Luận văn students’ participation in group work activities in english language classes at a high school in phu tho province

LIST OF FIGURES Figure 3.1: Number of slndenis by Level of Study and Gender Studonls Participation Figure 4.1: ‘the role of students in group work activities in class A.... Figure 4.3: T

VIETNAM NATIONAL UNIVERSITY, HANOI

UNIVERSITY OF LANGUAGES AND INFERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES

000 -

TRAN THI THANH HOA

STUDENTS’ PARTICIPATION IN GROUP WORK ACTIVITIES IN ENGLISH LANGUAGE CLASSES AT A

HIGH SCHOOL IN PHU THO PROVINCE

(NGHIÊN CỨU VẼ SỰ THAM GIÁ CÁC HOẠT ĐÔNG NHÓM

"TRONG GIỎ HỌC TIÊNG ANH CÚA HỌC SINH

OMOT TRUONG TRUNG HOC PHO THONG 6 PHU THO)

M.A MINOR TIIESIS

Field: English Teaching Methodology

Code: 8140231.01

Tlanoi - 2019

VIETNAM NATIONAL UNIVERSITY, HANOI

UNIVERSITY OF LANGUAGES AND INFERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES

000 -

‘TRAN THỊ THANH HÓA

STUDENTS’ PARTICIPATION IN GROUP WORK ACTIVITIES IN ENGLISH LANGUAGE CLASSES AT A

THGIT SCHOOL IN PIU THO PROVINCE

(NGHIEN CUU VE SL’ THAM GIA CAC HOAT DONG NHOM

TRONG GIỎ HỌC TIẾNG ANH CỦA HỌC SINH

6 MOT TRUONG TRUNG HOC PHO THONG 6 PHU THO)

M.A MINOR TIIESIS

Field English 'Veaching Methodology

Supervisor : Assoc Prof Lé Van Canh, PhD

Hanoi - 2019

DECLARATION

Title: “ STUDENTS’ PARTICIPATION LN GROUP WORK ACTIVITLES LN ENGLISH LANGUAGE CLASSES AT A HIGH

SCHOOL IN PHU THO PROVINCE”

T certify thal no part of the thesis has been copied or reproduced by me from any other works without acknowledgement and that the thesis is originally written by

me under strict guidance of my supervisor

Tanoi, 2019

Student's signature

Tran Thi Thanh Hoa

ABSTRACT

Group work activities play an important role in all slages of sccond language

acquisition Using group work activities has been considered an effective tool for enhancing English teaching and learning process The paper aims to find out the

participation in group-work activities of dhe 11 studertls af a high school in Phu

‘Tho and the reasons that make them participate the way From that finding, the

researcher could find ways to stimulate active involvement from students and make

using groupwork in teaching Tanguage effectively A mix-method approach

(quantitative and qualitative methods) was used to collect the required data for the study Questionnaires were collected from 58 students in two classes at this high

school From this sample, 12 sludsnls were inlerviewed im more detail in face-lo-

face interviews The findings show that learners in this school were very excited

about the lessons when group-work activities were used It also means that group-

work activities can supporl the teachers in attracting the learners Lo the lesson Tr

other words, using group-work activities brought many benefits for not only

learners but also teachers im the school For example, students could improve Icarning skills, such as English skills, presentation skulls and groupwork skills,

Additionally, not only students but also teachers could have chance to learn

somelhing new from other students However, some leamers identified difficulties,

anostly related to students’ knowledge and skills, which can lead to meffectrve

teamwork Ilopefully, the study can be a useful source of reference for those

teaching English to young learners.

ACKNOWLEDGEMENTS

Firsl of all, T would like to sond my sincere and special gratitude to my supervisor, Assoc Prof Dr.Lé Văn Canh, who has given valuable assistance, guidance, precious suggestions, advice, and reference materials to me so that I can complete this Ihesis The success of my paper would have beon almost impossible without bis

tireless support

My thanks and gratitude also go to all professors and lecturers at Faculty of Post- Graduate Studies, Universily of Languages and International Studies, Vielnam

National University, Llanoi for their valuable lectures

Last but not least, I would like to send my gratitude to my parents, all members in amy family and my friends (or their support and encouragement during the process

of writing this thesis

LIST OF TABLES

Table 3.1: Description to Queslionnaire

Table 1.1: Summarizing the results of questionnaires in five week:

vii

LIST OF FIGURES

Figure 3.1: Number of slndenis by Level of Study and Gender Studonls Participation Figure 4.1: ‘the role of students in group work activities in class A

