Luận văn efl teachers’ and students’ beliefs about factors affecting students’ participation in group work activities at hanoi national university of education

‘These teachers and students appreciated students” preference to group work, appropriate group task, collaborative interaction; accepted the possibility to use native language, and did n

HOANG THI MINH

EFL TEACHERS’ AND STUDENTS’ BELIEFS ABOUT FACTORS AFFECTING STUDENTS’ PARTICIPATION

IN GROUP WORK ACTIVITIES

AT HANOI NATIONAL UNIVERSITY OF EDUCATION

(NHAN THUC CUA GIAO VIEN VA SINH VIEN VE

NHUNG NHAN T6 ANH HUGNG DEN SU THAM GIA VAO HOAT DONG NHOM CUA SINH VIEN NGOAINGU

‘TRUONG DAL HOC SU PHAM HA NOD

M.A Minor Thesis (Chương trình 1)

: English Language Teaching Methodology : 60.14.0111

VIETNAM NATIONAL UNIVERSITY, HANOL UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDY

wof1œ

HOÀNG THỊ MINH

EFL TEACHERS’ AND STUDENTS’ BELIEFS ABOUT FACTORS AFFECTING STUDENTS’ PARTICIPATION

IN GROUP WORK ACTIVITIES

AT HANOI NATIONAL UNIVERSITY OF EDUCATION

(NHAN THUC CUA GIAO VIEN VA SINH VIEN VE NHUNG NHAN TO ANH HUONG DEN SU THAM GIA

VÀO HOẠT ĐỘNG NHÓM CÚA SINH VIÊN NGOẠI NGỮ

TRUONG DAI HOC SU PHAM HA NOI)

MLA Minar Thesis (Chuong trinh 1)

Major : English Language Teaching Methedology Code : 60.14.0111

Supervisor : Dr Nguyễn Dức [loạt

DECLARATION

T herehy certify that the thesis entitled “EFI TEACHERS’? AND STLDENTS’ BELIEFS ABOUT FACTORS AFFECTING STUDENTS’ PARTICIPATION

IN GROUP WORK ACTIVITIES AT IANOT NATIONAL UNIVERSITY OF

EDUCATION” is the resuii of my own research for the Degree of Muster of Arts

at University of Languages and International Studies, Vierwuam National University,

Hanoi and that this thesis has not been submitted for any degree at any other

university or tertiary institution

Date:

Signature

TABLE OF CONTENT

DECLARATION nh hieu ACKNOWLEDGEMENT àc nen nhheeeieririiireroiE

PART I: INTRODUCTIƠN óc nọ nhưng ước

1.2.2 Blaments of effective cooperative leaning group work 8 1.2.3, Benglts oFgroup wOtk căn nenonininirrireorrree 10 1.2.4, Some group Work activities essesnssuusstoesseniatvenessnineven 1 1.3 Students” participation in grop WOIK non ninieerree 12 1.3.1 Delinition ofstudents` paricipation in group wotK 12

1.3.2 The role of students’ participation in Ianguage leaming and group work13

greal understanding and wholchoarled support throughout the proc

valuable time, professional guidance and critical (ecdback for every minor detail, T

would not have been able to complete my work

My special gratitude is also to be expressed Lo all the professors, lecturers, teachers,

staff and students of the Faculty of Post-graduate Study, Univer

and International Studies, Victnam National University, Hanoi for their valuable support, instruction, assistance and materials during my study and mvestigation at

Along the way, T owe my deep gratitude lo my beloved farnily and friends who always provided tremendous support and encouragement when I was in the process

of completing this study,

Las! ly, T offer my rogards and ble ings 10 all those who supported me in any aspect during the couplstion of the rescarch.

