Luận văn the application of group work activities to improve speaking skills for 10th grade students at a bac ninh high school

Survey questiomnaires for students and learning logs were used as the major instruments to collect data about students’ challenges in developing their speaking skill and the impacts of g

TO IMPROVE SPEAKING SKILLS FOR 10™ GRADE STUDENTS AT

A BAC NINI WIG SCHOOL

Sử dụng hoạt động nhóm để cải thiện kĩ năng nói của hục sinh lớp 10 tại

trường trung học phổ thông tỉnh Bắc Ninh

MA MENOR PROGRAM TIIESIS

Field: English Teaching Methudology

NGUYEN TIH TRANG

THE APPLICATION OF GROUP WORK ACTIVITES

TO TMPROVE SPEAKING SKILLS FOR 10™ GRADE STUDENTS AT

A BAC NINIL GU SCHOOL

Sử dụng hoạt động nhóm dé cai thiện kĩ năng nói của hục sinh lớp 10 tại

trường trung học phố thông tỉnh Bắc Ninh M.A MINOR PROGRAM THESIS

Field: English Teaching Methudology

Code: 8140231.01

Supervisor: Dr Vu Thi Thanh Nha

Hanni, 2019

Bac Ninh, May 25" 2019

Nguyen Thị Trang,

ABSTRACT

The study was carried out with an aLlernpt to invesligale the apphiealion of

group work towards enhancing grade 10 students’ speaking skill he subjects participating in the research were 10 EFL students studying in the same class at a high school in Bae Ninh province To achieve the desired aimns of the sludy, an action research was carried out Survey questiomnaires for students and learning logs were used as the major instruments to collect data about students’ challenges in developing their speaking skill and the impacts of group work implementation on students” speaking, ability ‘rhe results of the study showed that group work has positive influence on the development of students’ speaking skill and has the polential o help students deal with some challenges that they may encounter in speaking lessons

