar teammates The positive psychological impact of collaborating in a comfortable environment significantly contributes to the overall success of group work.
T5 is a dedicated teacher at the Faculty of Foreign Languages, An Giang University, instructing freshmen, sophomores, and senior English majors He employs various group work strategies such as role-plays, projects, peer assessments, discussions, skits, improvisations, simulations, and micro-teaching to enhance learner autonomy, critical thinking, communication, and problem-solving skills T5 encourages student collaboration by allowing them to choose their group members, while also implementing random group assignments and numerical grouping when necessary To ensure effective group work, he emphasizes the importance of providing clear instructions and establishing specific goals to maintain student engagement.
She currently teaches second and third-year students in the Faculty of Foreign Languages, focusing on collaborative activities such as discussions, presentations, and group assignments These group work opportunities aim to enhance students' skills and foster idea exchange However, implementing group work can often be more time-consuming than anticipated.
26 reason for this is when working in groups, some students may avoid the task by going off-topic, gossiping, or doing other tasks.
Table 4 The Uses of group work
Instances from teachers’ narratives Frequency members, and synthesize members’ ideas to complete the assigned tasks.” (T4);
“to provide students with opportunities exchange ideas while improving communicative skills.”(T6)
Teachers had “so useful and necessary.”(T3); positive ô ằ experiences really useful.” (T4)
_ When “it is necessary but I have to give clear instructions and set 3/6 Š implementing up clear goals to ensure students’ engagement.” (T5)
‘cl their classes Đ : a 3 Teachers had “it is a challenge for some students, especially those who È eachers ha do not have friends or who are shy.”(T1);
Ensuring equal participation and contribution from all students during group assignments can be challenging and often more time-consuming than anticipated.
“discussions in formal groups and presentations”.(T1);
“brainstorming sessions, peer reviews, and debates.” (T2);
Teachers favor AI-assisted group work, with many emphasizing the importance of "group presentations." Various activities enhance this collaborative learning, including role-plays, projects, peer assessments, discussions, skits, improvisations, simulations, and micro-teaching.
5 “discussion, presentation, and group assignments.” (T6) bb
58 “to give students opportunities to exchange information, to
5 encourage students to work together” (T1);
5 “to practice the language as well.” (T1);
5 “to develop their communication and interpersonal skills” n
E group work to “to encourage and facilitate language development and
3 students ô d di ith their friends th g communicative to encourage stu ents to 1SCUSS wit their friends the là skills given topics, share their viewpoints, deliver tasks to group
Teachers emphasized the importance of collaboration in the learning process, stating that they aimed to understand lessons and learn from one another Group work is essential, as it allows students to provide feedback to each other, facilitating improvement in their work Additionally, lessons are designed to offer students opportunities to work together, enhancing their understanding through collaborative efforts.
“to encourage students to think critically and creatively”
Teachers used (T2); group work to “to encourage and facilitate related skills.”(T3); 3/6 develop other skills “to develop learner autonomy, critical thinking skills,
and problem-solving skills as well.” (TS)
The analysis of teachers' narratives revealed a split in experiences regarding group work in the classroom Three teachers (T3, T4, T5) described their experiences as "useful" and "necessary," while others (T1, T2, T6) found group work to be "challenging" and "time-consuming." Despite the negative feedback, group work remained a prevalent method for various classroom activities among the six participants, including engaging options like "role-plays."
“projects”, “discussions”, “presentations”, etc In line with various activities, there were distinctive goals teachers aimed to reach during group activities.
Mentioned as the major aim of group work, the opportunity to develop students’ communicative skills is supported by all participants with some key terms like
“discuss”, “practice the language”, “exchange information”, “improving communicative skills”, etc Secondly, a better understanding of the lessons was also mentioned by three teachers (T1, T2, T6) They reported that thanks to
32 66. group work their students can “learn from each other’, “provide feedback to one another” and “work collaboratively” to complete a given task Besides, some
“related skills” were also “facilitated” and developed, according to three teachers (T2, T3, T5) such as “thinking critically and creatively”, “learner autonomy”, and “problem-solving skills”.
Table 5 Teachers’ strategies for forming groups
Strategies to form groups and group Instances from teachers’ narratives Frequency size
“ letting them choose their group members.” (T1);
“ , having them join any groups of preference.” (T4);
Teachers permit students to choose their own group members, fostering a sense of autonomy in group formation Students typically select their peers for collaborative work through various methods, including self-selection, which encourages engagement and teamwork.