LIST OF TABLES AND FIGURE:

Figure 3.1-1 Teachers’ and students’ beliefs related to students’ preference to group

ABSTRACT

This survey research, based on the claim thal FFT teachers and students highly

value the application of group work and students’ participation in group work conlext, analyzed their belicf uboul factors affecting students’ participation im group work activitics and highlighted the importance of the conditions underlying, etfective classroom interacton, Quantitative and qualitative data gathered fiom survey questionnaires and interviews indicate both the similarity and difference in their beliefs ‘These teachers and students appreciated students” preference to group work, appropriate group task, collaborative interaction; accepted the possibility to use native language, and did not view fully preparing and knowing the right answer

as a prerequisite for participation, However, while the learners believed that participation was impacted by issues of students’ personality, group composition and teachers’ policy of grading participation; the teachers’ beliefs were not so Hlexble These results assert the signiticance of teachers’ and learners’ involvement

in classroom research and draw attention to the need to incorporate leamers’ beliefs

into pedagogy.

TABLE OF CONTENT

DECLARATION nh hieu ACKNOWLEDGEMENT àc nen nhheeeieririiireroiE

PART I: INTRODUCTIƠN óc nọ nhưng ước

1.2.2 Blaments of effective cooperative leaning group work 8 1.2.3, Benglts oFgroup wOtk căn nenonininirrireorrree 10 1.2.4, Some group Work activities essesnssuusstoesseniatvenessnineven 1 1.3 Students” participation in grop WOIK non ninieerree 12 1.3.1 Delinition ofstudents` paricipation in group wotK 12

1.3.2 The role of students’ participation in Ianguage leaming and group work13

PART I: INTROHUCTION

1 Hationale

Along with the development of commumcative language teaching approach from the late 1970s, collaborative group work is increasingly being seen as an indispensable component in teaching and leaming the second and foreign language with the expectation to focus on communicatively authentic language use in real conlexts (Burts, 2009: 11), This is also trus for most courses al colleges in Vietnam

in general and al Faculty of Fry

ish, Hanoi National University of Edugation in

particular, In comparison with competitively and individualistically structured leaming, this form of cooperative learning has some valuable benefits that are affirmed by Johnson and Johnson: higher successful mastery, retention and transfer

of concepts, rules and principles; higher and more intrinsically-oriented leaming motivation, more facilitated cognitive and social development; more positive allitudés 10 teachers, olher school personel, subject areas, school, and other classmates, more positive selfestecm and psychological health (lolmson_ and Johnson, 1974, 1975; Johnson, 1979 cited in Smith, 1979: 24)

However, their group work is nol always satisfactory and successful The

achicvernent of the benefits associated with group work depends on the effectiveness of members in working together and functioning as a group (Hasan & Ali, 2007: 230) In other words, the effectiveness of group work partly depends on group members’ participation, which are intluenced by many factors related to the students, the teachers, the group task, and the learning environment (Lee, 2005, Donobue & Richards, 2009; Sovajassatakul, 2008; Tran, 2005, Phung, 2006; Pham,

2011, Le, 2011) Sometimes students seem to be very active in group work but sometimes they remain quiet, engage in offask bohavior und have minim attempts to participate Their teachers, unfortunately, do not always pay attention to this or just neglect this habitual behavior to keep the leamers working in group

greal understanding and wholchoarled support throughout the proc

valuable time, professional guidance and critical (ecdback for every minor detail, T

would not have been able to complete my work

My special gratitude is also to be expressed Lo all the professors, lecturers, teachers,

staff and students of the Faculty of Post-graduate Study, Univer

and International Studies, Victnam National University, Hanoi for their valuable support, instruction, assistance and materials during my study and mvestigation at

Along the way, T owe my deep gratitude lo my beloved farnily and friends who always provided tremendous support and encouragement when I was in the process

of completing this study,

Las! ly, T offer my rogards and ble ings 10 all those who supported me in any aspect during the couplstion of the rescarch.

greal understanding and wholchoarled support throughout the proc

valuable time, professional guidance and critical (ecdback for every minor detail, T

would not have been able to complete my work

My special gratitude is also to be expressed Lo all the professors, lecturers, teachers,

staff and students of the Faculty of Post-graduate Study, Univer

and International Studies, Victnam National University, Hanoi for their valuable support, instruction, assistance and materials during my study and mvestigation at

Along the way, T owe my deep gratitude lo my beloved farnily and friends who always provided tremendous support and encouragement when I was in the process

of completing this study,

Las! ly, T offer my rogards and ble ings 10 all those who supported me in any aspect during the couplstion of the rescarch.

