Yếu tố giáo viên và học sinh ảnh hưởng đến việc tham gia hoạt động cặp và nhóm của học sinh chuyên Anh - Một nghiên cứu cá biệt tại trường THPT Chuyên Lương Văn

------ PHẠM TUYẾT MINH TEACHER AND STUDENTS’ FACTORS AFFECTING STUDENTS’ PARTICIPATION IN PAIR WORK AND GROUP WORK – A CASE STUDY AT LUONG VAN TUY GIFTED HIGH SCHOOL IN NINH BINH

- -

PHẠM TUYẾT MINH

TEACHER AND STUDENTS’ FACTORS AFFECTING STUDENTS’

PARTICIPATION IN PAIR WORK AND GROUP WORK – A CASE STUDY AT LUONG VAN TUY GIFTED HIGH SCHOOL IN NINH BINH

(Yếu tố giáo viên và học sinh ảnh hưởng đến việc tham gia hoạt động cặp và nhóm của học sinh chuyên Anh - Một nghiên cứu cá biệt tại trường THPT

Chuyên Lương Văn Tuỵ - Ninh Bình)

M.A MINOR THESIS

Field: English Language Teaching Methodology Code: 60.14.10

Hanoi, 2011

FACULTY OF POST-GRADUATE STUDIES

- -

PHẠM TUYẾT MINH

TEACHER AND STUDENTS’ FACTORS AFFECTING STUDENTS’

PARTICIPATION IN PAIR WORK AND GROUP WORK – A CASE STUDY AT LUONG VAN TUY GIFTED HIGH SCHOOL IN NINH BINH

(Yếu tố giáo viên và học sinh ảnh hưởng đến việc tham gia hoạt động cặp và nhóm của học sinh chuyên Anh - Một nghiên cứu cá biệt tại trường THPT

Chuyên Lương Văn Tuỵ - Ninh Bình)

M.A MINOR THESIS

Field: English Language Teaching Methodology Code: 60.14.10

Supervisor: M.A NGUYỄN THU LỆ HẰNG

Hanoi, 2011

LIST OF ABBREVIATIONS AND CHARTS

Chart 1: Students’ opinion when being asked about the advantages of PW and GW

Chart 2: What the students often do when being asked to work in pairs and in groups Chart 3: The students’ self – evaluation when taking part in PW and GW

Chart 4: Teacher’s opinion on the importance of PW and GW

Chart 5: How often the PW and GW are implemented in the speaking class?

Chart 6: The most important factors that come from teachers which affect students’

participation when working in pairs and in groups

Chart 7: The most important factors came from students that affect students’ participation

in pairs and in groups (Students’ questionnaire)

Chart 8: Factors from teacher affecting students’ participation in PW and GW

Chart 9: Factors from students affecting their participation in PW and GW

Chart 10: Students’ desire about what teachers should do to facilitate PW and GW

Chart 11: What the students should do to motivate themselves in PW and GW

Chart 12: What the teacher do to overcome the difficulties when organizing PW and GW Chart 13: What the teacher should do when the students are working in pairs and in

groups

TABLE OF CONTENTS

Page

DECLARATION……… i

ACKNOWLEDGEMENT……….ii

ABSTRACT ……… ……….iii

LIST OF CHARTS………….……… … iv

TABLE OF CONTENTS……… v

PART A: INTRODUCTION……… ….………… 1

I Rationale of the study……….……… … … 1

II Aims of the study ……… ……….…….2

III Scope of the study……… 2

IV Research questions ……… 2

V Methodology of the study……… …… 3

VI Significance of the study……… … 3

VII Design of the study……… …… 4

VIII Summary……… 5

PART B: DEVELOPMENT……… ……… … 6

CHAPTER I: LITERATURE REVIEW ……… …… ………6

I Communicative Language Teaching (CLT) ……….………… 6

I.1 An overview of Communicative Language Teaching……… … ….6

I 2 Communicative activities……… …… 6

II Classroom work arrangements: Pair work and Group work……….7

II.1 Definition and description of Pair Work and Group Work……… 7

II 2 Advantages and disadvantages of Pair work and Group work……… 7

II.3 Organization of Pair Work and Group Work……….9

II 3.1 Formation……… … 9

II 3.2 Procedures for Pair Work and Group Work……… …….9

II 3.3 Seating arrangement in Pair Work and Group Work……… 10

III Students’ participation and factors affecting their participation in Pair Work and Group

work……… …………10

III.1 Concept of students’ participation in PW and GW…… ……… 10

III 2 Human factors affecting their participation in Pair work and Group work……… 11