Figure 4.2: The role of students in group work activities in class A

Figure 4.3: The contribution to the group work activities of students in class A

Figure 4.4; ‘The contribution to the group work activities of students m class B

Figure 4.5: Frequency of participation by olass A

Figure 4.6: Frequency of participation by class PB

igure 4.7: Reasons of aotive participation by class A

Figure 4.8: Reasons of passive participation by class A

Figure 4.9: Reasons of active participation by class B

Tigure 4.10: Reasons of passive participatien by classB

Figure 4.11: The change in students’ participation in group work activities

viii

3.2, The case study methodology .vscssesssnssssieessstsnasvestasiansineeateneensesnnd 5 3.2.1 Deltnitions gÝ case st0Ởy cọc on

3.2.3 Descriptive case study co ononeneiiiiriiireraararrrsoe T7 3.3, Research procedures cajeesssesenessssueessesieetsatsseetinee

3.3.2 The course bo0K non

3.4, Data oolleetien —

2 Linitations oŸ the studÿ cài eerriseieeaoiu.4Ð)

3 Sugpestions for futher research cac nai ¬— eA

APPENDIX 3: LESSON PLAN IN ‘THI CLASSROOM Seseeo,TW

vi

CHAPTER l: INTRODUCTION tre

6 Thờ significance of the SWdy ccs sesseteesessuetsetnseneneiiae see

3

7 Organization of the thesis

2.1 The Sociocultural perspectives on language learning: the role of social interaction

2.2.3, Challenges in Ôrodp WOIk coi cà nen

3.3 Participation as learHlNB in cọ ng, erresoeoaÐ 2.4 Students’ attitudes towards proup work in 2.5 Overview of the rescareh projects related to the thesis topic L2 CHAPLER.3: RESEARCH VIVTHODOLOGY seo

LIST OF TABLES

Table 3.1: Description to Queslionnaire

Table 1.1: Summarizing the results of questionnaires in five week:

vii

CHAPTER l: INTRODUCTION tre

6 Thờ significance of the SWdy ccs sesseteesessuetsetnseneneiiae see

3

7 Organization of the thesis

2.1 The Sociocultural perspectives on language learning: the role of social interaction

2.2.3, Challenges in Ôrodp WOIk coi cà nen

3.3 Participation as learHlNB in cọ ng, erresoeoaÐ 2.4 Students’ attitudes towards proup work in 2.5 Overview of the rescareh projects related to the thesis topic L2 CHAPLER.3: RESEARCH VIVTHODOLOGY seo

3.2, The case study methodology .vscssesssnssssieessstsnasvestasiansineeateneensesnnd 5 3.2.1 Deltnitions gÝ case st0Ởy cọc on

3.2.3 Descriptive case study co ononeneiiiiriiireraararrrsoe T7 3.3, Research procedures cajeesssesenessssueessesieetsatsseetinee

3.3.2 The course bo0K non

3.4, Data oolleetien —

2 Linitations oŸ the studÿ cài eerriseieeaoiu.4Ð)

3 Sugpestions for futher research cac nai ¬— eA

APPENDIX 3: LESSON PLAN IN ‘THI CLASSROOM Seseeo,TW

vi

LIST OF FIGURES

Figure 3.1: Number of slndenis by Level of Study and Gender Studonls Participation Figure 4.1: ‘the role of students in group work activities in class A

Figure 4.2: The role of students in group work activities in class A

Figure 4.3: The contribution to the group work activities of students in class A

Figure 4.4; ‘The contribution to the group work activities of students m class B

Figure 4.5: Frequency of participation by olass A

Figure 4.6: Frequency of participation by class PB

igure 4.7: Reasons of aotive participation by class A

Figure 4.8: Reasons of passive participation by class A

Figure 4.9: Reasons of active participation by class B

Tigure 4.10: Reasons of passive participatien by classB

Figure 4.11: The change in students’ participation in group work activities

viii

3.2, The case study methodology .vscssesssnssssieessstsnasvestasiansineeateneensesnnd 5 3.2.1 Deltnitions gÝ case st0Ởy cọc on