1.1 Rationale of the study

1.2 Aims of the study ii

1.3 Scope of the study

1.4 Organization of the thesis coi

CHAPTER I: LITERATURE REVIEW

2.1 Theorctical background of spenking

2.1.1 Definitions of speaking skill

2.1.2 Aspects of speaking skilL ào noi

2.1.3 Chametoristics o[ n sucooss[UÌ speaking aclivily

2.1.4 Problems with speaking classes

2.1.5 Relating calegories of oral production

2.1.6 The roles of the teacher in different stages of teaching øpeaking

2.2 Group work in speaking lessons

2.2.1 Definition of group work

2.2.2 Bonetits of grơup WOlk co ceeecvee

2.2.3, Some problems in using group work

2.2.4 Group formation

dil vii

LISTS OF TABLES AND FIGURES

‘Table 4.6 Use of new lexical items and grammar structures

Table 1.7 Students” report on new lexical items and grammar structures learnt 17

Figure 4.3 Students’ self-evaluation of the vocabulary aspect-—-—-

Figure 4.4 Students’ self-evaluation of grammar aspect

Figure 4.5 Students’ self-evaluation of fluency aspect —-

Figure 4.6, Students’ self-evaluation of pronunciation aspect -

Figure 4.7 Students’ changes in styles of answers —~

Figure 4.8 Students’ opinions on the level of hesitation-~

vii

1.1 Rationale of the study

1.2 Aims of the study ii

1.3 Scope of the study

1.4 Organization of the thesis coi

CHAPTER I: LITERATURE REVIEW

2.1 Theorctical background of spenking

2.1.1 Definitions of speaking skill

2.1.2 Aspects of speaking skilL ào noi

2.1.3 Chametoristics o[ n sucooss[UÌ speaking aclivily

2.1.4 Problems with speaking classes

2.1.5 Relating calegories of oral production

2.1.6 The roles of the teacher in different stages of teaching øpeaking

2.2 Group work in speaking lessons

2.2.1 Definition of group work

2.2.2 Bonetits of grơup WOlk co ceeecvee

2.2.3, Some problems in using group work

2.2.4 Group formation

dil vii

ABSTRACT

The study was carried out with an aLlernpt to invesligale the apphiealion of

group work towards enhancing grade 10 students’ speaking skill he subjects participating in the research were 10 EFL students studying in the same class at a high school in Bae Ninh province To achieve the desired aimns of the sludy, an action research was carried out Survey questiomnaires for students and learning logs were used as the major instruments to collect data about students’ challenges in developing their speaking skill and the impacts of group work implementation on students” speaking, ability ‘rhe results of the study showed that group work has positive influence on the development of students’ speaking skill and has the polential o help students deal with some challenges that they may encounter in speaking lessons

LISTS OF TABLES AND FIGURES

‘Table 4.6 Use of new lexical items and grammar structures

Table 1.7 Students” report on new lexical items and grammar structures learnt 17

Figure 4.3 Students’ self-evaluation of the vocabulary aspect-—-—-

Figure 4.4 Students’ self-evaluation of grammar aspect

Figure 4.5 Students’ self-evaluation of fluency aspect —-

Figure 4.6, Students’ self-evaluation of pronunciation aspect -

Figure 4.7 Students’ changes in styles of answers —~

Figure 4.8 Students’ opinions on the level of hesitation-~

vii

ABSTRACT

The study was carried out with an aLlernpt to invesligale the apphiealion of

group work towards enhancing grade 10 students’ speaking skill he subjects participating in the research were 10 EFL students studying in the same class at a high school in Bae Ninh province To achieve the desired aimns of the sludy, an action research was carried out Survey questiomnaires for students and learning logs were used as the major instruments to collect data about students’ challenges in developing their speaking skill and the impacts of group work implementation on students” speaking, ability ‘rhe results of the study showed that group work has positive influence on the development of students’ speaking skill and has the polential o help students deal with some challenges that they may encounter in speaking lessons

ABSTRACT

The study was carried out with an aLlernpt to invesligale the apphiealion of

group work towards enhancing grade 10 students’ speaking skill he subjects participating in the research were 10 EFL students studying in the same class at a high school in Bae Ninh province To achieve the desired aimns of the sludy, an action research was carried out Survey questiomnaires for students and learning logs were used as the major instruments to collect data about students’ challenges in developing their speaking skill and the impacts of group work implementation on students” speaking, ability ‘rhe results of the study showed that group work has positive influence on the development of students’ speaking skill and has the polential o help students deal with some challenges that they may encounter in speaking lessons

CHAPTER FE: INTRODUCTION

This chapler mentions the background and rationale to conduct the study, sialex (he

aims, scope, and organization of the graduation thesis

1.1 Rationale of the study

Jnglish has received growing recognition as the preferred foreign language

in Viemam nowadays (Do, 2006) and is considered an “unquestionable asset” (Shapiro, 1995: 4) for the Vietnamese people due to its role as a key to Vietnam's regional and global integration under the impact of the so-called open-door policy

or Doi Moi since the last decade of the 20th century (Nguyen, N 2012) This global

integration trend has directly led to a spectacular increase in demand for Hnglish training (Nguyen, N 2012) in order to facilitate the communication ability, increase

titeractions and develop iniemational relations belween the local enterprises,

labours and those from foreign countries Since then, English has become one major subject at schools and continuously receives significant attention of the government, wilh a number of nalional projecis which aim at promoting the qualily of teachers

and that of the English teaching and leaming process

Among the four Knglish skills (speaking, listening, writing, and reading), speaking has been perceived as the most important one (Flohr & Paesler, 2006) According ly Nurem (1993), the imporlance of speaking skill is obvious as hurnan depend themselves more on speaking rather than writing when interacting, with others As defined by Brown (2001), speaking is an interactive process to conduct meaning which involves producing, receiving and processing information Speaking can also be considered as an indicator for students’ success in mastering a language

By speaking students may realize how much language they have mastered ad how they can use iL Besides, through students’ speaking, teachers can gol feedback from students faster and more exactly Thanks to students speaking activities in class and

outside class, the teacher can find out how much students understand the lesson.