“ prouping them based on their interests, learning styles, and strengths.” (T2);
“T usually select students to work together in groups of three or four.” (T3);
Teachers help “Sometimes I arrange students into groups randomly ” (TS); students form their ‘“‘ on other occasions, I put them into groups by numbering, etc.” 4/6 groups (T5);
“T usually select students to work together by using various ways, including , proximity-based method (e.g., students sit near each other and work together as a group), jigsaw method, or mingling.”(T6)
According to Table 5, the narrative frame analysis revealed the two ways teachers used to form groups in their classes Firstly, four of them (T1, T4,
T5, T6) allowed their students to form groups by themselves They were willing to let their students “join any groups of preference” Otherwise, T2, T3, T5, and
T6 also supported other methods of group formation like the “proximity-based method”, “numbering”, or using a mix of “interests, learning styles, and strengths”.
The six participants shared their experiences with group work in their classes, highlighting both positive and negative aspects All participants confirmed the regular use of group work, as noted by T1 and TS.
“We have to admit that group work is essential in language learning, so its common for teachers to integrate group work in most of their lessons.” (T1)
“A collaborative environment is vital for those learning English. Additionally, inside the classrooms, using group work frequently is one of the ways to create an environment for collaboration” (T5)
Teachers shared their experiences with group work in the classroom, highlighting both successes and challenges Positive experiences were noted by T1, T4, and T6, who emphasized the importance of a "smooth process" and well-suited assignments to enhance collaboration among students.
“appropriate time” and necessary assistance assigned by teachers As T6’s story:
The relationship between group work and other teaching strategies
The six narratives presented highlight participants' insights on the connection between group work and various teaching strategies These reflections were organized into three key categories: the significance of group work in English teaching, how group work enhances other teaching methods, and practical examples of integrating group work with additional strategies A summary of these themes and categories can be found in Table 7.
Group work activities are essential in language classes as they foster interaction and communication, crucial for language learning The integration of group work with various teaching strategies enhances the learning experience For instance, the teacher often assigns group exercises at the end of lessons, while individual or pair tasks, such as quizzes, are used for smaller activities Additionally, collaboration among classmates can provide valuable support.
Group work activities are essential for fostering collaboration and communication among students, as they enable effective idea sharing, resource pooling, and mutual support toward common goals These activities complement various teaching strategies, facilitating peer learning and relationship building that enhance the educational experience For instance, collaborative group projects encourage students to communicate and coordinate their efforts, ultimately teaching them valuable skills in teamwork and project management.
To enhance collaboration and communication, it is essential to actively listen and build consensus on shared ideas Engaging experienced facilitators can significantly benefit students by providing guidance through workshops, coaching sessions, or consulting services.
Group work activities are essential for enhancing learners' teamwork and language skills, as they encourage interaction and peer learning By incorporating various teaching strategies, such as peer-editing individual outlines and journaling on specific topics, educators can support students, particularly those who may struggle Additionally, fostering collaboration among partners can further enrich the learning experience.
Effective group work activities hinge on the ability of members to collaborate, fostering responsibility and respect among peers, which ultimately enhances productivity Integrating group presentations with project-based learning allows students to leverage their individual strengths, while soliciting feedback from other groups can enrich the overall learning experience.
Nurturing collaboration among students is crucial for successful group work activities, as it significantly impacts their effectiveness in a workplace setting Incorporating a variety of teaching strategies, such as group projects, role-playing skits, and problem-solving exercises, enhances the collaborative experience Additionally, seeking assistance from peers or experienced mentors can further enrich the learning process.
When designing group work activities, it is crucial to focus on enhancing students' learning, achievement, and motivation These activities offer members valuable opportunities to practice skills in a supportive environment while fostering the exchange of ideas and openness to new concepts To maximize the effectiveness of group work, it is beneficial to integrate various teaching strategies, such as establishing clear expectations at the outset and actively monitoring progress during the task Additionally, collaborating with colleagues who share a passion for group work can further enrich the experience.
Table 7 The perceived relationship between group work and other teaching
The relationship between group work and other teaching technigq ues
Teachers’ belief in group work as an techniques
“¿,foster collaboration and communication students.”(T2)
“learners can improve their teamwork skills and their language.”
“group members are able to collaborate well with each other to 6/6 important and l ằ effective strategy accomplish the assigned tasks (T4)
The most important thing is nurturing collaboration among students.”(T5)
“ promote students’ learning, achievement, and motivation.”
“ critical ” (T2) Ways group work “ more powerful ”(T3) supports other “ It is essential ” (T4) 6/6 teaching strategies “It is more efficient ”(T5)
“It is good to exploit the benefits of group work activities ”
At the conclusion of each lesson, she frequently encourages students to collaborate in groups for exercises, while individual or pair activities are reserved for smaller tasks such as quizzes.