PART I: INTROHUCTION

1 Hationale

Along with the development of commumcative language teaching approach from the late 1970s, collaborative group work is increasingly being seen as an indispensable component in teaching and leaming the second and foreign language with the expectation to focus on communicatively authentic language use in real conlexts (Burts, 2009: 11), This is also trus for most courses al colleges in Vietnam

in general and al Faculty of Fry

ish, Hanoi National University of Edugation in

particular, In comparison with competitively and individualistically structured leaming, this form of cooperative learning has some valuable benefits that are affirmed by Johnson and Johnson: higher successful mastery, retention and transfer

of concepts, rules and principles; higher and more intrinsically-oriented leaming motivation, more facilitated cognitive and social development; more positive allitudés 10 teachers, olher school personel, subject areas, school, and other classmates, more positive selfestecm and psychological health (lolmson_ and Johnson, 1974, 1975; Johnson, 1979 cited in Smith, 1979: 24)

However, their group work is nol always satisfactory and successful The

achicvernent of the benefits associated with group work depends on the effectiveness of members in working together and functioning as a group (Hasan & Ali, 2007: 230) In other words, the effectiveness of group work partly depends on group members’ participation, which are intluenced by many factors related to the students, the teachers, the group task, and the learning environment (Lee, 2005, Donobue & Richards, 2009; Sovajassatakul, 2008; Tran, 2005, Phung, 2006; Pham,

2011, Le, 2011) Sometimes students seem to be very active in group work but sometimes they remain quiet, engage in offask bohavior und have minim attempts to participate Their teachers, unfortunately, do not always pay attention to this or just neglect this habitual behavior to keep the leamers working in group

1.3.3 Measurem

of students” participation in group work 14 1.3.4, Factors affecting students’ participation in group work 14 1.4.Relafed previous stulieS àc tnnHn HH He errerre 17 CHAPTER2 METHODOLOGY eo co 18 2.1 Design and approaches ch HH nghe 18

2.3.2 Imervicws (Appendix D,E) àceeeeeererrsereoceu 2D 2.4 Data analysis methods co cnhanrreerrie 221

3.1.The similarity between teachers’ and students’ beliefs about factors affecting students’ participation in group work activities 22 3.2.'The difference between teachers’ and students’ beliefs about factors affecting students’ participation in group work activities 30 33.Both converging and diverging bolicts abont faclors affecting students” participation in group work activities between teachers and students 36 DART HI: COXCLUSION sàn Heeerrre 43

Appendix B: Questionnaire for Teachers .ccssssessssseesiesteseietisstusiesee IV Appendix C: Teachers and Students Questionnaire Respontsss vu Appendix D: Transcripts of Students Interviews 0 cccecssessesessee sesso 1X Appendix E: Transcripts of Teachers Inferviews sec xu

1.3.3 Measurem

of students” participation in group work 14 1.3.4, Factors affecting students’ participation in group work 14 1.4.Relafed previous stulieS àc tnnHn HH He errerre 17 CHAPTER2 METHODOLOGY eo co 18 2.1 Design and approaches ch HH nghe 18

2.3.2 Imervicws (Appendix D,E) àceeeeeererrsereoceu 2D 2.4 Data analysis methods co cnhanrreerrie 221

3.1.The similarity between teachers’ and students’ beliefs about factors affecting students’ participation in group work activities 22 3.2.'The difference between teachers’ and students’ beliefs about factors affecting students’ participation in group work activities 30 33.Both converging and diverging bolicts abont faclors affecting students” participation in group work activities between teachers and students 36 DART HI: COXCLUSION sàn Heeerrre 43

Appendix B: Questionnaire for Teachers .ccssssessssseesiesteseietisstusiesee IV Appendix C: Teachers and Students Questionnaire Respontsss vu Appendix D: Transcripts of Students Interviews 0 cccecssessesessee sesso 1X Appendix E: Transcripts of Teachers Inferviews sec xu

ABSTRACT

This survey research, based on the claim thal FFT teachers and students highly

value the application of group work and students’ participation in group work conlext, analyzed their belicf uboul factors affecting students’ participation im group work activitics and highlighted the importance of the conditions underlying, etfective classroom interacton, Quantitative and qualitative data gathered fiom survey questionnaires and interviews indicate both the similarity and difference in their beliefs ‘These teachers and students appreciated students” preference to group work, appropriate group task, collaborative interaction; accepted the possibility to use native language, and did not view fully preparing and knowing the right answer

as a prerequisite for participation, However, while the learners believed that participation was impacted by issues of students’ personality, group composition and teachers’ policy of grading participation; the teachers’ beliefs were not so Hlexble These results assert the signiticance of teachers’ and learners’ involvement

in classroom research and draw attention to the need to incorporate leamers’ beliefs

into pedagogy.

