Skkn cấp tỉnh some solutions to motivate pair work and group work effectively in teaching and learning english at tinh gia 1 high school

This theoretical foundationexplores the underpinnings of using pair and group work to help students workeffectively in learning English from the Grade 10 Global Success book.Vygotsky's S

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HOÁ

TRƯỜNG THPT TINH GIA 1

INITIATIVE EXPERIENCE

SOME SOLUTIONS TO MOTIVATE PAIR WORKS AND GROUP WORKS EFFECTIVELY IN TEACHING AND LEARNING

ENGLISH AT TINH GIA 1 HIGH SCHOOL

Người thực hiện: Hoàng Thị Huệ Chức vụ: Giáo viên

SKKN thuộc lĩnh vực môn: Tiếng Anh

1 INTRODUCTION:……….… …… 3

1.1 The rationale for the initiative ……… …….… 3

1.2 The purpose of the research……… …… … 4

1.3 The scope of the research……… ……….… 4

1.4 Methods of the research ……… 6

2.CONTENT……….… 8

2.1 Theorical foundation of this theme: ……….… 9

2.2 The practical background……… ……… 9

2.3 The solutions and the implementation ……… … 10

2.3.1 Using paring and grouping strategies ……… … 10

2.3.2.Monitoring and managing classroom techniques……… 10

2.3.3 Assessment and Evaluation……… 11

2.4 Some demonstrations for pair work and group work….…… 11

2.4.1.Unit 4: lesson 2: language……… ……… 11

2.4.2 Unit 4: lesson 3: Reading ……….……… 13

2.4.3 Unit 4: lesson 4: Speaking……… ……… ………… 16

2.4.4 Unit 4: leson 5: Listening… ……….… 19

2.5 Result after applying……… .…… 21

3 CONCLUSION AND RECOMMENDATION … ……… 23

3.1 Conclusion:……… … 23

3.2 Recommendation……….……… …… 23

3.2.1 For Teachers……… 23

3.2.2 For Students……… 24

3.2.3 For school management committee……… 24

REFERENCE BOOKS……….… …….……… 25

1 THE INTRODUCTION

1.1 The rationale for the initiative

On December 26, 2018, the Minister of Education and Training issued anew general education program accompanied by Circular No 32/2018/TT -BGDDT In addition to innovating the general education program, it also aims toinnovate teaching methods Innovating teaching methods is the central task ofcurrent general education innovation According to the perspective of teachingand developing capacity, the teaching method not only focuses on activelyengaging students in knowledge acquisition activities but also pays specialattention to forming and developing problem-solving capacity associated withlearning situations of life and career, and at the same time associated withpractical and practical activities Not only that, strengthening group activitiesand innovating the relationship between students and teachers in the direction ofcollaboration are important to develop social capacity for students Therefore, inaddition to learning the specific knowledge and skills of the subject, it isnecessary to supplement complex learning topics to develop the ability to solvecomplex common problems

As an English teacher for Grade 10 in Tinh Gia 1 high school, I haveobserved that collaborative learning through pair and group activitiessignificantly enhances students' language acquisition and overall classroom

engagement The theme " Some solutions to motivate pair work and group

work effectively in teaching and learning English at Tinh Gia 1 high school

" was chosen for several compelling reasons Pair and group work encouragestudents to practice speaking, listening, reading, and writing in a supportiveenvironment, promoting rapid and effective language skill development Theseactivities require active involvement, reinforcing understanding and retention ofthe material Additionally, working together helps students develop essentialsocial skills such as communication, cooperation, and conflict resolution, whichare vital for both language learning and personal development Exposure todiverse perspectives enriches their learning experience, fostering criticalthinking and creativity Collaboration also boosts motivation and confidence,making learning more enjoyable and less intimidating Moreover, practicingteamwork and communication prepares students for real-world scenarios,enhancing their readiness for future academic and professional environments.Aligning with the "Global Success" textbook's emphasis on communicativecompetence and interactive learning, these methods maximize the textbook'spotential In summary, this theme aims to create a dynamic, interactive, andsupportive learning environment that improves English proficiency and preparesstudents for future challenges After teaching 5 years at Tinh Gia 1 high school, Imyself find out some problems about students’pair and group working

 Low student engagement: Many students hesitate to participate in

English-speaking activities due to lack of confidence, limited vocabulary, or fear of

 Unbalanced participation: In group settings, some students dominate while

others remain passive or silent

 Ineffective activity design: Some pair/group tasks are not clearly

structured or lack meaningful purpose, leading to off-task behavior

 Limited teacher strategies: Some teachers are not fully equipped with

classroom management techniques for collaborative activities

1.2 The purpose of this theme

The purpose of the theme " Some solutions to motivate pair work and

group work effectively in teaching and learning English at Tinh Gia 1 high school " is to enhance the overall learning experience and outcomes for students.

By focusing on collaborative learning techniques, this initiative aims to achieveseveral key objectives:

Improve Language Skills: To provide students with ample opportunities topractice and refine their speaking, listening, reading, and writing skills in acollaborative setting

Increase Student Engagement: To foster a more engaging and interactiveclassroom environment where students are actively involved in their learningprocess

Develop Social Skills: To help students build essential social skills, such

as communication, teamwork, and conflict resolution, which are crucial for theiracademic and personal growth

Enhance Critical Thinking: To expose students to diverse perspectives andideas through group interactions, thereby promoting critical thinking andcreativity

Boost Confidence and Motivation: To increase students' confidence andmotivation by creating a supportive and encouraging learning environmentwhere they feel comfortable to express themselves

Prepare for Real-World Applications: To equip students with the skillsnecessary for effective teamwork and communication, preparing them for real-world academic and professional situations

Align with Educational Goals: To ensure that the teaching methods alignwith the communicative and interactive learning goals of the "Global Success"textbook, thereby maximizing its educational benefits

By implementing effective pair and group work methods, this theme seeks

to create a more dynamic and supportive learning environment that not onlyimproves students' English proficiency but also prepares them for futureacademic and professional challenges

1.3 The Scope of the research

1.3.1 The setting of the study

The study was conducted at Tinh Gia 1 high school, located in Nghi Son,Thanh Hóa, during the academic year 2024-2025 The participants in the studywere students enrolled in Grade 11, utilizing the "Global Success" Englishtextbook as part of their curriculum This particular textbook is designed toenhance students' language skills through a variety of interactive and engagingactivities, emphasizing both individual and collaborative learning

Semi-structured interviews were conducted with a select group of studentsfrom each class to gain deeper insights into their experiences and opinions aboutthe pair and group work methods.

Focus groups were also held to facilitate discussions among students,allowing them to share their thoughts and suggestions for improving thecollaborative activities

Group Discussions and Projects:

Activities that required students to work together to completeassignments, solve problems, and engage in discussions on various topics

Cooperative Learning Techniques:

Methods such as jigsaw activities, think-pair-share, and groupinvestigations to promote interdependence and individual accountability

By employing a comprehensive and mixed-methods approach, this studyaimed to provide a detailed evaluation of the strategies used to enhance pair andgroup work in the Grade 10 English classroom using the "Global Success"textbook

2 THE CONTENT

2.1 Theorical foundation of this theme

Collaborative learning, particularly through pair and group work, is acornerstone of modern educational practices In the context of teaching English

as a foreign language (EFL), these methods are particularly effective inenhancing students' communication skills, fostering critical thinking, andcreating a more engaging learning environment This theoretical foundationexplores the underpinnings of using pair and group work to help students workeffectively in learning English from the Grade 10 Global Success book.Vygotsky's Social Constructivism, especially his concepts of the Zone ofProximal Development (ZPD) and scaffolding, suggests that students canachieve higher levels of understanding and skill development when theycollaborate with peers In pair and group work, students can support each other,enabling each member to perform tasks they might not accomplishindependently Teachers can provide scaffolding by guiding pair and groupactivities, gradually transferring responsibility to the students This approachhelps students internalize language structures and functions more effectively.Communicative Language Teaching (CLT) theories, such as the InteractionHypothesis and Task-Based Language Teaching (TBLT), emphasize theimportance of interaction and completing tasks in pairs or groups These taskssimulate real-life situations, promoting practical language use and enhancingcommunicative competence Cooperative Learning Theory, as theorized byJohnson and Johnson, highlights positive interdependence and individualaccountability, encouraging accountability and collective responsibility amongstudents Pair and group work in EFL offers numerous benefits Increasedinteraction maximizes student talk time, providing ample practice opportunities,while real-time feedback allows students to correct errors and refine theirlanguage use Collaboration and teamwork foster essential social skills such ascooperation, negotiation, and conflict resolution, promoting cultural awarenessand sensitivity Collaborative activities are typically more engaging thantraditional lecture-based instruction, increasing student motivation and interest

in learning English The collaborative setting creates a supportive learningenvironment where students feel more comfortable taking risks andexperimenting with the language Effective implementation strategies includeproviding clear instructions and defining roles within groups, forming groupswith diverse skill levels and backgrounds, and incorporating regular reflectionsessions and feedback mechanisms These strategies help ensure that all studentsunderstand their responsibilities, learn from each other's strengths, andcontinuously improve their collaborative learning experiences The theoreticalfoundation of using pair and group work in teaching English is rooted in well-established educational theories and practices By leveraging these collaborativemethods, teachers can create a dynamic and effective learning environment thatnot only improves language acquisition but also fosters essential social andcognitive skills among students The Grade 11 Global Success book provides an