3.2.3 Descriptive case study co ononeneiiiiriiireraararrrsoe T7 3.3, Research procedures cajeesssesenessssueessesieetsatsseetinee

3.3.2 The course bo0K non

3.4, Data oolleetien —

2 Linitations oŸ the studÿ cài eerriseieeaoiu.4Ð)

3 Sugpestions for futher research cac nai ¬— eA

APPENDIX 3: LESSON PLAN IN ‘THI CLASSROOM Seseeo,TW

vi

ABSTRACT

Group work activities play an important role in all slages of sccond language

acquisition Using group work activities has been considered an effective tool for enhancing English teaching and learning process The paper aims to find out the

participation in group-work activities of dhe 11 studertls af a high school in Phu

‘Tho and the reasons that make them participate the way From that finding, the

researcher could find ways to stimulate active involvement from students and make

using groupwork in teaching Tanguage effectively A mix-method approach

(quantitative and qualitative methods) was used to collect the required data for the study Questionnaires were collected from 58 students in two classes at this high

school From this sample, 12 sludsnls were inlerviewed im more detail in face-lo-

face interviews The findings show that learners in this school were very excited

about the lessons when group-work activities were used It also means that group-

work activities can supporl the teachers in attracting the learners Lo the lesson Tr

other words, using group-work activities brought many benefits for not only

learners but also teachers im the school For example, students could improve Icarning skills, such as English skills, presentation skulls and groupwork skills,

Additionally, not only students but also teachers could have chance to learn

somelhing new from other students However, some leamers identified difficulties,

anostly related to students’ knowledge and skills, which can lead to meffectrve

teamwork Ilopefully, the study can be a useful source of reference for those

teaching English to young learners.

LIST OF TABLES

Table 3.1: Description to Queslionnaire

Table 1.1: Summarizing the results of questionnaires in five week:

vii

LIST OF FIGURES

Figure 3.1: Number of slndenis by Level of Study and Gender Studonls Participation Figure 4.1: ‘the role of students in group work activities in class A

Figure 4.2: The role of students in group work activities in class A

Figure 4.3: The contribution to the group work activities of students in class A

Figure 4.4; ‘The contribution to the group work activities of students m class B

Figure 4.5: Frequency of participation by olass A

Figure 4.6: Frequency of participation by class PB

igure 4.7: Reasons of aotive participation by class A

Figure 4.8: Reasons of passive participation by class A

Figure 4.9: Reasons of active participation by class B

Tigure 4.10: Reasons of passive participatien by classB

Figure 4.11: The change in students’ participation in group work activities

viii

LIST OF TABLES

Table 3.1: Description to Queslionnaire

Table 1.1: Summarizing the results of questionnaires in five week:

vii

LIST OF FIGURES

Figure 3.1: Number of slndenis by Level of Study and Gender Studonls Participation Figure 4.1: ‘the role of students in group work activities in class A

Figure 4.2: The role of students in group work activities in class A

Figure 4.3: The contribution to the group work activities of students in class A

Figure 4.4; ‘The contribution to the group work activities of students m class B

Figure 4.5: Frequency of participation by olass A

Figure 4.6: Frequency of participation by class PB

igure 4.7: Reasons of aotive participation by class A

Figure 4.8: Reasons of passive participation by class A

Figure 4.9: Reasons of active participation by class B

Tigure 4.10: Reasons of passive participatien by classB

Figure 4.11: The change in students’ participation in group work activities

viii

ACKNOWLEDGEMENTS

Firsl of all, T would like to sond my sincere and special gratitude to my supervisor, Assoc Prof Dr.Lé Văn Canh, who has given valuable assistance, guidance, precious suggestions, advice, and reference materials to me so that I can complete this Ihesis The success of my paper would have beon almost impossible without bis

tireless support

My thanks and gratitude also go to all professors and lecturers at Faculty of Post- Graduate Studies, Universily of Languages and International Studies, Vielnam

National University, Llanoi for their valuable lectures

Last but not least, I would like to send my gratitude to my parents, all members in amy family and my friends (or their support and encouragement during the process

of writing this thesis

LIST OF TABLES

Table 3.1: Description to Queslionnaire

Table 1.1: Summarizing the results of questionnaires in five week:

vii

3.2, The case study methodology .vscssesssnssssieessstsnasvestasiansineeateneensesnnd 5 3.2.1 Deltnitions gÝ case st0Ởy cọc on