For instance, incorporating group work allows students to engage in peer editing of individually crafted outlines, enhancing their collaborative skills Additionally, integrating group presentations with project-based learning activities empowers students to leverage their unique strengths throughout the educational process.
“Tt would also be good to get help from other groups by involving their feedback in whole-class learning.” (T4)
“For example, students work on a group project, role-play a skit, solve a problem.”(T5)
Teachers unanimously recognized group work as a vital and effective strategy in English language instruction One participant described it as "indispensable for language classes," while others highlighted its role in enhancing students' collaboration, communication, achievement, teamwork skills, and motivation Furthermore, all participants acknowledged the beneficial relationship between group work and other teaching strategies, emphasizing its overall usefulness in the educational process.
Group work is considered an essential and powerful teaching strategy that enhances efficiency in the learning process Several educators (T1, T3, T4, T5) have shared examples of integrating group work with other methods, demonstrating its effectiveness This approach can be utilized before or after individual or pair tasks, as well as in conjunction with project-based learning activities and incorporating feedback during whole-class discussions.
All participating teachers expressed a strong belief in the effectiveness of group work as a vital strategy for teaching English They emphasized its significance using their own words, highlighting its importance in fostering collaboration and enhancing learning outcomes.
“Thanks to group work, communication among students become practical and meaningful As a result, I still used this in my class despite any difficulties ”(TÌ)
“Everything has two sides, also group work Sometimes I can unsuccessfully use it but it is still effective, I think.” (T6)
In the in-depth interview, teachers clarified the relationship between group work and various teaching strategies, highlighting its role as a foundational element for individual or pair activities For instance, Teacher 2 emphasized that group work can effectively set the stage for subsequent tasks.
Group work enables students to collaboratively discuss and generate ideas prior to completing their assignments individually This approach allows students to enhance their objectivity by gaining insights from peers, while also encouraging them to express their unique perspectives in their personal work.
Teachers’ perceptions of individual contributions of students to the
There are six sections in this chapter: (1) Background of the Study,
(2) Statement of the Problem, (3) research questions, (4) Research Objectives,
(5) Scope of the Study and (6) Structure of the Thesis.
In today's globalized world, proficiency in English is essential, placing high expectations on teachers to facilitate effective language learning Consequently, educators specializing in teaching English as a second language are actively enhancing their professionalism and teaching methods to meet these demands This underscores the importance of strong English skills for both teachers and students alike.
The shift from traditional to communicative classrooms began in the 1970s with the emergence of communicative language teaching (CLT), which introduced innovative language teaching techniques (Kasim, 2015) This new approach marked a golden age for group work, revolutionizing the conventional lock-step language teaching methods (Ward, 1998) Group work is recognized as an effective strategy to enhance fluency, accuracy, and appropriacy in language learning (Richards & Platt, 1992).
The transition from traditional to communicative language teaching has transformed the roles of educators In traditional lockstep classrooms, teachers focused on ensuring that all students learned the same material simultaneously, often resulting in passive learning where students received explicit knowledge without active engagement.
CONCLUSION 5.1 Summary of the Results 0.0 cee eescesceeseecsneeeseeceneceeeceaeeeseeeseeeeneeees 66 5.2 Limitations Sa
There are six sections in this chapter: (1) Background of the Study,
(2) Statement of the Problem, (3) research questions, (4) Research Objectives,
(5) Scope of the Study and (6) Structure of the Thesis.
In today's globalized world, proficiency in English is essential, placing heightened expectations on teachers to facilitate student success in language acquisition Consequently, educators of English as a second language are actively enhancing their professionalism and teaching methods to meet these demands, underscoring the importance of strong English skills for both teachers and learners.
The shift from traditional to communicative classrooms has transformed language teaching since the 1970s, driven by the emergence of Communicative Language Teaching (CLT) (Kasim, 2015) This innovative approach has ushered in a golden age for group work, marking a significant departure from conventional lock-step methods (Ward, 1998) Group work serves as a strategic tool to enhance the three key aspects of language learning: fluency, accuracy, and appropriacy (Richards & Platt, 1992).
The transition from traditional to communicative language teaching has transformed the roles of educators In the past, the lockstep classroom model required teachers to ensure that all students learned the same material simultaneously, often leading to a passive learning environment where students received explicit knowledge without active engagement.