3 The solutions and the implementation

To address the challenges of helping students work effectively in pairsand groups while learning English from the Grade 11 Global Success book,several strategies can be employed These solutions focus on enhancing studentengagement, improving classroom management, providing adequate resources,offering professional development for teachers, and developing effectiveassessment methods I suggest some following solutions for this:

3.1 Using Pairing and Grouping Strategies

One of the primary issues observed is the varying levels of studentengagement and participation during pair and group activities.We should mixboth stronger and weaker students in a pair or a group Some students activelyparticipate and benefit from these interactions, while others remain passive,contributing minimally to the group's efforts This disparity often stems fromdifferences in language proficiency, confidence levels, and individual learningstyles Students with higher proficiency and confidence levels tend to dominatediscussions, leaving less confident students reluctant to participate fully

 Mix strong and weak students for better support.

 Rotate partners/groups regularly to avoid boredom.

 Try different pairing methods: A-B seating, number off, color cards, etc.When presenting their idea, Teacher has groups present results, write on the

board, or share with another pair We can use “Think – Pair – Share”

technique to ensure all participate and you can collect group worksheets or vote

on best answers to motivate effort

3.2 Monitoring and managing classroom techniques

Monitoring and managing a classroom where pair and group work are

frequently utilized can be challenging Teachers often face difficulties in

ensuring that all groups remain on task and productive Noise levels can

escalate, leading to a chaotic environment that is not conducive to effective learning Additionally, some students may use group activities as an

opportunity to socialize rather than focus on the assigned tasks, further

detracting from the educational objectives.Teacher’role is key factor for

organising pair work and group work:

First, sets clear instructions beforehand

 Use simple, clear language to explain the task

 Write key instructions and time limits on the board/slides

 Ask students to repeat instructions to check understanding.

Example: “Work in pairs Ask and answer the 5 questions in your book You

have 5 minutes.”

Second, assigns roles within groups by giving each student a role to keep them focused and involved:

 Leader – keeps the group on task

 Timekeeper – tracks the time

 Recorder – takes notes or completes a worksheet

excellent framework for implementing these methods, ensuring students achievetheir full potential in learning English.

2.2 Practical background

In recent years, the implementation of pair and group work in the Englishlanguage classroom has become increasingly prevalent, particularly in thecontext of teaching English to Grade 11 students using the Global Success book.Despite the recognized benefits of these collaborative learning methods, severalchallenges and issues persist that hinder their effective application

Group work and pair work are essential instructional strategies widely used in modern classrooms to foster active learning, enhance communication skills, and promote student-centered instruction These collaborative techniques are

grounded in constructivist and sociocultural learning theories, particularly those of Vygotsky, who emphasized the importance of social interaction in

cognitive development

In language classrooms, especially those following the Communicative

Language Teaching (CLT) approach, group and pair activities are

instrumental in providing students with opportunities to practice language in meaningful contexts These techniques shift the classroom focus from teacher-centered to learner-centered, allowing students to take greater responsibility fortheir own learning while developing skills such as cooperation, negotiation, and problem-solving

From a practical standpoint, pair and group work:

 Increases student talking time (STT), giving learners more chances to

speak than whole-class formats

 Encourages peer support and scaffolding, where stronger students can

assist weaker ones

 Helps build confidence and fluency in communication, as learners often

feel more comfortable speaking with peers than in front of the whole class

 Enhances engagement and motivation through interactive, often

game-like tasks or real-life scenarios

 Allows for differentiation, accommodating students’ varying levels and

learning styles

Successful implementation requires thoughtful planning: tasks should be clear,

achievable, and aligned with lesson objectives Teachers should also consider

group dynamics, provide clear instructions, monitor effectively, and

incorporate feedback and reflection after activities to consolidate learning.

Conclusion

Addressing these issues requires a multifaceted approach that includesenhancing student engagement, improving classroom management strategies,providing adequate resources, offering professional development for teachers,and developing effective assessment methods By tackling these challenges,educators can create a more conducive environment for pair and group work,ultimately helping students work more effectively and achieve better outcomes

in learning English from the Grade 10 Global Success book

 Unbalanced participation: In group settings, some students dominate while

others remain passive or silent

 Ineffective activity design: Some pair/group tasks are not clearly

structured or lack meaningful purpose, leading to off-task behavior

 Limited teacher strategies: Some teachers are not fully equipped with

classroom management techniques for collaborative activities

1.2 The purpose of this theme

The purpose of the theme " Some solutions to motivate pair work and

group work effectively in teaching and learning English at Tinh Gia 1 high school " is to enhance the overall learning experience and outcomes for students.

By focusing on collaborative learning techniques, this initiative aims to achieveseveral key objectives:

Improve Language Skills: To provide students with ample opportunities topractice and refine their speaking, listening, reading, and writing skills in acollaborative setting

Increase Student Engagement: To foster a more engaging and interactiveclassroom environment where students are actively involved in their learningprocess

Develop Social Skills: To help students build essential social skills, such

as communication, teamwork, and conflict resolution, which are crucial for theiracademic and personal growth

Enhance Critical Thinking: To expose students to diverse perspectives andideas through group interactions, thereby promoting critical thinking andcreativity

Boost Confidence and Motivation: To increase students' confidence andmotivation by creating a supportive and encouraging learning environmentwhere they feel comfortable to express themselves

Prepare for Real-World Applications: To equip students with the skillsnecessary for effective teamwork and communication, preparing them for real-world academic and professional situations

Align with Educational Goals: To ensure that the teaching methods alignwith the communicative and interactive learning goals of the "Global Success"textbook, thereby maximizing its educational benefits

By implementing effective pair and group work methods, this theme seeks

to create a more dynamic and supportive learning environment that not onlyimproves students' English proficiency but also prepares them for futureacademic and professional challenges

1.3 The Scope of the research

1.3.1 The setting of the study

The study was conducted at Tinh Gia 1 high school, located in Nghi Son,Thanh Hóa, during the academic year 2024-2025 The participants in the studywere students enrolled in Grade 11, utilizing the "Global Success" Englishtextbook as part of their curriculum This particular textbook is designed to

excellent framework for implementing these methods, ensuring students achievetheir full potential in learning English.

2.2 Practical background

In recent years, the implementation of pair and group work in the Englishlanguage classroom has become increasingly prevalent, particularly in thecontext of teaching English to Grade 11 students using the Global Success book.Despite the recognized benefits of these collaborative learning methods, severalchallenges and issues persist that hinder their effective application

Group work and pair work are essential instructional strategies widely used in modern classrooms to foster active learning, enhance communication skills, and promote student-centered instruction These collaborative techniques are

grounded in constructivist and sociocultural learning theories, particularly those of Vygotsky, who emphasized the importance of social interaction in

cognitive development

In language classrooms, especially those following the Communicative

Language Teaching (CLT) approach, group and pair activities are

instrumental in providing students with opportunities to practice language in meaningful contexts These techniques shift the classroom focus from teacher-centered to learner-centered, allowing students to take greater responsibility fortheir own learning while developing skills such as cooperation, negotiation, and problem-solving

From a practical standpoint, pair and group work:

 Increases student talking time (STT), giving learners more chances to

speak than whole-class formats

 Encourages peer support and scaffolding, where stronger students can

assist weaker ones

 Helps build confidence and fluency in communication, as learners often

feel more comfortable speaking with peers than in front of the whole class

 Enhances engagement and motivation through interactive, often

game-like tasks or real-life scenarios

 Allows for differentiation, accommodating students’ varying levels and

learning styles

Successful implementation requires thoughtful planning: tasks should be clear,

achievable, and aligned with lesson objectives Teachers should also consider

group dynamics, provide clear instructions, monitor effectively, and

incorporate feedback and reflection after activities to consolidate learning.