III 2.1 Students’ factors……… ……… 11

III 2.1.1 Students’ learning style……….………… 11

III 2.1.2 Students’ attitude and motivation……….………11

III 2.1.3 Students’ language level……… ………11

III 2.1.4 Students’ learning habit………12

III 2.1.5 Gender difference……….………12

III 2.2 Teacher’s factors……… ………… 13

III 2.2.1 Teacher’s teaching methods……… ……… 13

III 2.2.2 Teacher’s knowledge………13

III 2.2.3 Teacher’s characteristics……… …… 13

III 2.2.4 Teacher’s role in Pair work and Group work……… 14

IV Summary……… ……….……….14

CHAPTER II: THE STUDY……… ………15

I Introduction……… 15

II English learning situation at Luong Van Tuy Gifted High School……… ………… 15

II.1 Students ……… …… …….15

II.2 Teachers……… ………… ………16

II.3 Textbook……… ….…… 16

II.4 Using pair work and Group work in speaking lesson………….… …………16

III Methodology and design of the study……… ………17

III.1 Subjects of the study……….…… …………17

III.2 Research questions……… ……… 17

III.3 Research methods……….……… … ……….…17

III.4 Research instruments: ……….…………18

III.4.1 Survey questionnaires ……… …… 18

III.4.2 Class Observation ……… … 18

III.4.3 Interviews……… ……… ……18

III.5 Data collection procedures……… …… 19

III.6 Data analysis……… …… 21

III.7 Summary……… …… ………19

CHAPTER III: PRESENTATION OF STATISICAL RESULTS………20

I Introduction……… 21

II Presentation of statistical results……… 21

1 How are PW and GW applied in English speaking class at Luong Van Tuy Gifted High school? How do students participate in Pair work and group work? 21

2 What are the human factors affecting students’ participation in Pair work and Group work? ……… …26

3 What are the feasible solutions to improve students’ participation in pair work and in group work, as recommended by the teachers and students? 32

CHAPTER IV: SUMMARY OF FINDINGS AND RECOMMENDATIONS ….….38

I Findings: ……… ……38

I.1 Research question 1: How are Pair work and Group work used in speaking lesson at Luong Van Tuy Gifted High School? How do students participate in Pair work and group work? ……… 38

I.2 Research question 2: What are the human factors affecting students’ participation in Pair work and Group work? ……… 39

I.2.1 Teacher’s factors……… ……… 39

I.2.2 Students’ factors……… ……39

I.3 Research question 3: What are the feasible solutions to improve students’ participation in pair work and in group work, as recommended by the teachers and students? 40

II Some main recommendations: ………41

II.1 To teachers………41

II.2 To students………42

PART C: CONCLUSION……… …………44

I Conclusions ……… ……… 44

II Limitation of the study ………44

III Suggestions for further studies ……… 44

PART D: REFERENCES……… ………46

APPENDICES……… ……….I

Appendix 1: Survey questionnaire for students………… ………IAppendix 2:Survey questionnaire for teacher ………… ……… V

Appendix 3: Class observation sheet 1 - Students’ on – task behavior………… ……….IX

Appendix 4: Class observation sheet 2 - Overall class participation………… ……….XIIAppendix 5: Class observation sheet 3………… ……… XIV

Factors from teacher which affect students’ participation in Pair work and group work

Appendix 6: Class observation sheet 4………… ……… XVI

Factors from students which affect students’ participation in Pair work and group work

Appendix 7: Questions for students’ interview………… ………XVIII Appendix 8: Questions for teacher’s interview………… ……… XIX Appendix 9: Transcript from students’ interviews……… XX Appendix 10: Transcript from teachers’ interviews……… XXIV

PART A: INTRODUCTION

I Rationale of the study

In recent decades, English has been more and more important in Vietnam The importance of English is not only in how many people speak it but also in what it is used for Besides the native language is popularly used in all fields of the society, English is now widely known as the major language of intercommunication, international commerce, business, science and technology and so on As a result, there has been a positive trend of teaching and learning English across the country People, from children to adults, learn English with different purposes In general, despite deriving from different purposes, every one wants to turn English to become their own instrument in their lives

Over the past few years, the application of the communicative language teaching method has been widely adopted This marked the beginning of a major change in the language teaching and learning at Luong Van Tuy Gifted High School in Ninh Binh And the students‟ speaking skill as well as their communicative abilities has been improved remarkably In the speaking class of English major students, there are many speaking activities Among them, Pair work and Group work, key features of learner – centered orientation – have received more emphasis because of a number of advantages they bring about