PART I: INTROHUCTION

1 Hationale

Along with the development of commumcative language teaching approach from the late 1970s, collaborative group work is increasingly being seen as an indispensable component in teaching and leaming the second and foreign language with the expectation to focus on communicatively authentic language use in real conlexts (Burts, 2009: 11), This is also trus for most courses al colleges in Vietnam

in general and al Faculty of Fry

ish, Hanoi National University of Edugation in

particular, In comparison with competitively and individualistically structured leaming, this form of cooperative learning has some valuable benefits that are affirmed by Johnson and Johnson: higher successful mastery, retention and transfer

of concepts, rules and principles; higher and more intrinsically-oriented leaming motivation, more facilitated cognitive and social development; more positive allitudés 10 teachers, olher school personel, subject areas, school, and other classmates, more positive selfestecm and psychological health (lolmson_ and Johnson, 1974, 1975; Johnson, 1979 cited in Smith, 1979: 24)

However, their group work is nol always satisfactory and successful The

achicvernent of the benefits associated with group work depends on the effectiveness of members in working together and functioning as a group (Hasan & Ali, 2007: 230) In other words, the effectiveness of group work partly depends on group members’ participation, which are intluenced by many factors related to the students, the teachers, the group task, and the learning environment (Lee, 2005, Donobue & Richards, 2009; Sovajassatakul, 2008; Tran, 2005, Phung, 2006; Pham,

2011, Le, 2011) Sometimes students seem to be very active in group work but sometimes they remain quiet, engage in offask bohavior und have minim attempts to participate Their teachers, unfortunately, do not always pay attention to this or just neglect this habitual behavior to keep the leamers working in group

greal understanding and wholchoarled support throughout the proc

valuable time, professional guidance and critical (ecdback for every minor detail, T

would not have been able to complete my work

My special gratitude is also to be expressed Lo all the professors, lecturers, teachers,

staff and students of the Faculty of Post-graduate Study, Univer

and International Studies, Victnam National University, Hanoi for their valuable support, instruction, assistance and materials during my study and mvestigation at

Along the way, T owe my deep gratitude lo my beloved farnily and friends who always provided tremendous support and encouragement when I was in the process

of completing this study,

Las! ly, T offer my rogards and ble ings 10 all those who supported me in any aspect during the couplstion of the rescarch.

LIST OF TABLES AND FIGURE:

Figure 3.1-1 Teachers’ and students’ beliefs related to students’ preference to group

TABLE OF CONTENT

DECLARATION nh hieu ACKNOWLEDGEMENT àc nen nhheeeieririiireroiE

PART I: INTRODUCTIƠN óc nọ nhưng ước

1.2.2 Blaments of effective cooperative leaning group work 8 1.2.3, Benglts oFgroup wOtk căn nenonininirrireorrree 10 1.2.4, Some group Work activities essesnssuusstoesseniatvenessnineven 1 1.3 Students” participation in grop WOIK non ninieerree 12 1.3.1 Delinition ofstudents` paricipation in group wotK 12

1.3.2 The role of students’ participation in Ianguage leaming and group work13

ABSTRACT

This survey research, based on the claim thal FFT teachers and students highly

value the application of group work and students’ participation in group work conlext, analyzed their belicf uboul factors affecting students’ participation im group work activitics and highlighted the importance of the conditions underlying, etfective classroom interacton, Quantitative and qualitative data gathered fiom survey questionnaires and interviews indicate both the similarity and difference in their beliefs ‘These teachers and students appreciated students” preference to group work, appropriate group task, collaborative interaction; accepted the possibility to use native language, and did not view fully preparing and knowing the right answer

as a prerequisite for participation, However, while the learners believed that participation was impacted by issues of students’ personality, group composition and teachers’ policy of grading participation; the teachers’ beliefs were not so Hlexble These results assert the signiticance of teachers’ and learners’ involvement

in classroom research and draw attention to the need to incorporate leamers’ beliefs

into pedagogy.