Conclusion

Addressing these issues requires a multifaceted approach that includesenhancing student engagement, improving classroom management strategies,providing adequate resources, offering professional development for teachers,and developing effective assessment methods By tackling these challenges,educators can create a more conducive environment for pair and group work,ultimately helping students work more effectively and achieve better outcomes

in learning English from the Grade 10 Global Success book

excellent framework for implementing these methods, ensuring students achievetheir full potential in learning English.

2.2 Practical background

In recent years, the implementation of pair and group work in the Englishlanguage classroom has become increasingly prevalent, particularly in thecontext of teaching English to Grade 11 students using the Global Success book.Despite the recognized benefits of these collaborative learning methods, severalchallenges and issues persist that hinder their effective application

Group work and pair work are essential instructional strategies widely used in modern classrooms to foster active learning, enhance communication skills, and promote student-centered instruction These collaborative techniques are

grounded in constructivist and sociocultural learning theories, particularly those of Vygotsky, who emphasized the importance of social interaction in

cognitive development

In language classrooms, especially those following the Communicative

Language Teaching (CLT) approach, group and pair activities are

instrumental in providing students with opportunities to practice language in meaningful contexts These techniques shift the classroom focus from teacher-centered to learner-centered, allowing students to take greater responsibility fortheir own learning while developing skills such as cooperation, negotiation, and problem-solving

From a practical standpoint, pair and group work:

 Increases student talking time (STT), giving learners more chances to

speak than whole-class formats

 Encourages peer support and scaffolding, where stronger students can

assist weaker ones

 Helps build confidence and fluency in communication, as learners often

feel more comfortable speaking with peers than in front of the whole class

 Enhances engagement and motivation through interactive, often

game-like tasks or real-life scenarios

 Allows for differentiation, accommodating students’ varying levels and

learning styles

Successful implementation requires thoughtful planning: tasks should be clear,

achievable, and aligned with lesson objectives Teachers should also consider

group dynamics, provide clear instructions, monitor effectively, and

incorporate feedback and reflection after activities to consolidate learning.

Conclusion

Addressing these issues requires a multifaceted approach that includesenhancing student engagement, improving classroom management strategies,providing adequate resources, offering professional development for teachers,and developing effective assessment methods By tackling these challenges,educators can create a more conducive environment for pair and group work,

 Unbalanced participation: In group settings, some students dominate while

others remain passive or silent

 Ineffective activity design: Some pair/group tasks are not clearly

structured or lack meaningful purpose, leading to off-task behavior

 Limited teacher strategies: Some teachers are not fully equipped with

classroom management techniques for collaborative activities

1.2 The purpose of this theme

The purpose of the theme " Some solutions to motivate pair work and

group work effectively in teaching and learning English at Tinh Gia 1 high school " is to enhance the overall learning experience and outcomes for students.

By focusing on collaborative learning techniques, this initiative aims to achieveseveral key objectives:

Improve Language Skills: To provide students with ample opportunities topractice and refine their speaking, listening, reading, and writing skills in acollaborative setting

Increase Student Engagement: To foster a more engaging and interactiveclassroom environment where students are actively involved in their learningprocess

Develop Social Skills: To help students build essential social skills, such

as communication, teamwork, and conflict resolution, which are crucial for theiracademic and personal growth

Enhance Critical Thinking: To expose students to diverse perspectives andideas through group interactions, thereby promoting critical thinking andcreativity

Boost Confidence and Motivation: To increase students' confidence andmotivation by creating a supportive and encouraging learning environmentwhere they feel comfortable to express themselves

Prepare for Real-World Applications: To equip students with the skillsnecessary for effective teamwork and communication, preparing them for real-world academic and professional situations

Align with Educational Goals: To ensure that the teaching methods alignwith the communicative and interactive learning goals of the "Global Success"textbook, thereby maximizing its educational benefits

By implementing effective pair and group work methods, this theme seeks

to create a more dynamic and supportive learning environment that not onlyimproves students' English proficiency but also prepares them for futureacademic and professional challenges

1.3 The Scope of the research

1.3.1 The setting of the study

The study was conducted at Tinh Gia 1 high school, located in Nghi Son,Thanh Hóa, during the academic year 2024-2025 The participants in the studywere students enrolled in Grade 11, utilizing the "Global Success" Englishtextbook as part of their curriculum This particular textbook is designed toenhance students' language skills through a variety of interactive and engagingactivities, emphasizing both individual and collaborative learning

excellent framework for implementing these methods, ensuring students achievetheir full potential in learning English.

2.2 Practical background

In recent years, the implementation of pair and group work in the Englishlanguage classroom has become increasingly prevalent, particularly in thecontext of teaching English to Grade 11 students using the Global Success book.Despite the recognized benefits of these collaborative learning methods, severalchallenges and issues persist that hinder their effective application

Group work and pair work are essential instructional strategies widely used in modern classrooms to foster active learning, enhance communication skills, and promote student-centered instruction These collaborative techniques are

grounded in constructivist and sociocultural learning theories, particularly those of Vygotsky, who emphasized the importance of social interaction in

cognitive development

In language classrooms, especially those following the Communicative

Language Teaching (CLT) approach, group and pair activities are

instrumental in providing students with opportunities to practice language in meaningful contexts These techniques shift the classroom focus from teacher-centered to learner-centered, allowing students to take greater responsibility fortheir own learning while developing skills such as cooperation, negotiation, and problem-solving

From a practical standpoint, pair and group work:

 Increases student talking time (STT), giving learners more chances to

speak than whole-class formats

 Encourages peer support and scaffolding, where stronger students can

assist weaker ones

 Helps build confidence and fluency in communication, as learners often

feel more comfortable speaking with peers than in front of the whole class

 Enhances engagement and motivation through interactive, often

game-like tasks or real-life scenarios

 Allows for differentiation, accommodating students’ varying levels and

learning styles

Successful implementation requires thoughtful planning: tasks should be clear,

achievable, and aligned with lesson objectives Teachers should also consider

group dynamics, provide clear instructions, monitor effectively, and

incorporate feedback and reflection after activities to consolidate learning.

Conclusion

Addressing these issues requires a multifaceted approach that includesenhancing student engagement, improving classroom management strategies,providing adequate resources, offering professional development for teachers,and developing effective assessment methods By tackling these challenges,educators can create a more conducive environment for pair and group work,

3 The solutions and the implementation

To address the challenges of helping students work effectively in pairsand groups while learning English from the Grade 11 Global Success book,several strategies can be employed These solutions focus on enhancing studentengagement, improving classroom management, providing adequate resources,offering professional development for teachers, and developing effectiveassessment methods I suggest some following solutions for this:

3.1 Using Pairing and Grouping Strategies

One of the primary issues observed is the varying levels of studentengagement and participation during pair and group activities.We should mixboth stronger and weaker students in a pair or a group Some students activelyparticipate and benefit from these interactions, while others remain passive,contributing minimally to the group's efforts This disparity often stems fromdifferences in language proficiency, confidence levels, and individual learningstyles Students with higher proficiency and confidence levels tend to dominatediscussions, leaving less confident students reluctant to participate fully

 Mix strong and weak students for better support.

 Rotate partners/groups regularly to avoid boredom.

 Try different pairing methods: A-B seating, number off, color cards, etc.When presenting their idea, Teacher has groups present results, write on the

board, or share with another pair We can use “Think – Pair – Share”

technique to ensure all participate and you can collect group worksheets or vote

on best answers to motivate effort

3.2 Monitoring and managing classroom techniques

Monitoring and managing a classroom where pair and group work are

frequently utilized can be challenging Teachers often face difficulties in

ensuring that all groups remain on task and productive Noise levels can

escalate, leading to a chaotic environment that is not conducive to effective learning Additionally, some students may use group activities as an

opportunity to socialize rather than focus on the assigned tasks, further

detracting from the educational objectives.Teacher’role is key factor for

organising pair work and group work:

First, sets clear instructions beforehand

 Use simple, clear language to explain the task

 Write key instructions and time limits on the board/slides

 Ask students to repeat instructions to check understanding.

Example: “Work in pairs Ask and answer the 5 questions in your book You

have 5 minutes.”