3.1 Participants and confext of the stưđy à co 22

3.3 Phases of action rescach ócc sec se cesecree Kererseriaeo.4

4.1 Information collected from the survey questionnaires seed

4.1.1 Students’ opinions on the imporlance of speaking skill 34 4.1.2 Students’ challenges in developing speaking skill - - 34 4.1.3 Students’ preference of group wotk in speaking lessons 35 4.1.4 Reasons for students’ preference of group work - - 36

4.1.5 Students’ opinions on the effectiveness of group work in speaking lessons .3 4.1.6 Students’ opinions on the advantages af group work in speaking lassans 38 4.1.7 Students’ opinions about the impact of group work on their speaking ability 39 4.1.8 Students’ self-evaluation regarding speaking aspects before and after the

ACKNOWLEDGEMENTS

Hirst of all, L would like to acknowledge the debt of gratitude to my

supervisor, DrVu Thi Thanh Nha for her helpful suggestions, invaluable critical

feedback and encouragement in the writing, of this study Without her guidance and help, this work would not have been completed

My sincere thanks go to all the staff at the Department of Post-graduate

Studies, Hanoi University of Languages and Tnternational Studies for giving me

assistance and the lecturers who conducted the Master's course for providing me

with valuable knowledge

1 would also like to express my deep sense of gratitude to my dear students,

whose participation in and dedication (o the rescarch remain invaluable have been acknowledged Without their precious support, the thesis would not have taken shaped

Finally, the support extended to me by the members of my family has been immeasurable I would also like to express my thanks to my parents and my usband for their wholehearted encouragement

Bác Ninh, May 29" 2019

Nguyen Thị Trang,

ACKNOWLEDGEMENTS

Hirst of all, L would like to acknowledge the debt of gratitude to my

supervisor, DrVu Thi Thanh Nha for her helpful suggestions, invaluable critical

feedback and encouragement in the writing, of this study Without her guidance and help, this work would not have been completed

My sincere thanks go to all the staff at the Department of Post-graduate

Studies, Hanoi University of Languages and Tnternational Studies for giving me

assistance and the lecturers who conducted the Master's course for providing me

with valuable knowledge

1 would also like to express my deep sense of gratitude to my dear students,

whose participation in and dedication (o the rescarch remain invaluable have been acknowledged Without their precious support, the thesis would not have taken shaped

Finally, the support extended to me by the members of my family has been immeasurable I would also like to express my thanks to my parents and my usband for their wholehearted encouragement

Bác Ninh, May 29" 2019

Nguyen Thị Trang,

LISTS OF TABLES AND FIGURES

‘Table 4.6 Use of new lexical items and grammar structures

Table 1.7 Students” report on new lexical items and grammar structures learnt 17

Figure 4.3 Students’ self-evaluation of the vocabulary aspect-—-—-

Figure 4.4 Students’ self-evaluation of grammar aspect

Figure 4.5 Students’ self-evaluation of fluency aspect —-

Figure 4.6, Students’ self-evaluation of pronunciation aspect -

Figure 4.7 Students’ changes in styles of answers —~

Figure 4.8 Students’ opinions on the level of hesitation-~

vii

3.1 Participants and confext of the stưđy à co 22

3.3 Phases of action rescach ócc sec se cesecree Kererseriaeo.4

4.1 Information collected from the survey questionnaires seed

4.1.1 Students’ opinions on the imporlance of speaking skill 34 4.1.2 Students’ challenges in developing speaking skill - - 34 4.1.3 Students’ preference of group wotk in speaking lessons 35 4.1.4 Reasons for students’ preference of group work - - 36

4.1.5 Students’ opinions on the effectiveness of group work in speaking lessons .3 4.1.6 Students’ opinions on the advantages af group work in speaking lassans 38 4.1.7 Students’ opinions about the impact of group work on their speaking ability 39 4.1.8 Students’ self-evaluation regarding speaking aspects before and after the