PART I: INTROHUCTION

1 Hationale

Along with the development of commumcative language teaching approach from the late 1970s, collaborative group work is increasingly being seen as an indispensable component in teaching and leaming the second and foreign language with the expectation to focus on communicatively authentic language use in real conlexts (Burts, 2009: 11), This is also trus for most courses al colleges in Vietnam

in general and al Faculty of Fry

ish, Hanoi National University of Edugation in

particular, In comparison with competitively and individualistically structured leaming, this form of cooperative learning has some valuable benefits that are affirmed by Johnson and Johnson: higher successful mastery, retention and transfer

of concepts, rules and principles; higher and more intrinsically-oriented leaming motivation, more facilitated cognitive and social development; more positive allitudés 10 teachers, olher school personel, subject areas, school, and other classmates, more positive selfestecm and psychological health (lolmson_ and Johnson, 1974, 1975; Johnson, 1979 cited in Smith, 1979: 24)

However, their group work is nol always satisfactory and successful The

achicvernent of the benefits associated with group work depends on the effectiveness of members in working together and functioning as a group (Hasan & Ali, 2007: 230) In other words, the effectiveness of group work partly depends on group members’ participation, which are intluenced by many factors related to the students, the teachers, the group task, and the learning environment (Lee, 2005, Donobue & Richards, 2009; Sovajassatakul, 2008; Tran, 2005, Phung, 2006; Pham,

2011, Le, 2011) Sometimes students seem to be very active in group work but sometimes they remain quiet, engage in offask bohavior und have minim attempts to participate Their teachers, unfortunately, do not always pay attention to this or just neglect this habitual behavior to keep the leamers working in group

1.3.3 Measurem

of students” participation in group work 14 1.3.4, Factors affecting students’ participation in group work 14 1.4.Relafed previous stulieS àc tnnHn HH He errerre 17 CHAPTER2 METHODOLOGY eo co 18 2.1 Design and approaches ch HH nghe 18

2.3.2 Imervicws (Appendix D,E) àceeeeeererrsereoceu 2D 2.4 Data analysis methods co cnhanrreerrie 221

3.1.The similarity between teachers’ and students’ beliefs about factors affecting students’ participation in group work activities 22 3.2.'The difference between teachers’ and students’ beliefs about factors affecting students’ participation in group work activities 30 33.Both converging and diverging bolicts abont faclors affecting students” participation in group work activities between teachers and students 36 DART HI: COXCLUSION sàn Heeerrre 43

Appendix B: Questionnaire for Teachers .ccssssessssseesiesteseietisstusiesee IV Appendix C: Teachers and Students Questionnaire Respontsss vu Appendix D: Transcripts of Students Interviews 0 cccecssessesessee sesso 1X Appendix E: Transcripts of Teachers Inferviews sec xu

TABLE OF CONTENT

DECLARATION nh hieu ACKNOWLEDGEMENT àc nen nhheeeieririiireroiE

PART I: INTRODUCTIƠN óc nọ nhưng ước

1.2.2 Blaments of effective cooperative leaning group work 8 1.2.3, Benglts oFgroup wOtk căn nenonininirrireorrree 10 1.2.4, Some group Work activities essesnssuusstoesseniatvenessnineven 1 1.3 Students” participation in grop WOIK non ninieerree 12 1.3.1 Delinition ofstudents` paricipation in group wotK 12

1.3.2 The role of students’ participation in Ianguage leaming and group work13

ABSTRACT

This survey research, based on the claim thal FFT teachers and students highly

value the application of group work and students’ participation in group work conlext, analyzed their belicf uboul factors affecting students’ participation im group work activitics and highlighted the importance of the conditions underlying, etfective classroom interacton, Quantitative and qualitative data gathered fiom survey questionnaires and interviews indicate both the similarity and difference in their beliefs ‘These teachers and students appreciated students” preference to group work, appropriate group task, collaborative interaction; accepted the possibility to use native language, and did not view fully preparing and knowing the right answer

as a prerequisite for participation, However, while the learners believed that participation was impacted by issues of students’ personality, group composition and teachers’ policy of grading participation; the teachers’ beliefs were not so Hlexble These results assert the signiticance of teachers’ and learners’ involvement

in classroom research and draw attention to the need to incorporate leamers’ beliefs

into pedagogy.