Second, assigns roles within groups by giving each student a role to keep them focused and involved:

 Leader – keeps the group on task

 Timekeeper – tracks the time

 Recorder – takes notes or completes a worksheet

 Spokesperson – presents the group’s work

This reduces dominance by one student and ensures participation

3 The solutions and the implementation

To address the challenges of helping students work effectively in pairsand groups while learning English from the Grade 11 Global Success book,several strategies can be employed These solutions focus on enhancing studentengagement, improving classroom management, providing adequate resources,offering professional development for teachers, and developing effectiveassessment methods I suggest some following solutions for this:

3.1 Using Pairing and Grouping Strategies

One of the primary issues observed is the varying levels of studentengagement and participation during pair and group activities.We should mixboth stronger and weaker students in a pair or a group Some students activelyparticipate and benefit from these interactions, while others remain passive,contributing minimally to the group's efforts This disparity often stems fromdifferences in language proficiency, confidence levels, and individual learningstyles Students with higher proficiency and confidence levels tend to dominatediscussions, leaving less confident students reluctant to participate fully

 Mix strong and weak students for better support.

 Rotate partners/groups regularly to avoid boredom.

 Try different pairing methods: A-B seating, number off, color cards, etc.When presenting their idea, Teacher has groups present results, write on the

board, or share with another pair We can use “Think – Pair – Share”

technique to ensure all participate and you can collect group worksheets or vote

on best answers to motivate effort

3.2 Monitoring and managing classroom techniques

Monitoring and managing a classroom where pair and group work are

frequently utilized can be challenging Teachers often face difficulties in

ensuring that all groups remain on task and productive Noise levels can

escalate, leading to a chaotic environment that is not conducive to effective learning Additionally, some students may use group activities as an

opportunity to socialize rather than focus on the assigned tasks, further

detracting from the educational objectives.Teacher’role is key factor for

organising pair work and group work:

First, sets clear instructions beforehand

 Use simple, clear language to explain the task

 Write key instructions and time limits on the board/slides

 Ask students to repeat instructions to check understanding.

Example: “Work in pairs Ask and answer the 5 questions in your book You

have 5 minutes.”

Second, assigns roles within groups by giving each student a role to keep them focused and involved:

 Leader – keeps the group on task

 Timekeeper – tracks the time

 Recorder – takes notes or completes a worksheet

The class size varied between 37 to 44 students, reflecting a typicalclassroom setting in Vietnam The students came from diverse backgrounds withvarying levels of English proficiency This provided a rich environment forimplementing and evaluating different pair and group work strategies Theclassroom was equipped with basic teaching aids, including a board, television,which supported the interactive nature of the lessons.

Throughout the study, different methods to facilitate effective pair andgroup work were introduced, such as structured pair activities, role-plays, groupdiscussions, and cooperative learning tasks The aim was to create an engaginglearning environment that not only improved students' English language skillsbut also their ability to work collaboratively

Data collection involved a combination of qualitative and quantitativemethods, including classroom observations, student surveys, and assessments ofboth individual and group performances The observations focused on studentinteractions, participation levels, and the overall effectiveness of the activities inenhancing language acquisition Surveys were used to gather students' feedback

on their experiences and preferences regarding pair and group work

By examining the implementation of these methods in a real classroomsetting, this study aimed to identify best practices and provide practicalrecommendations for other educators looking to enhance collaborative learning

in their own classrooms using the "Global Success" English textbook

1.3.2 The respondents of the study

The respondents of this study were students from 11D3 and 11D5 in TinhGia 1 high school, Nghi Son, Thanh Hóa The total number of participants was

90, with 49 students in Class 11D5 and 41 students in Class 11D5 Thesestudents were selected based on their enrollment in the English course thatutilizes the "Global Success" textbook

The demographic profile of the respondents included a mix of male andfemale students aged 15-16 years The students came from diversesocioeconomic backgrounds, reflecting the general student population of theschool Their proficiency in English varied, with some students demonstratingadvanced skills while others were at a more basic level This diversity inlanguage ability provided a comprehensive overview of the effectiveness of themethods being studied

Class 11D3 and Class 11D5 were chosen for their representative nature ofthe overall Grade 11 population at the school The selection ensured a balancedrepresentation of students with different learning styles and academic abilities.Additionally, the students had prior experience with pair and group activities intheir English classes, making them suitable respondents for evaluating theproposed methods

The teacher, who also served as the researcher, had been instructing thesestudents since the beginning of the academic year This familiarity allowed for amore nuanced understanding of each student's learning needs and behaviorduring collaborative activities The teacher's insights into the students' dynamics

3 The solutions and the implementation

To address the challenges of helping students work effectively in pairsand groups while learning English from the Grade 11 Global Success book,several strategies can be employed These solutions focus on enhancing studentengagement, improving classroom management, providing adequate resources,offering professional development for teachers, and developing effectiveassessment methods I suggest some following solutions for this:

3.1 Using Pairing and Grouping Strategies

One of the primary issues observed is the varying levels of studentengagement and participation during pair and group activities.We should mixboth stronger and weaker students in a pair or a group Some students activelyparticipate and benefit from these interactions, while others remain passive,contributing minimally to the group's efforts This disparity often stems fromdifferences in language proficiency, confidence levels, and individual learningstyles Students with higher proficiency and confidence levels tend to dominatediscussions, leaving less confident students reluctant to participate fully

 Mix strong and weak students for better support.

 Rotate partners/groups regularly to avoid boredom.

 Try different pairing methods: A-B seating, number off, color cards, etc.When presenting their idea, Teacher has groups present results, write on the

board, or share with another pair We can use “Think – Pair – Share”

technique to ensure all participate and you can collect group worksheets or vote

on best answers to motivate effort

3.2 Monitoring and managing classroom techniques

Monitoring and managing a classroom where pair and group work are

frequently utilized can be challenging Teachers often face difficulties in

ensuring that all groups remain on task and productive Noise levels can

escalate, leading to a chaotic environment that is not conducive to effective learning Additionally, some students may use group activities as an

opportunity to socialize rather than focus on the assigned tasks, further

detracting from the educational objectives.Teacher’role is key factor for

organising pair work and group work:

First, sets clear instructions beforehand

 Use simple, clear language to explain the task

 Write key instructions and time limits on the board/slides

 Ask students to repeat instructions to check understanding.

Example: “Work in pairs Ask and answer the 5 questions in your book You

have 5 minutes.”

Second, assigns roles within groups by giving each student a role to keep them focused and involved:

 Leader – keeps the group on task

 Timekeeper – tracks the time

 Recorder – takes notes or completes a worksheet

excellent framework for implementing these methods, ensuring students achievetheir full potential in learning English.

2.2 Practical background

In recent years, the implementation of pair and group work in the Englishlanguage classroom has become increasingly prevalent, particularly in thecontext of teaching English to Grade 11 students using the Global Success book.Despite the recognized benefits of these collaborative learning methods, severalchallenges and issues persist that hinder their effective application

Group work and pair work are essential instructional strategies widely used in modern classrooms to foster active learning, enhance communication skills, and promote student-centered instruction These collaborative techniques are

grounded in constructivist and sociocultural learning theories, particularly those of Vygotsky, who emphasized the importance of social interaction in

cognitive development

In language classrooms, especially those following the Communicative

Language Teaching (CLT) approach, group and pair activities are

instrumental in providing students with opportunities to practice language in meaningful contexts These techniques shift the classroom focus from teacher-centered to learner-centered, allowing students to take greater responsibility fortheir own learning while developing skills such as cooperation, negotiation, and problem-solving

From a practical standpoint, pair and group work:

 Increases student talking time (STT), giving learners more chances to

speak than whole-class formats

 Encourages peer support and scaffolding, where stronger students can

assist weaker ones

 Helps build confidence and fluency in communication, as learners often

feel more comfortable speaking with peers than in front of the whole class

 Enhances engagement and motivation through interactive, often

game-like tasks or real-life scenarios

 Allows for differentiation, accommodating students’ varying levels and

learning styles

Successful implementation requires thoughtful planning: tasks should be clear,

achievable, and aligned with lesson objectives Teachers should also consider

group dynamics, provide clear instructions, monitor effectively, and

incorporate feedback and reflection after activities to consolidate learning.

Conclusion

Addressing these issues requires a multifaceted approach that includesenhancing student engagement, improving classroom management strategies,providing adequate resources, offering professional development for teachers,and developing effective assessment methods By tackling these challenges,educators can create a more conducive environment for pair and group work,ultimately helping students work more effectively and achieve better outcomes

in learning English from the Grade 10 Global Success book

Semi-structured interviews were conducted with a select group of studentsfrom each class to gain deeper insights into their experiences and opinions aboutthe pair and group work methods.