ACKNOWLEDGEMENTS

Hirst of all, L would like to acknowledge the debt of gratitude to my

supervisor, DrVu Thi Thanh Nha for her helpful suggestions, invaluable critical

feedback and encouragement in the writing, of this study Without her guidance and help, this work would not have been completed

My sincere thanks go to all the staff at the Department of Post-graduate

Studies, Hanoi University of Languages and Tnternational Studies for giving me

assistance and the lecturers who conducted the Master's course for providing me

with valuable knowledge

1 would also like to express my deep sense of gratitude to my dear students,

whose participation in and dedication (o the rescarch remain invaluable have been acknowledged Without their precious support, the thesis would not have taken shaped

Finally, the support extended to me by the members of my family has been immeasurable I would also like to express my thanks to my parents and my usband for their wholehearted encouragement

Bác Ninh, May 29" 2019

Nguyen Thị Trang,

CHAPTER FE: INTRODUCTION

This chapler mentions the background and rationale to conduct the study, sialex (he

aims, scope, and organization of the graduation thesis

1.1 Rationale of the study

Jnglish has received growing recognition as the preferred foreign language

in Viemam nowadays (Do, 2006) and is considered an “unquestionable asset” (Shapiro, 1995: 4) for the Vietnamese people due to its role as a key to Vietnam's regional and global integration under the impact of the so-called open-door policy

or Doi Moi since the last decade of the 20th century (Nguyen, N 2012) This global

integration trend has directly led to a spectacular increase in demand for Hnglish training (Nguyen, N 2012) in order to facilitate the communication ability, increase

titeractions and develop iniemational relations belween the local enterprises,

labours and those from foreign countries Since then, English has become one major subject at schools and continuously receives significant attention of the government, wilh a number of nalional projecis which aim at promoting the qualily of teachers

and that of the English teaching and leaming process

Among the four Knglish skills (speaking, listening, writing, and reading), speaking has been perceived as the most important one (Flohr & Paesler, 2006) According ly Nurem (1993), the imporlance of speaking skill is obvious as hurnan depend themselves more on speaking rather than writing when interacting, with others As defined by Brown (2001), speaking is an interactive process to conduct meaning which involves producing, receiving and processing information Speaking can also be considered as an indicator for students’ success in mastering a language

By speaking students may realize how much language they have mastered ad how they can use iL Besides, through students’ speaking, teachers can gol feedback from students faster and more exactly Thanks to students speaking activities in class and

outside class, the teacher can find out how much students understand the lesson.

3.1 Participants and confext of the stưđy à co 22

3.3 Phases of action rescach ócc sec se cesecree Kererseriaeo.4

4.1 Information collected from the survey questionnaires seed

4.1.1 Students’ opinions on the imporlance of speaking skill 34 4.1.2 Students’ challenges in developing speaking skill - - 34 4.1.3 Students’ preference of group wotk in speaking lessons 35 4.1.4 Reasons for students’ preference of group work - - 36

4.1.5 Students’ opinions on the effectiveness of group work in speaking lessons .3 4.1.6 Students’ opinions on the advantages af group work in speaking lassans 38 4.1.7 Students’ opinions about the impact of group work on their speaking ability 39 4.1.8 Students’ self-evaluation regarding speaking aspects before and after the

3.1 Participants and confext of the stưđy à co 22

3.3 Phases of action rescach ócc sec se cesecree Kererseriaeo.4

4.1 Information collected from the survey questionnaires seed

4.1.1 Students’ opinions on the imporlance of speaking skill 34 4.1.2 Students’ challenges in developing speaking skill - - 34 4.1.3 Students’ preference of group wotk in speaking lessons 35 4.1.4 Reasons for students’ preference of group work - - 36

4.1.5 Students’ opinions on the effectiveness of group work in speaking lessons .3 4.1.6 Students’ opinions on the advantages af group work in speaking lassans 38 4.1.7 Students’ opinions about the impact of group work on their speaking ability 39 4.1.8 Students’ self-evaluation regarding speaking aspects before and after the