Traditional classrooms are often characterized as "teacher-dominated" (Richards et al., 1996), where instruction is primarily led by the teacher (Kasim, 2015) In contrast, modern English teaching approaches emphasize student engagement, flexibility, and adaptability to evolving educational demands This new trend encourages collaborative learning, allowing students to take an active role in their education (Kasim, 2015).
The transformation of teachers' roles from dominating figures to guiding facilitators is essential in designing effective group work activities, complete with clear instructions and expected outcomes Teachers remain vital in cultivating a collaborative environment, as highlighted by Seyoum & Molla (2022) This shift necessitates that educators understand how to foster student interaction, enabling learners to not only benefit from each other's insights but also to take responsibility for their tasks and decisions.
To improve students' English communication skills, group work has been effectively utilized alongside communicative language teaching and task-based language teaching (Willis & Willis, 2007) However, many teachers, particularly in Vietnam, remain uncertain about the concepts and challenges associated with implementing group work in English language education (Nguyen, 2020).
Furthermore, current research on group work in Viet Nam is scant.
Previous studies have primarily focused on specific aspects of group work, such as its implementation, barriers, and the enhancement of teachers' knowledge and roles in collaborative learning (Luu, 2010; Nguyen, 2020; Pham, 2011) However, many important questions remain unanswered Recognizing this gap, the current study seeks to explore university teachers' perceptions of group work in classrooms within the Mekong Delta The findings aim to offer valuable insights that can facilitate the effective integration of group work in educational settings.
This study aimed to investigate teachers’ perceptions of group work in EFL classrooms at An Giang University There are two specific goals of the research:
This article examines teachers' perceptions regarding the implementation of group work, focusing on its applications, methods of group formation, the challenges encountered, and how it integrates with other teaching strategies.
This study investigates teachers' views on group work activities, focusing on how these activities enhance student learning motivation, the essential skills required for effective collaboration, and the evaluation of individual contributions to collective success.
Focusing on the two specific goals mentioned above, the study sought to answer the two questions:
(1) How do Vietnamese EFL teachers perceive the implementation of group work activities in their classrooms?
(2) What perceptions do Vietnamese EFL teachers have regarding learning motivation, skills for success, and assessment of individual contributions to overall achievements of the groups?
The study was conducted at the Faculty of Foreign Languages, An Giang University and the participants of this study are teachers employed at this faculty.
In April and May 2023, data was gathered at An Giang University (AGU) with the consent of participating teachers, specifically examining their perceptions of group work within their own classrooms.
Group work is a strategic technique that offers numerous benefits and plays a crucial role in English language teaching and learning At An Giang University’s Faculty of Foreign Language, group work is incorporated into the majority of classroom lessons and is a key component of certain courses, contributing to a portion of the overall grade (Nguyen & Bui, 2023).
From the point of view of a student, I have experienced many tasks done in groups with different levels as well as requirements At a personal level,
Group work is an effective method for learning English, yet it is often met with resistance from students This resistance stems from two main issues: first, students who benefit from collaboration and group support tend to embrace group activities, while those who struggle with teamwork or feel their contributions are undervalued view these tasks negatively Second, the success of group activities is not guaranteed, posing challenges for both students and teachers.
As aresult, teachers themselves also have different perspectives related to group work organizations and their effectiveness.
As a future educator, I am eager to incorporate group work into my teaching methods, prompting me to seek insights from experienced teachers who have effectively utilized this approach I aim to investigate their reflections on the implementation of group work and their perceptions of its impact on learning motivation, essential skills for success, and individual contributions to group outcomes in a university environment The findings provide valuable insights for instructors and educators designing collaborative learning strategies, as well as for students striving to succeed in English language learning through group activities.
This undergraduate thesis is comprised of five chapters.
This chapter introduces the study by outlining its background, defining the problem statement, and presenting the research questions and objectives It also delineates the scope of the study, highlights its significance, and describes the overall structure of the thesis.
Chapter 2 introduces theoretical and empirical studies related to the research by reviewing some previous literature on the same topic.
Chapter 3 explains the methodology employed in this study The research design, participant descriptions, research instruments, data collection procedures, and data analysis are all included.
Chapter 4 presents the findings of the study along with several discussions.
Chapter 5 summarizes the findings with some limitations and recommendations for future research.
This chapter is structured into four key sections: the first outlines the theoretical framework, emphasizing Sociocultural theory and Collaborative learning in EFL classrooms; the second delves into the concept of group work, detailing its definition, categories, and practical applications; the third provides a concise overview of teachers' perceptions and the processes involved; finally, the fourth section reviews findings from prior studies that investigate group work and teachers' perceptions.
2.1.1 Sociocultural Theory in Teaching and Learning English