Focus groups were also held to facilitate discussions among students,allowing them to share their thoughts and suggestions for improving thecollaborative activities

Group Discussions and Projects:

Activities that required students to work together to completeassignments, solve problems, and engage in discussions on various topics

Cooperative Learning Techniques:

Methods such as jigsaw activities, think-pair-share, and groupinvestigations to promote interdependence and individual accountability

By employing a comprehensive and mixed-methods approach, this studyaimed to provide a detailed evaluation of the strategies used to enhance pair andgroup work in the Grade 10 English classroom using the "Global Success"textbook

and previous performance in pair and group work were instrumental in tailoringthe methods to enhance effectiveness.

Overall, the respondents' varied backgrounds and English proficiencylevels provided a rich context for examining the effectiveness of differentmethods to facilitate pair and group work in the Grade 10 English classroomusing the "Global Success" textbook

1.4 Methods of the research

This research aimed to identify and evaluate effective methods to enhancestudents' ability to work in pairs and groups while learning English from theGrade 10 "Global Success" textbook To achieve this objective, a combination ofqualitative and quantitative research methods was employed

1.4.1 Research Design

The study utilized a quasi-experimental design with both pre-test and test measures to assess the effectiveness of various collaborative learningstrategies The research was conducted over a 12-week period, divided into threephases: initial assessment, intervention, and final assessment

post-1.4.2 Participants

The participants were 90 Grade 11 students from Tinh Gia 1 high school,divided into two classes: Class 11D3 (49 students) and Class 11D8 (41 students).These students were selected based on their enrollment in the English courseusing the "Global Success" textbook

1.4.3 Data Collection Methods

Pre-test and Post-test Assessments:

Pre-test: At the beginning of the study, a pre-test was administered toassess the students' initial proficiency in English and their baseline ability towork in pairs and groups

Post-test: At the end of the study, a post-test was conducted to measureany improvements in the students' language skills and collaborative abilities

Classroom Observations:

Systematic observations were carried out throughout the interventionphase The focus was on student interactions, participation levels, and theeffectiveness of the pair and group activities

A structured observation checklist was used to ensure consistency and torecord specific behaviors related to collaboration and communication

Student Surveys and Questionnaires:

Surveys were administered to gather students' feedback on theirexperiences with the pair and group activities The questionnaires included bothclosed and open-ended questions to capture quantitative data and qualitativeinsights

Topics covered in the surveys included students' perceptions of theactivities, their comfort levels with collaborative work, and their self-assessedimprovements in English proficiency

Interviews and Focus Groups:

Semi-structured interviews were conducted with a select group of studentsfrom each class to gain deeper insights into their experiences and opinions aboutthe pair and group work methods.

Focus groups were also held to facilitate discussions among students,allowing them to share their thoughts and suggestions for improving thecollaborative activities

Group Discussions and Projects:

Activities that required students to work together to completeassignments, solve problems, and engage in discussions on various topics

Cooperative Learning Techniques:

Methods such as jigsaw activities, think-pair-share, and groupinvestigations to promote interdependence and individual accountability

By employing a comprehensive and mixed-methods approach, this studyaimed to provide a detailed evaluation of the strategies used to enhance pair andgroup work in the Grade 10 English classroom using the "Global Success"textbook

2 THE CONTENT

2.1 Theorical foundation of this theme

Collaborative learning, particularly through pair and group work, is acornerstone of modern educational practices In the context of teaching English

as a foreign language (EFL), these methods are particularly effective inenhancing students' communication skills, fostering critical thinking, andcreating a more engaging learning environment This theoretical foundationexplores the underpinnings of using pair and group work to help students workeffectively in learning English from the Grade 10 Global Success book.Vygotsky's Social Constructivism, especially his concepts of the Zone ofProximal Development (ZPD) and scaffolding, suggests that students canachieve higher levels of understanding and skill development when theycollaborate with peers In pair and group work, students can support each other,enabling each member to perform tasks they might not accomplishindependently Teachers can provide scaffolding by guiding pair and groupactivities, gradually transferring responsibility to the students This approachhelps students internalize language structures and functions more effectively.Communicative Language Teaching (CLT) theories, such as the InteractionHypothesis and Task-Based Language Teaching (TBLT), emphasize theimportance of interaction and completing tasks in pairs or groups These taskssimulate real-life situations, promoting practical language use and enhancingcommunicative competence Cooperative Learning Theory, as theorized byJohnson and Johnson, highlights positive interdependence and individualaccountability, encouraging accountability and collective responsibility amongstudents Pair and group work in EFL offers numerous benefits Increasedinteraction maximizes student talk time, providing ample practice opportunities,while real-time feedback allows students to correct errors and refine theirlanguage use Collaboration and teamwork foster essential social skills such ascooperation, negotiation, and conflict resolution, promoting cultural awarenessand sensitivity Collaborative activities are typically more engaging thantraditional lecture-based instruction, increasing student motivation and interest

in learning English The collaborative setting creates a supportive learningenvironment where students feel more comfortable taking risks andexperimenting with the language Effective implementation strategies includeproviding clear instructions and defining roles within groups, forming groupswith diverse skill levels and backgrounds, and incorporating regular reflectionsessions and feedback mechanisms These strategies help ensure that all studentsunderstand their responsibilities, learn from each other's strengths, andcontinuously improve their collaborative learning experiences The theoreticalfoundation of using pair and group work in teaching English is rooted in well-established educational theories and practices By leveraging these collaborativemethods, teachers can create a dynamic and effective learning environment thatnot only improves language acquisition but also fosters essential social andcognitive skills among students The Grade 11 Global Success book provides an

and previous performance in pair and group work were instrumental in tailoringthe methods to enhance effectiveness.

Overall, the respondents' varied backgrounds and English proficiencylevels provided a rich context for examining the effectiveness of differentmethods to facilitate pair and group work in the Grade 10 English classroomusing the "Global Success" textbook

1.4 Methods of the research

This research aimed to identify and evaluate effective methods to enhancestudents' ability to work in pairs and groups while learning English from theGrade 10 "Global Success" textbook To achieve this objective, a combination ofqualitative and quantitative research methods was employed

1.4.1 Research Design

The study utilized a quasi-experimental design with both pre-test and test measures to assess the effectiveness of various collaborative learningstrategies The research was conducted over a 12-week period, divided into threephases: initial assessment, intervention, and final assessment

post-1.4.2 Participants

The participants were 90 Grade 11 students from Tinh Gia 1 high school,divided into two classes: Class 11D3 (49 students) and Class 11D8 (41 students).These students were selected based on their enrollment in the English courseusing the "Global Success" textbook

1.4.3 Data Collection Methods

Pre-test and Post-test Assessments:

Pre-test: At the beginning of the study, a pre-test was administered toassess the students' initial proficiency in English and their baseline ability towork in pairs and groups

Post-test: At the end of the study, a post-test was conducted to measureany improvements in the students' language skills and collaborative abilities

Classroom Observations:

Systematic observations were carried out throughout the interventionphase The focus was on student interactions, participation levels, and theeffectiveness of the pair and group activities

A structured observation checklist was used to ensure consistency and torecord specific behaviors related to collaboration and communication

Student Surveys and Questionnaires:

Surveys were administered to gather students' feedback on theirexperiences with the pair and group activities The questionnaires included bothclosed and open-ended questions to capture quantitative data and qualitativeinsights

Topics covered in the surveys included students' perceptions of theactivities, their comfort levels with collaborative work, and their self-assessedimprovements in English proficiency

Interviews and Focus Groups:

and previous performance in pair and group work were instrumental in tailoringthe methods to enhance effectiveness.