TABLE OF CONTENT

DECLARATION nh hieu ACKNOWLEDGEMENT àc nen nhheeeieririiireroiE

PART I: INTRODUCTIƠN óc nọ nhưng ước

1.2.2 Blaments of effective cooperative leaning group work 8 1.2.3, Benglts oFgroup wOtk căn nenonininirrireorrree 10 1.2.4, Some group Work activities essesnssuusstoesseniatvenessnineven 1 1.3 Students” participation in grop WOIK non ninieerree 12 1.3.1 Delinition ofstudents` paricipation in group wotK 12

1.3.2 The role of students’ participation in Ianguage leaming and group work13

ABSTRACT

This survey research, based on the claim thal FFT teachers and students highly

value the application of group work and students’ participation in group work conlext, analyzed their belicf uboul factors affecting students’ participation im group work activitics and highlighted the importance of the conditions underlying, etfective classroom interacton, Quantitative and qualitative data gathered fiom survey questionnaires and interviews indicate both the similarity and difference in their beliefs ‘These teachers and students appreciated students” preference to group work, appropriate group task, collaborative interaction; accepted the possibility to use native language, and did not view fully preparing and knowing the right answer

as a prerequisite for participation, However, while the learners believed that participation was impacted by issues of students’ personality, group composition and teachers’ policy of grading participation; the teachers’ beliefs were not so Hlexble These results assert the signiticance of teachers’ and learners’ involvement

in classroom research and draw attention to the need to incorporate leamers’ beliefs

into pedagogy.

1.3.3 Measurem

of students” participation in group work 14 1.3.4, Factors affecting students’ participation in group work 14 1.4.Relafed previous stulieS àc tnnHn HH He errerre 17 CHAPTER2 METHODOLOGY eo co 18 2.1 Design and approaches ch HH nghe 18

2.3.2 Imervicws (Appendix D,E) àceeeeeererrsereoceu 2D 2.4 Data analysis methods co cnhanrreerrie 221

3.1.The similarity between teachers’ and students’ beliefs about factors affecting students’ participation in group work activities 22 3.2.'The difference between teachers’ and students’ beliefs about factors affecting students’ participation in group work activities 30 33.Both converging and diverging bolicts abont faclors affecting students” participation in group work activities between teachers and students 36 DART HI: COXCLUSION sàn Heeerrre 43

Appendix B: Questionnaire for Teachers .ccssssessssseesiesteseietisstusiesee IV Appendix C: Teachers and Students Questionnaire Respontsss vu Appendix D: Transcripts of Students Interviews 0 cccecssessesessee sesso 1X Appendix E: Transcripts of Teachers Inferviews sec xu

greal understanding and wholchoarled support throughout the proc

valuable time, professional guidance and critical (ecdback for every minor detail, T

would not have been able to complete my work

My special gratitude is also to be expressed Lo all the professors, lecturers, teachers,

staff and students of the Faculty of Post-graduate Study, Univer

and International Studies, Victnam National University, Hanoi for their valuable support, instruction, assistance and materials during my study and mvestigation at

Along the way, T owe my deep gratitude lo my beloved farnily and friends who always provided tremendous support and encouragement when I was in the process

of completing this study,

Las! ly, T offer my rogards and ble ings 10 all those who supported me in any aspect during the couplstion of the rescarch.