CHAPTER FE: INTRODUCTION

This chapler mentions the background and rationale to conduct the study, sialex (he

aims, scope, and organization of the graduation thesis

1.1 Rationale of the study

Jnglish has received growing recognition as the preferred foreign language

in Viemam nowadays (Do, 2006) and is considered an “unquestionable asset” (Shapiro, 1995: 4) for the Vietnamese people due to its role as a key to Vietnam's regional and global integration under the impact of the so-called open-door policy

or Doi Moi since the last decade of the 20th century (Nguyen, N 2012) This global

integration trend has directly led to a spectacular increase in demand for Hnglish training (Nguyen, N 2012) in order to facilitate the communication ability, increase

titeractions and develop iniemational relations belween the local enterprises,

labours and those from foreign countries Since then, English has become one major subject at schools and continuously receives significant attention of the government, wilh a number of nalional projecis which aim at promoting the qualily of teachers

and that of the English teaching and leaming process

Among the four Knglish skills (speaking, listening, writing, and reading), speaking has been perceived as the most important one (Flohr & Paesler, 2006) According ly Nurem (1993), the imporlance of speaking skill is obvious as hurnan depend themselves more on speaking rather than writing when interacting, with others As defined by Brown (2001), speaking is an interactive process to conduct meaning which involves producing, receiving and processing information Speaking can also be considered as an indicator for students’ success in mastering a language

By speaking students may realize how much language they have mastered ad how they can use iL Besides, through students’ speaking, teachers can gol feedback from students faster and more exactly Thanks to students speaking activities in class and

outside class, the teacher can find out how much students understand the lesson.

ACKNOWLEDGEMENTS

Hirst of all, L would like to acknowledge the debt of gratitude to my

supervisor, DrVu Thi Thanh Nha for her helpful suggestions, invaluable critical

feedback and encouragement in the writing, of this study Without her guidance and help, this work would not have been completed

My sincere thanks go to all the staff at the Department of Post-graduate

Studies, Hanoi University of Languages and Tnternational Studies for giving me

assistance and the lecturers who conducted the Master's course for providing me

with valuable knowledge

1 would also like to express my deep sense of gratitude to my dear students,

whose participation in and dedication (o the rescarch remain invaluable have been acknowledged Without their precious support, the thesis would not have taken shaped

Finally, the support extended to me by the members of my family has been immeasurable I would also like to express my thanks to my parents and my usband for their wholehearted encouragement

Bác Ninh, May 29" 2019

Nguyen Thị Trang,

3.1 Participants and confext of the stưđy à co 22

3.3 Phases of action rescach ócc sec se cesecree Kererseriaeo.4

4.1 Information collected from the survey questionnaires seed

4.1.1 Students’ opinions on the imporlance of speaking skill 34 4.1.2 Students’ challenges in developing speaking skill - - 34 4.1.3 Students’ preference of group wotk in speaking lessons 35 4.1.4 Reasons for students’ preference of group work - - 36

4.1.5 Students’ opinions on the effectiveness of group work in speaking lessons .3 4.1.6 Students’ opinions on the advantages af group work in speaking lassans 38 4.1.7 Students’ opinions about the impact of group work on their speaking ability 39 4.1.8 Students’ self-evaluation regarding speaking aspects before and after the