Overall, the respondents' varied backgrounds and English proficiencylevels provided a rich context for examining the effectiveness of differentmethods to facilitate pair and group work in the Grade 10 English classroomusing the "Global Success" textbook

1.4 Methods of the research

This research aimed to identify and evaluate effective methods to enhancestudents' ability to work in pairs and groups while learning English from theGrade 10 "Global Success" textbook To achieve this objective, a combination ofqualitative and quantitative research methods was employed

1.4.1 Research Design

The study utilized a quasi-experimental design with both pre-test and test measures to assess the effectiveness of various collaborative learningstrategies The research was conducted over a 12-week period, divided into threephases: initial assessment, intervention, and final assessment

post-1.4.2 Participants

The participants were 90 Grade 11 students from Tinh Gia 1 high school,divided into two classes: Class 11D3 (49 students) and Class 11D8 (41 students).These students were selected based on their enrollment in the English courseusing the "Global Success" textbook

1.4.3 Data Collection Methods

Pre-test and Post-test Assessments:

Pre-test: At the beginning of the study, a pre-test was administered toassess the students' initial proficiency in English and their baseline ability towork in pairs and groups

Post-test: At the end of the study, a post-test was conducted to measureany improvements in the students' language skills and collaborative abilities

Classroom Observations:

Systematic observations were carried out throughout the interventionphase The focus was on student interactions, participation levels, and theeffectiveness of the pair and group activities

A structured observation checklist was used to ensure consistency and torecord specific behaviors related to collaboration and communication

Student Surveys and Questionnaires:

Surveys were administered to gather students' feedback on theirexperiences with the pair and group activities The questionnaires included bothclosed and open-ended questions to capture quantitative data and qualitativeinsights

Topics covered in the surveys included students' perceptions of theactivities, their comfort levels with collaborative work, and their self-assessedimprovements in English proficiency

Interviews and Focus Groups:

Semi-structured interviews were conducted with a select group of studentsfrom each class to gain deeper insights into their experiences and opinions aboutthe pair and group work methods.

Focus groups were also held to facilitate discussions among students,allowing them to share their thoughts and suggestions for improving thecollaborative activities

Group Discussions and Projects:

Activities that required students to work together to completeassignments, solve problems, and engage in discussions on various topics

Cooperative Learning Techniques:

Methods such as jigsaw activities, think-pair-share, and groupinvestigations to promote interdependence and individual accountability

By employing a comprehensive and mixed-methods approach, this studyaimed to provide a detailed evaluation of the strategies used to enhance pair andgroup work in the Grade 10 English classroom using the "Global Success"textbook

and previous performance in pair and group work were instrumental in tailoringthe methods to enhance effectiveness.

Overall, the respondents' varied backgrounds and English proficiencylevels provided a rich context for examining the effectiveness of differentmethods to facilitate pair and group work in the Grade 10 English classroomusing the "Global Success" textbook

1.4 Methods of the research

This research aimed to identify and evaluate effective methods to enhancestudents' ability to work in pairs and groups while learning English from theGrade 10 "Global Success" textbook To achieve this objective, a combination ofqualitative and quantitative research methods was employed

1.4.1 Research Design

The study utilized a quasi-experimental design with both pre-test and test measures to assess the effectiveness of various collaborative learningstrategies The research was conducted over a 12-week period, divided into threephases: initial assessment, intervention, and final assessment

post-1.4.2 Participants

The participants were 90 Grade 11 students from Tinh Gia 1 high school,divided into two classes: Class 11D3 (49 students) and Class 11D8 (41 students).These students were selected based on their enrollment in the English courseusing the "Global Success" textbook

1.4.3 Data Collection Methods

Pre-test and Post-test Assessments:

Pre-test: At the beginning of the study, a pre-test was administered toassess the students' initial proficiency in English and their baseline ability towork in pairs and groups

Post-test: At the end of the study, a post-test was conducted to measureany improvements in the students' language skills and collaborative abilities

Classroom Observations:

Systematic observations were carried out throughout the interventionphase The focus was on student interactions, participation levels, and theeffectiveness of the pair and group activities

A structured observation checklist was used to ensure consistency and torecord specific behaviors related to collaboration and communication

Student Surveys and Questionnaires:

Surveys were administered to gather students' feedback on theirexperiences with the pair and group activities The questionnaires included bothclosed and open-ended questions to capture quantitative data and qualitativeinsights

Topics covered in the surveys included students' perceptions of theactivities, their comfort levels with collaborative work, and their self-assessedimprovements in English proficiency

Interviews and Focus Groups:

The class size varied between 37 to 44 students, reflecting a typicalclassroom setting in Vietnam The students came from diverse backgrounds withvarying levels of English proficiency This provided a rich environment forimplementing and evaluating different pair and group work strategies Theclassroom was equipped with basic teaching aids, including a board, television,which supported the interactive nature of the lessons.

Throughout the study, different methods to facilitate effective pair andgroup work were introduced, such as structured pair activities, role-plays, groupdiscussions, and cooperative learning tasks The aim was to create an engaginglearning environment that not only improved students' English language skillsbut also their ability to work collaboratively

Data collection involved a combination of qualitative and quantitativemethods, including classroom observations, student surveys, and assessments ofboth individual and group performances The observations focused on studentinteractions, participation levels, and the overall effectiveness of the activities inenhancing language acquisition Surveys were used to gather students' feedback

on their experiences and preferences regarding pair and group work

By examining the implementation of these methods in a real classroomsetting, this study aimed to identify best practices and provide practicalrecommendations for other educators looking to enhance collaborative learning

in their own classrooms using the "Global Success" English textbook

1.3.2 The respondents of the study

The respondents of this study were students from 11D3 and 11D5 in TinhGia 1 high school, Nghi Son, Thanh Hóa The total number of participants was

90, with 49 students in Class 11D5 and 41 students in Class 11D5 Thesestudents were selected based on their enrollment in the English course thatutilizes the "Global Success" textbook

The demographic profile of the respondents included a mix of male andfemale students aged 15-16 years The students came from diversesocioeconomic backgrounds, reflecting the general student population of theschool Their proficiency in English varied, with some students demonstratingadvanced skills while others were at a more basic level This diversity inlanguage ability provided a comprehensive overview of the effectiveness of themethods being studied

Class 11D3 and Class 11D5 were chosen for their representative nature ofthe overall Grade 11 population at the school The selection ensured a balancedrepresentation of students with different learning styles and academic abilities.Additionally, the students had prior experience with pair and group activities intheir English classes, making them suitable respondents for evaluating theproposed methods

The teacher, who also served as the researcher, had been instructing thesestudents since the beginning of the academic year This familiarity allowed for amore nuanced understanding of each student's learning needs and behavior

3 The solutions and the implementation

To address the challenges of helping students work effectively in pairsand groups while learning English from the Grade 11 Global Success book,several strategies can be employed These solutions focus on enhancing studentengagement, improving classroom management, providing adequate resources,offering professional development for teachers, and developing effectiveassessment methods I suggest some following solutions for this:

3.1 Using Pairing and Grouping Strategies

One of the primary issues observed is the varying levels of studentengagement and participation during pair and group activities.We should mixboth stronger and weaker students in a pair or a group Some students activelyparticipate and benefit from these interactions, while others remain passive,contributing minimally to the group's efforts This disparity often stems fromdifferences in language proficiency, confidence levels, and individual learningstyles Students with higher proficiency and confidence levels tend to dominatediscussions, leaving less confident students reluctant to participate fully

 Mix strong and weak students for better support.

 Rotate partners/groups regularly to avoid boredom.

 Try different pairing methods: A-B seating, number off, color cards, etc.When presenting their idea, Teacher has groups present results, write on the

board, or share with another pair We can use “Think – Pair – Share”

technique to ensure all participate and you can collect group worksheets or vote

on best answers to motivate effort

3.2 Monitoring and managing classroom techniques

Monitoring and managing a classroom where pair and group work are

frequently utilized can be challenging Teachers often face difficulties in

ensuring that all groups remain on task and productive Noise levels can

escalate, leading to a chaotic environment that is not conducive to effective learning Additionally, some students may use group activities as an

opportunity to socialize rather than focus on the assigned tasks, further

detracting from the educational objectives.Teacher’role is key factor for

organising pair work and group work:

First, sets clear instructions beforehand

 Use simple, clear language to explain the task

 Write key instructions and time limits on the board/slides

 Ask students to repeat instructions to check understanding.

Example: “Work in pairs Ask and answer the 5 questions in your book You

have 5 minutes.”