ABSTRACT

This survey research, based on the claim thal FFT teachers and students highly

value the application of group work and students’ participation in group work conlext, analyzed their belicf uboul factors affecting students’ participation im group work activitics and highlighted the importance of the conditions underlying, etfective classroom interacton, Quantitative and qualitative data gathered fiom survey questionnaires and interviews indicate both the similarity and difference in their beliefs ‘These teachers and students appreciated students” preference to group work, appropriate group task, collaborative interaction; accepted the possibility to use native language, and did not view fully preparing and knowing the right answer

as a prerequisite for participation, However, while the learners believed that participation was impacted by issues of students’ personality, group composition and teachers’ policy of grading participation; the teachers’ beliefs were not so Hlexble These results assert the signiticance of teachers’ and learners’ involvement

in classroom research and draw attention to the need to incorporate leamers’ beliefs

into pedagogy.

TABLE OF CONTENT

DECLARATION nh hieu ACKNOWLEDGEMENT àc nen nhheeeieririiireroiE

PART I: INTRODUCTIƠN óc nọ nhưng ước

1.2.2 Blaments of effective cooperative leaning group work 8 1.2.3, Benglts oFgroup wOtk căn nenonininirrireorrree 10 1.2.4, Some group Work activities essesnssuusstoesseniatvenessnineven 1 1.3 Students” participation in grop WOIK non ninieerree 12 1.3.1 Delinition ofstudents` paricipation in group wotK 12

1.3.2 The role of students’ participation in Ianguage leaming and group work13

TABLE OF CONTENT

DECLARATION nh hieu ACKNOWLEDGEMENT àc nen nhheeeieririiireroiE

PART I: INTRODUCTIƠN óc nọ nhưng ước

1.2.2 Blaments of effective cooperative leaning group work 8 1.2.3, Benglts oFgroup wOtk căn nenonininirrireorrree 10 1.2.4, Some group Work activities essesnssuusstoesseniatvenessnineven 1 1.3 Students” participation in grop WOIK non ninieerree 12 1.3.1 Delinition ofstudents` paricipation in group wotK 12

1.3.2 The role of students’ participation in Ianguage leaming and group work13

LIST OF TABLES AND FIGURE:

Figure 3.1-1 Teachers’ and students’ beliefs related to students’ preference to group

PART I: INTROHUCTION

1 Hationale

Along with the development of commumcative language teaching approach from the late 1970s, collaborative group work is increasingly being seen as an indispensable component in teaching and leaming the second and foreign language with the expectation to focus on communicatively authentic language use in real conlexts (Burts, 2009: 11), This is also trus for most courses al colleges in Vietnam

in general and al Faculty of Fry

ish, Hanoi National University of Edugation in

particular, In comparison with competitively and individualistically structured leaming, this form of cooperative learning has some valuable benefits that are affirmed by Johnson and Johnson: higher successful mastery, retention and transfer

of concepts, rules and principles; higher and more intrinsically-oriented leaming motivation, more facilitated cognitive and social development; more positive allitudés 10 teachers, olher school personel, subject areas, school, and other classmates, more positive selfestecm and psychological health (lolmson_ and Johnson, 1974, 1975; Johnson, 1979 cited in Smith, 1979: 24)

However, their group work is nol always satisfactory and successful The

achicvernent of the benefits associated with group work depends on the effectiveness of members in working together and functioning as a group (Hasan & Ali, 2007: 230) In other words, the effectiveness of group work partly depends on group members’ participation, which are intluenced by many factors related to the students, the teachers, the group task, and the learning environment (Lee, 2005, Donobue & Richards, 2009; Sovajassatakul, 2008; Tran, 2005, Phung, 2006; Pham,

2011, Le, 2011) Sometimes students seem to be very active in group work but sometimes they remain quiet, engage in offask bohavior und have minim attempts to participate Their teachers, unfortunately, do not always pay attention to this or just neglect this habitual behavior to keep the leamers working in group

TABLE OF CONTENT

DECLARATION nh hieu ACKNOWLEDGEMENT àc nen nhheeeieririiireroiE

PART I: INTRODUCTIƠN óc nọ nhưng ước

1.2.2 Blaments of effective cooperative leaning group work 8 1.2.3, Benglts oFgroup wOtk căn nenonininirrireorrree 10 1.2.4, Some group Work activities essesnssuusstoesseniatvenessnineven 1 1.3 Students” participation in grop WOIK non ninieerree 12 1.3.1 Delinition ofstudents` paricipation in group wotK 12

1.3.2 The role of students’ participation in Ianguage leaming and group work13