LISTS OF TABLES AND FIGURES

‘Table 4.6 Use of new lexical items and grammar structures

Table 1.7 Students” report on new lexical items and grammar structures learnt 17

Figure 4.3 Students’ self-evaluation of the vocabulary aspect-—-—-

Figure 4.4 Students’ self-evaluation of grammar aspect

Figure 4.5 Students’ self-evaluation of fluency aspect —-

Figure 4.6, Students’ self-evaluation of pronunciation aspect -

Figure 4.7 Students’ changes in styles of answers —~

Figure 4.8 Students’ opinions on the level of hesitation-~

vii

42 Data coliected from siudenfv` learuing løgs

4.2.1 Things stuđents can đo

4.2.2 Things students learnt

4.3 Summary

CHAPTER V: CONCLUSION 0 cccsssses esses setisieenente sansa

5.1 Summary of major findings

APPENDIX 1 PRE-ACTION QUESTIONNAIRE

APPENDIX 2 POST-ACTION QUESTIONNAIRE

APPENDIX 3 LEARNING LOG: SPEAKLNG SKILL,

LISTS OF TABLES AND FIGURES

‘Table 4.6 Use of new lexical items and grammar structures

Table 1.7 Students” report on new lexical items and grammar structures learnt 17

Figure 4.3 Students’ self-evaluation of the vocabulary aspect-—-—-

Figure 4.4 Students’ self-evaluation of grammar aspect

Figure 4.5 Students’ self-evaluation of fluency aspect —-

Figure 4.6, Students’ self-evaluation of pronunciation aspect -

Figure 4.7 Students’ changes in styles of answers —~

Figure 4.8 Students’ opinions on the level of hesitation-~

vii

ACKNOWLEDGEMENTS

Hirst of all, L would like to acknowledge the debt of gratitude to my

supervisor, DrVu Thi Thanh Nha for her helpful suggestions, invaluable critical

feedback and encouragement in the writing, of this study Without her guidance and help, this work would not have been completed

My sincere thanks go to all the staff at the Department of Post-graduate

Studies, Hanoi University of Languages and Tnternational Studies for giving me

assistance and the lecturers who conducted the Master's course for providing me

with valuable knowledge

1 would also like to express my deep sense of gratitude to my dear students,

whose participation in and dedication (o the rescarch remain invaluable have been acknowledged Without their precious support, the thesis would not have taken shaped

Finally, the support extended to me by the members of my family has been immeasurable I would also like to express my thanks to my parents and my usband for their wholehearted encouragement

Bác Ninh, May 29" 2019

Nguyen Thị Trang,

3.1 Participants and confext of the stưđy à co 22

3.3 Phases of action rescach ócc sec se cesecree Kererseriaeo.4

4.1 Information collected from the survey questionnaires seed

4.1.1 Students’ opinions on the imporlance of speaking skill 34 4.1.2 Students’ challenges in developing speaking skill - - 34 4.1.3 Students’ preference of group wotk in speaking lessons 35 4.1.4 Reasons for students’ preference of group work - - 36

4.1.5 Students’ opinions on the effectiveness of group work in speaking lessons .3 4.1.6 Students’ opinions on the advantages af group work in speaking lassans 38 4.1.7 Students’ opinions about the impact of group work on their speaking ability 39 4.1.8 Students’ self-evaluation regarding speaking aspects before and after the

1.1 Rationale of the study

1.2 Aims of the study ii

1.3 Scope of the study

1.4 Organization of the thesis coi

CHAPTER I: LITERATURE REVIEW

2.1 Theorctical background of spenking

2.1.1 Definitions of speaking skill

2.1.2 Aspects of speaking skilL ào noi

2.1.3 Chametoristics o[ n sucooss[UÌ speaking aclivily

2.1.4 Problems with speaking classes

2.1.5 Relating calegories of oral production

2.1.6 The roles of the teacher in different stages of teaching øpeaking

2.2 Group work in speaking lessons

2.2.1 Definition of group work

2.2.2 Bonetits of grơup WOlk co ceeecvee

2.2.3, Some problems in using group work

2.2.4 Group formation

dil vii

ABSTRACT

The study was carried out with an aLlernpt to invesligale the apphiealion of

group work towards enhancing grade 10 students’ speaking skill he subjects participating in the research were 10 EFL students studying in the same class at a high school in Bae Ninh province To achieve the desired aimns of the sludy, an action research was carried out Survey questiomnaires for students and learning logs were used as the major instruments to collect data about students’ challenges in developing their speaking skill and the impacts of group work implementation on students” speaking, ability ‘rhe results of the study showed that group work has positive influence on the development of students’ speaking skill and has the polential o help students deal with some challenges that they may encounter in speaking lessons