Second, assigns roles within groups by giving each student a role to keep them focused and involved:

 Leader – keeps the group on task

 Timekeeper – tracks the time

 Recorder – takes notes or completes a worksheet

 Spokesperson – presents the group’s work

This reduces dominance by one student and ensures participation

2 THE CONTENT

2.1 Theorical foundation of this theme

Collaborative learning, particularly through pair and group work, is acornerstone of modern educational practices In the context of teaching English

as a foreign language (EFL), these methods are particularly effective inenhancing students' communication skills, fostering critical thinking, andcreating a more engaging learning environment This theoretical foundationexplores the underpinnings of using pair and group work to help students workeffectively in learning English from the Grade 10 Global Success book.Vygotsky's Social Constructivism, especially his concepts of the Zone ofProximal Development (ZPD) and scaffolding, suggests that students canachieve higher levels of understanding and skill development when theycollaborate with peers In pair and group work, students can support each other,enabling each member to perform tasks they might not accomplishindependently Teachers can provide scaffolding by guiding pair and groupactivities, gradually transferring responsibility to the students This approachhelps students internalize language structures and functions more effectively.Communicative Language Teaching (CLT) theories, such as the InteractionHypothesis and Task-Based Language Teaching (TBLT), emphasize theimportance of interaction and completing tasks in pairs or groups These taskssimulate real-life situations, promoting practical language use and enhancingcommunicative competence Cooperative Learning Theory, as theorized byJohnson and Johnson, highlights positive interdependence and individualaccountability, encouraging accountability and collective responsibility amongstudents Pair and group work in EFL offers numerous benefits Increasedinteraction maximizes student talk time, providing ample practice opportunities,while real-time feedback allows students to correct errors and refine theirlanguage use Collaboration and teamwork foster essential social skills such ascooperation, negotiation, and conflict resolution, promoting cultural awarenessand sensitivity Collaborative activities are typically more engaging thantraditional lecture-based instruction, increasing student motivation and interest

in learning English The collaborative setting creates a supportive learningenvironment where students feel more comfortable taking risks andexperimenting with the language Effective implementation strategies includeproviding clear instructions and defining roles within groups, forming groupswith diverse skill levels and backgrounds, and incorporating regular reflectionsessions and feedback mechanisms These strategies help ensure that all studentsunderstand their responsibilities, learn from each other's strengths, andcontinuously improve their collaborative learning experiences The theoreticalfoundation of using pair and group work in teaching English is rooted in well-established educational theories and practices By leveraging these collaborativemethods, teachers can create a dynamic and effective learning environment thatnot only improves language acquisition but also fosters essential social and

and previous performance in pair and group work were instrumental in tailoringthe methods to enhance effectiveness.

Overall, the respondents' varied backgrounds and English proficiencylevels provided a rich context for examining the effectiveness of differentmethods to facilitate pair and group work in the Grade 10 English classroomusing the "Global Success" textbook

1.4 Methods of the research

This research aimed to identify and evaluate effective methods to enhancestudents' ability to work in pairs and groups while learning English from theGrade 10 "Global Success" textbook To achieve this objective, a combination ofqualitative and quantitative research methods was employed

1.4.1 Research Design

The study utilized a quasi-experimental design with both pre-test and test measures to assess the effectiveness of various collaborative learningstrategies The research was conducted over a 12-week period, divided into threephases: initial assessment, intervention, and final assessment

post-1.4.2 Participants

The participants were 90 Grade 11 students from Tinh Gia 1 high school,divided into two classes: Class 11D3 (49 students) and Class 11D8 (41 students).These students were selected based on their enrollment in the English courseusing the "Global Success" textbook

1.4.3 Data Collection Methods

Pre-test and Post-test Assessments:

Pre-test: At the beginning of the study, a pre-test was administered toassess the students' initial proficiency in English and their baseline ability towork in pairs and groups

Post-test: At the end of the study, a post-test was conducted to measureany improvements in the students' language skills and collaborative abilities

Classroom Observations:

Systematic observations were carried out throughout the interventionphase The focus was on student interactions, participation levels, and theeffectiveness of the pair and group activities

A structured observation checklist was used to ensure consistency and torecord specific behaviors related to collaboration and communication

Student Surveys and Questionnaires:

Surveys were administered to gather students' feedback on theirexperiences with the pair and group activities The questionnaires included bothclosed and open-ended questions to capture quantitative data and qualitativeinsights

Topics covered in the surveys included students' perceptions of theactivities, their comfort levels with collaborative work, and their self-assessedimprovements in English proficiency

Interviews and Focus Groups:

Semi-structured interviews were conducted with a select group of studentsfrom each class to gain deeper insights into their experiences and opinions aboutthe pair and group work methods.

Focus groups were also held to facilitate discussions among students,allowing them to share their thoughts and suggestions for improving thecollaborative activities

Group Discussions and Projects:

Activities that required students to work together to completeassignments, solve problems, and engage in discussions on various topics

Cooperative Learning Techniques:

Methods such as jigsaw activities, think-pair-share, and groupinvestigations to promote interdependence and individual accountability

By employing a comprehensive and mixed-methods approach, this studyaimed to provide a detailed evaluation of the strategies used to enhance pair andgroup work in the Grade 10 English classroom using the "Global Success"textbook

and previous performance in pair and group work were instrumental in tailoringthe methods to enhance effectiveness.

Overall, the respondents' varied backgrounds and English proficiencylevels provided a rich context for examining the effectiveness of differentmethods to facilitate pair and group work in the Grade 10 English classroomusing the "Global Success" textbook

1.4 Methods of the research

This research aimed to identify and evaluate effective methods to enhancestudents' ability to work in pairs and groups while learning English from theGrade 10 "Global Success" textbook To achieve this objective, a combination ofqualitative and quantitative research methods was employed

1.4.1 Research Design

The study utilized a quasi-experimental design with both pre-test and test measures to assess the effectiveness of various collaborative learningstrategies The research was conducted over a 12-week period, divided into threephases: initial assessment, intervention, and final assessment

post-1.4.2 Participants

The participants were 90 Grade 11 students from Tinh Gia 1 high school,divided into two classes: Class 11D3 (49 students) and Class 11D8 (41 students).These students were selected based on their enrollment in the English courseusing the "Global Success" textbook

1.4.3 Data Collection Methods

Pre-test and Post-test Assessments:

Pre-test: At the beginning of the study, a pre-test was administered toassess the students' initial proficiency in English and their baseline ability towork in pairs and groups

Post-test: At the end of the study, a post-test was conducted to measureany improvements in the students' language skills and collaborative abilities

Classroom Observations:

Systematic observations were carried out throughout the interventionphase The focus was on student interactions, participation levels, and theeffectiveness of the pair and group activities

A structured observation checklist was used to ensure consistency and torecord specific behaviors related to collaboration and communication

Student Surveys and Questionnaires:

Surveys were administered to gather students' feedback on theirexperiences with the pair and group activities The questionnaires included bothclosed and open-ended questions to capture quantitative data and qualitativeinsights

Topics covered in the surveys included students' perceptions of theactivities, their comfort levels with collaborative work, and their self-assessedimprovements in English proficiency

Interviews and Focus Groups:

The class size varied between 37 to 44 students, reflecting a typicalclassroom setting in Vietnam The students came from diverse backgrounds withvarying levels of English proficiency This provided a rich environment forimplementing and evaluating different pair and group work strategies Theclassroom was equipped with basic teaching aids, including a board, television,which supported the interactive nature of the lessons.

Throughout the study, different methods to facilitate effective pair andgroup work were introduced, such as structured pair activities, role-plays, groupdiscussions, and cooperative learning tasks The aim was to create an engaginglearning environment that not only improved students' English language skillsbut also their ability to work collaboratively

Data collection involved a combination of qualitative and quantitativemethods, including classroom observations, student surveys, and assessments ofboth individual and group performances The observations focused on studentinteractions, participation levels, and the overall effectiveness of the activities inenhancing language acquisition Surveys were used to gather students' feedback

on their experiences and preferences regarding pair and group work

By examining the implementation of these methods in a real classroomsetting, this study aimed to identify best practices and provide practicalrecommendations for other educators looking to enhance collaborative learning

in their own classrooms using the "Global Success" English textbook

1.3.2 The respondents of the study

The respondents of this study were students from 11D3 and 11D5 in TinhGia 1 high school, Nghi Son, Thanh Hóa The total number of participants was

90, with 49 students in Class 11D5 and 41 students in Class 11D5 Thesestudents were selected based on their enrollment in the English course thatutilizes the "Global Success" textbook

The demographic profile of the respondents included a mix of male andfemale students aged 15-16 years The students came from diversesocioeconomic backgrounds, reflecting the general student population of theschool Their proficiency in English varied, with some students demonstratingadvanced skills while others were at a more basic level This diversity inlanguage ability provided a comprehensive overview of the effectiveness of themethods being studied

Class 11D3 and Class 11D5 were chosen for their representative nature ofthe overall Grade 11 population at the school The selection ensured a balancedrepresentation of students with different learning styles and academic abilities.Additionally, the students had prior experience with pair and group activities intheir English classes, making them suitable respondents for evaluating theproposed methods

The teacher, who also served as the researcher, had been instructing thesestudents since the beginning of the academic year This familiarity allowed for amore nuanced understanding of each student's learning needs and behavior

excellent framework for implementing these methods, ensuring students achievetheir full potential in learning English.