3.2.3 Descriptive case study co ononeneiiiiriiireraararrrsoe T7 3.3, Research procedures cajeesssesenessssueessesieetsatsseetinee

3.3.2 The course bo0K non

3.4, Data oolleetien —

2 Linitations oŸ the studÿ cài eerriseieeaoiu.4Ð)

3 Sugpestions for futher research cac nai ¬— eA

APPENDIX 3: LESSON PLAN IN ‘THI CLASSROOM Seseeo,TW

vi

LIST OF FIGURES

Figure 3.1: Number of slndenis by Level of Study and Gender Studonls Participation Figure 4.1: ‘the role of students in group work activities in class A

Figure 4.2: The role of students in group work activities in class A

Figure 4.3: The contribution to the group work activities of students in class A

Figure 4.4; ‘The contribution to the group work activities of students m class B

Figure 4.5: Frequency of participation by olass A

Figure 4.6: Frequency of participation by class PB

igure 4.7: Reasons of aotive participation by class A

Figure 4.8: Reasons of passive participation by class A

Figure 4.9: Reasons of active participation by class B

Tigure 4.10: Reasons of passive participatien by classB

Figure 4.11: The change in students’ participation in group work activities

viii

ACKNOWLEDGEMENTS

Firsl of all, T would like to sond my sincere and special gratitude to my supervisor, Assoc Prof Dr.Lé Văn Canh, who has given valuable assistance, guidance, precious suggestions, advice, and reference materials to me so that I can complete this Ihesis The success of my paper would have beon almost impossible without bis

tireless support

My thanks and gratitude also go to all professors and lecturers at Faculty of Post- Graduate Studies, Universily of Languages and International Studies, Vielnam

National University, Llanoi for their valuable lectures

Last but not least, I would like to send my gratitude to my parents, all members in amy family and my friends (or their support and encouragement during the process

of writing this thesis

CHAPTER l: INTRODUCTION tre

6 Thờ significance of the SWdy ccs sesseteesessuetsetnseneneiiae see

3

7 Organization of the thesis

2.1 The Sociocultural perspectives on language learning: the role of social interaction

2.2.3, Challenges in Ôrodp WOIk coi cà nen

3.3 Participation as learHlNB in cọ ng, erresoeoaÐ 2.4 Students’ attitudes towards proup work in 2.5 Overview of the rescareh projects related to the thesis topic L2 CHAPLER.3: RESEARCH VIVTHODOLOGY seo

ABSTRACT

Group work activities play an important role in all slages of sccond language

acquisition Using group work activities has been considered an effective tool for enhancing English teaching and learning process The paper aims to find out the

participation in group-work activities of dhe 11 studertls af a high school in Phu

‘Tho and the reasons that make them participate the way From that finding, the

researcher could find ways to stimulate active involvement from students and make

using groupwork in teaching Tanguage effectively A mix-method approach

(quantitative and qualitative methods) was used to collect the required data for the study Questionnaires were collected from 58 students in two classes at this high

school From this sample, 12 sludsnls were inlerviewed im more detail in face-lo-

face interviews The findings show that learners in this school were very excited

about the lessons when group-work activities were used It also means that group-

work activities can supporl the teachers in attracting the learners Lo the lesson Tr

other words, using group-work activities brought many benefits for not only

learners but also teachers im the school For example, students could improve Icarning skills, such as English skills, presentation skulls and groupwork skills,

Additionally, not only students but also teachers could have chance to learn

somelhing new from other students However, some leamers identified difficulties,

anostly related to students’ knowledge and skills, which can lead to meffectrve

teamwork Ilopefully, the study can be a useful source of reference for those

teaching English to young learners.