1.1 Rationale of the study

1.2 Aims of the study ii

1.3 Scope of the study

1.4 Organization of the thesis coi

CHAPTER I: LITERATURE REVIEW

2.1 Theorctical background of spenking

2.1.1 Definitions of speaking skill

2.1.2 Aspects of speaking skilL ào noi

2.1.3 Chametoristics o[ n sucooss[UÌ speaking aclivily

2.1.4 Problems with speaking classes

2.1.5 Relating calegories of oral production

2.1.6 The roles of the teacher in different stages of teaching øpeaking

2.2 Group work in speaking lessons

2.2.1 Definition of group work

2.2.2 Bonetits of grơup WOlk co ceeecvee

2.2.3, Some problems in using group work

2.2.4 Group formation

dil vii

ABSTRACT

The study was carried out with an aLlernpt to invesligale the apphiealion of

group work towards enhancing grade 10 students’ speaking skill he subjects participating in the research were 10 EFL students studying in the same class at a high school in Bae Ninh province To achieve the desired aimns of the sludy, an action research was carried out Survey questiomnaires for students and learning logs were used as the major instruments to collect data about students’ challenges in developing their speaking skill and the impacts of group work implementation on students” speaking, ability ‘rhe results of the study showed that group work has positive influence on the development of students’ speaking skill and has the polential o help students deal with some challenges that they may encounter in speaking lessons

ABSTRACT

The study was carried out with an aLlernpt to invesligale the apphiealion of

group work towards enhancing grade 10 students’ speaking skill he subjects participating in the research were 10 EFL students studying in the same class at a high school in Bae Ninh province To achieve the desired aimns of the sludy, an action research was carried out Survey questiomnaires for students and learning logs were used as the major instruments to collect data about students’ challenges in developing their speaking skill and the impacts of group work implementation on students” speaking, ability ‘rhe results of the study showed that group work has positive influence on the development of students’ speaking skill and has the polential o help students deal with some challenges that they may encounter in speaking lessons

42 Data coliected from siudenfv` learuing løgs

4.2.1 Things stuđents can đo

4.2.2 Things students learnt

4.3 Summary

CHAPTER V: CONCLUSION 0 cccsssses esses setisieenente sansa

5.1 Summary of major findings

APPENDIX 1 PRE-ACTION QUESTIONNAIRE

APPENDIX 2 POST-ACTION QUESTIONNAIRE

APPENDIX 3 LEARNING LOG: SPEAKLNG SKILL,

42 Data coliected from siudenfv` learuing løgs

4.2.1 Things stuđents can đo

4.2.2 Things students learnt

4.3 Summary

CHAPTER V: CONCLUSION 0 cccsssses esses setisieenente sansa

5.1 Summary of major findings

APPENDIX 1 PRE-ACTION QUESTIONNAIRE

APPENDIX 2 POST-ACTION QUESTIONNAIRE

APPENDIX 3 LEARNING LOG: SPEAKLNG SKILL,

ACKNOWLEDGEMENTS

Hirst of all, L would like to acknowledge the debt of gratitude to my

supervisor, DrVu Thi Thanh Nha for her helpful suggestions, invaluable critical

feedback and encouragement in the writing, of this study Without her guidance and help, this work would not have been completed

My sincere thanks go to all the staff at the Department of Post-graduate

Studies, Hanoi University of Languages and Tnternational Studies for giving me

assistance and the lecturers who conducted the Master's course for providing me

with valuable knowledge

1 would also like to express my deep sense of gratitude to my dear students,

whose participation in and dedication (o the rescarch remain invaluable have been acknowledged Without their precious support, the thesis would not have taken shaped

Finally, the support extended to me by the members of my family has been immeasurable I would also like to express my thanks to my parents and my usband for their wholehearted encouragement

Bác Ninh, May 29" 2019

Nguyen Thị Trang,