2.2 Practical background

In recent years, the implementation of pair and group work in the Englishlanguage classroom has become increasingly prevalent, particularly in thecontext of teaching English to Grade 11 students using the Global Success book.Despite the recognized benefits of these collaborative learning methods, severalchallenges and issues persist that hinder their effective application

Group work and pair work are essential instructional strategies widely used in modern classrooms to foster active learning, enhance communication skills, and promote student-centered instruction These collaborative techniques are

grounded in constructivist and sociocultural learning theories, particularly those of Vygotsky, who emphasized the importance of social interaction in

cognitive development

In language classrooms, especially those following the Communicative

Language Teaching (CLT) approach, group and pair activities are

instrumental in providing students with opportunities to practice language in meaningful contexts These techniques shift the classroom focus from teacher-centered to learner-centered, allowing students to take greater responsibility fortheir own learning while developing skills such as cooperation, negotiation, and problem-solving

From a practical standpoint, pair and group work:

 Increases student talking time (STT), giving learners more chances to

speak than whole-class formats

 Encourages peer support and scaffolding, where stronger students can

assist weaker ones

 Helps build confidence and fluency in communication, as learners often

feel more comfortable speaking with peers than in front of the whole class

 Enhances engagement and motivation through interactive, often

game-like tasks or real-life scenarios

 Allows for differentiation, accommodating students’ varying levels and

learning styles

Successful implementation requires thoughtful planning: tasks should be clear,

achievable, and aligned with lesson objectives Teachers should also consider

group dynamics, provide clear instructions, monitor effectively, and

incorporate feedback and reflection after activities to consolidate learning.

Conclusion

Addressing these issues requires a multifaceted approach that includesenhancing student engagement, improving classroom management strategies,providing adequate resources, offering professional development for teachers,and developing effective assessment methods By tackling these challenges,educators can create a more conducive environment for pair and group work,ultimately helping students work more effectively and achieve better outcomes

in learning English from the Grade 10 Global Success book

The class size varied between 37 to 44 students, reflecting a typicalclassroom setting in Vietnam The students came from diverse backgrounds withvarying levels of English proficiency This provided a rich environment forimplementing and evaluating different pair and group work strategies Theclassroom was equipped with basic teaching aids, including a board, television,which supported the interactive nature of the lessons.

Throughout the study, different methods to facilitate effective pair andgroup work were introduced, such as structured pair activities, role-plays, groupdiscussions, and cooperative learning tasks The aim was to create an engaginglearning environment that not only improved students' English language skillsbut also their ability to work collaboratively

Data collection involved a combination of qualitative and quantitativemethods, including classroom observations, student surveys, and assessments ofboth individual and group performances The observations focused on studentinteractions, participation levels, and the overall effectiveness of the activities inenhancing language acquisition Surveys were used to gather students' feedback

on their experiences and preferences regarding pair and group work

By examining the implementation of these methods in a real classroomsetting, this study aimed to identify best practices and provide practicalrecommendations for other educators looking to enhance collaborative learning

in their own classrooms using the "Global Success" English textbook

1.3.2 The respondents of the study

The respondents of this study were students from 11D3 and 11D5 in TinhGia 1 high school, Nghi Son, Thanh Hóa The total number of participants was

90, with 49 students in Class 11D5 and 41 students in Class 11D5 Thesestudents were selected based on their enrollment in the English course thatutilizes the "Global Success" textbook

The demographic profile of the respondents included a mix of male andfemale students aged 15-16 years The students came from diversesocioeconomic backgrounds, reflecting the general student population of theschool Their proficiency in English varied, with some students demonstratingadvanced skills while others were at a more basic level This diversity inlanguage ability provided a comprehensive overview of the effectiveness of themethods being studied

Class 11D3 and Class 11D5 were chosen for their representative nature ofthe overall Grade 11 population at the school The selection ensured a balancedrepresentation of students with different learning styles and academic abilities.Additionally, the students had prior experience with pair and group activities intheir English classes, making them suitable respondents for evaluating theproposed methods

The teacher, who also served as the researcher, had been instructing thesestudents since the beginning of the academic year This familiarity allowed for amore nuanced understanding of each student's learning needs and behavior

 Unbalanced participation: In group settings, some students dominate while

others remain passive or silent

 Ineffective activity design: Some pair/group tasks are not clearly

structured or lack meaningful purpose, leading to off-task behavior

 Limited teacher strategies: Some teachers are not fully equipped with

classroom management techniques for collaborative activities

1.2 The purpose of this theme

The purpose of the theme " Some solutions to motivate pair work and

group work effectively in teaching and learning English at Tinh Gia 1 high school " is to enhance the overall learning experience and outcomes for students.

By focusing on collaborative learning techniques, this initiative aims to achieveseveral key objectives:

Improve Language Skills: To provide students with ample opportunities topractice and refine their speaking, listening, reading, and writing skills in acollaborative setting

Increase Student Engagement: To foster a more engaging and interactiveclassroom environment where students are actively involved in their learningprocess

Develop Social Skills: To help students build essential social skills, such

as communication, teamwork, and conflict resolution, which are crucial for theiracademic and personal growth

Enhance Critical Thinking: To expose students to diverse perspectives andideas through group interactions, thereby promoting critical thinking andcreativity

Boost Confidence and Motivation: To increase students' confidence andmotivation by creating a supportive and encouraging learning environmentwhere they feel comfortable to express themselves

Prepare for Real-World Applications: To equip students with the skillsnecessary for effective teamwork and communication, preparing them for real-world academic and professional situations

Align with Educational Goals: To ensure that the teaching methods alignwith the communicative and interactive learning goals of the "Global Success"textbook, thereby maximizing its educational benefits

By implementing effective pair and group work methods, this theme seeks

to create a more dynamic and supportive learning environment that not onlyimproves students' English proficiency but also prepares them for futureacademic and professional challenges

1.3 The Scope of the research

1.3.1 The setting of the study

The study was conducted at Tinh Gia 1 high school, located in Nghi Son,Thanh Hóa, during the academic year 2024-2025 The participants in the studywere students enrolled in Grade 11, utilizing the "Global Success" Englishtextbook as part of their curriculum This particular textbook is designed toenhance students' language skills through a variety of interactive and engagingactivities, emphasizing both individual and collaborative learning

 Unbalanced participation: In group settings, some students dominate while

others remain passive or silent

 Ineffective activity design: Some pair/group tasks are not clearly

structured or lack meaningful purpose, leading to off-task behavior

 Limited teacher strategies: Some teachers are not fully equipped with

classroom management techniques for collaborative activities

1.2 The purpose of this theme

The purpose of the theme " Some solutions to motivate pair work and

group work effectively in teaching and learning English at Tinh Gia 1 high school " is to enhance the overall learning experience and outcomes for students.

By focusing on collaborative learning techniques, this initiative aims to achieveseveral key objectives:

Improve Language Skills: To provide students with ample opportunities topractice and refine their speaking, listening, reading, and writing skills in acollaborative setting

Increase Student Engagement: To foster a more engaging and interactiveclassroom environment where students are actively involved in their learningprocess

Develop Social Skills: To help students build essential social skills, such

as communication, teamwork, and conflict resolution, which are crucial for theiracademic and personal growth

Enhance Critical Thinking: To expose students to diverse perspectives andideas through group interactions, thereby promoting critical thinking andcreativity

Boost Confidence and Motivation: To increase students' confidence andmotivation by creating a supportive and encouraging learning environmentwhere they feel comfortable to express themselves

Prepare for Real-World Applications: To equip students with the skillsnecessary for effective teamwork and communication, preparing them for real-world academic and professional situations

Align with Educational Goals: To ensure that the teaching methods alignwith the communicative and interactive learning goals of the "Global Success"textbook, thereby maximizing its educational benefits

By implementing effective pair and group work methods, this theme seeks

to create a more dynamic and supportive learning environment that not onlyimproves students' English proficiency but also prepares them for futureacademic and professional challenges

1.3 The Scope of the research

1.3.1 The setting of the study

The study was conducted at Tinh Gia 1 high school, located in Nghi Son,Thanh Hóa, during the academic year 2024-2025 The participants in the studywere students enrolled in Grade 11, utilizing the "Global Success" Englishtextbook as part of their curriculum This particular textbook is designed to