ABSTRACT

Group work activities play an important role in all slages of sccond language

acquisition Using group work activities has been considered an effective tool for enhancing English teaching and learning process The paper aims to find out the

participation in group-work activities of dhe 11 studertls af a high school in Phu

‘Tho and the reasons that make them participate the way From that finding, the

researcher could find ways to stimulate active involvement from students and make

using groupwork in teaching Tanguage effectively A mix-method approach

(quantitative and qualitative methods) was used to collect the required data for the study Questionnaires were collected from 58 students in two classes at this high

school From this sample, 12 sludsnls were inlerviewed im more detail in face-lo-

face interviews The findings show that learners in this school were very excited

about the lessons when group-work activities were used It also means that group-

work activities can supporl the teachers in attracting the learners Lo the lesson Tr

other words, using group-work activities brought many benefits for not only

learners but also teachers im the school For example, students could improve Icarning skills, such as English skills, presentation skulls and groupwork skills,

Additionally, not only students but also teachers could have chance to learn

somelhing new from other students However, some leamers identified difficulties,

anostly related to students’ knowledge and skills, which can lead to meffectrve

teamwork Ilopefully, the study can be a useful source of reference for those

teaching English to young learners.

LIST OF TABLES

Table 3.1: Description to Queslionnaire

Table 1.1: Summarizing the results of questionnaires in five week:

vii

3.2, The case study methodology .vscssesssnssssieessstsnasvestasiansineeateneensesnnd 5 3.2.1 Deltnitions gÝ case st0Ởy cọc on

3.2.3 Descriptive case study co ononeneiiiiriiireraararrrsoe T7 3.3, Research procedures cajeesssesenessssueessesieetsatsseetinee

3.3.2 The course bo0K non

3.4, Data oolleetien —

2 Linitations oŸ the studÿ cài eerriseieeaoiu.4Ð)

3 Sugpestions for futher research cac nai ¬— eA

APPENDIX 3: LESSON PLAN IN ‘THI CLASSROOM Seseeo,TW

vi

ACKNOWLEDGEMENTS

Firsl of all, T would like to sond my sincere and special gratitude to my supervisor, Assoc Prof Dr.Lé Văn Canh, who has given valuable assistance, guidance, precious suggestions, advice, and reference materials to me so that I can complete this Ihesis The success of my paper would have beon almost impossible without bis

tireless support

My thanks and gratitude also go to all professors and lecturers at Faculty of Post- Graduate Studies, Universily of Languages and International Studies, Vielnam

National University, Llanoi for their valuable lectures

Last but not least, I would like to send my gratitude to my parents, all members in amy family and my friends (or their support and encouragement during the process

of writing this thesis

3.2, The case study methodology .vscssesssnssssieessstsnasvestasiansineeateneensesnnd 5 3.2.1 Deltnitions gÝ case st0Ởy cọc on

3.2.3 Descriptive case study co ononeneiiiiriiireraararrrsoe T7 3.3, Research procedures cajeesssesenessssueessesieetsatsseetinee

3.3.2 The course bo0K non

3.4, Data oolleetien —

2 Linitations oŸ the studÿ cài eerriseieeaoiu.4Ð)

3 Sugpestions for futher research cac nai ¬— eA

APPENDIX 3: LESSON PLAN IN ‘THI CLASSROOM Seseeo,TW

vi

LIST OF TABLES

Table 3.1: Description to Queslionnaire

Table 1.1: Summarizing the results of questionnaires in five week:

vii

3.2, The case study methodology .vscssesssnssssieessstsnasvestasiansineeateneensesnnd 5 3.2.1 Deltnitions gÝ case st0Ởy cọc on

3.2.3 Descriptive case study co ononeneiiiiriiireraararrrsoe T7 3.3, Research procedures cajeesssesenessssueessesieetsatsseetinee

3.3.2 The course bo0K non

3.4, Data oolleetien —

2 Linitations oŸ the studÿ cài eerriseieeaoiu.4Ð)

3 Sugpestions for futher research cac nai ¬— eA

APPENDIX 3: LESSON PLAN IN ‘THI CLASSROOM Seseeo,TW

vi

ACKNOWLEDGEMENTS

Firsl of all, T would like to sond my sincere and special gratitude to my supervisor, Assoc Prof Dr.Lé Văn Canh, who has given valuable assistance, guidance, precious suggestions, advice, and reference materials to me so that I can complete this Ihesis The success of my paper would have beon almost impossible without bis

tireless support

My thanks and gratitude also go to all professors and lecturers at Faculty of Post- Graduate Studies, Universily of Languages and International Studies, Vielnam

National University, Llanoi for their valuable lectures

Last but not least, I would like to send my gratitude to my parents, all members in amy family and my friends (or their support and encouragement during the process

of writing this thesis