Being a teacher of English at Luong Van Tuy Gifted High School, the researcher is well aware of the importance of using pair work and group work during speaking lesson However, like many other teachers of English here, the researcher see that the students in general and the English proficiency students have also faced many challenges coming from teacher, students, classroom condition, and different culture between two languages when organizing and managing pair work and group work This lead me the choice of the study

“Teacher and students’ factors affecting students’ participation in pair work and group work – A case study at Luong Van Tuy Gifted High School” with the hope of

investigating the teacher and students‟ factors which come from teacher and students themselves affecting the students‟ participation in pair work and group work With regard

to the factors affecting the students‟ participation in pairs and in groups, the study focused

on the students‟ factors including learning styles, attitudes and motivation, language levels, learning habits and gender differences; teacher factors including teacher methods,

knowledge, characteristics and roles in oral activities This research is also aimed at discovering the application of pair work and group work during speaking lesson in English major classes and then some feasible suggestions for both teacher and students to organize the pair work and group work successfully Thus, pair work and group work can be used in flexible way to create variety, freshness in the classroom atmosphere and most importantly,

to enhance students‟ oral practice of English

II Aims of the study

The aims of the study are to investigate the factors affecting students‟ participation

in pair work and group work of English major students at Luong Van Tuy Gifted High School in Ninh Binh Some mains purposes covering the study are summarized as follows:

- To identify the application of pair work and group work in speaking lesson at Luong Van Tuy Gifted High School

- To point out some teacher and students‟ factors affecting students‟ participation in pair work and group work

- To give some suggestions for teachers to stimulate students and to improve their participation when working in pairs and in groups

III Scope of the study

Concerning the scope of the study, some of the following things should be taken into consideration First, the subjects of the study are the 99 English major students at Luong Van Tuy Gifted High School We chose the major students of English because they had basic knowledge about English and began to learn English as their proficiency so in speaking lesson, they will be more participated in speaking activities, especially in pair work and group work Second, the study only focuses on oral activities because speaking skill is considered the most important and needs developing for their future employment aspect Third, the study concentrates to find out the human factors including teacher factors and student factors Finally, the two techniques chosen to be investigated are pair work and group work

IV Research questions of the study

This study was aimed to answer the three following research questions:

1 How often are pair work and group work applied in English speaking class in Luong Van Tuy Gifted High School? How actively are the students involved in pair work and group work?

2 Which are the teacher and students‟ factors affecting their participation in pair work and group work?

3 What are the feasible solutions to improve students‟ participation in pair work and in group work, as recommended by the teachers and students?

V Methodology of the study

To realize the aims of the study, a case study was used The theoretical background

of the study comes from many published books written by different authors on language teaching and language acquisition The data collected for the study come from two sources: The students and the teachers of English at Luong Van Tuy Gifted High School (99 students of three English proficiency classes and 10 teachers of English) by making survey questionnaires, class observation and interview In this research, quantitative method is used, too All comments, remarks, recommendations assumption and conclusion provided

in the study based on the analysis of the statistics from the survey questionnaires conducted with students and teachers of Luong Van Tuy Gifted High School The study is also based

on a qualitative method with the author‟s own experience and observation during 6 years

of teaching English

VI Significance of the study

The study is of great values by the following reasons:

First, the information about the self – evaluation of the participation in pair work and group work of the students is believed to be useful for the teachers of English in general and teachers of English at Luong Van Tuy Gifted High School in Ninh Binh in particular

Second, identifying some human factors affecting students‟ participation of students in pairs and in groups, pointing out students‟ preferences and demands to activities and techniques applied by teachers are believed to be helpful for all teachers when teaching speaking and when designing pairs and groups

Third, giving some recommendations for teachers to motivate students to participate in pairs and groups and to overcome obstacles and difficulties in teaching speaking is expected to be beneficial

VII Design of the study

The study is divided into four parts: The Introduction, the Development, the Conclusion and the References

Part A: Introduction

This part deals with the rationale, aims, scope, methods, significance and design of the study

Part B: Development

This part consists of the following chapters:

Chapter I: Literature review – is intended to give some theoretical background

related to Communicative language teaching, speaking skills and its related concepts, classroom work arrangement (pair work and group work) and the concept of students‟ participation in pairs and in groups and factors affecting students‟ participation in pair work and group work including students‟ factors

Chapter II: The study – presents the situation analysis, participants, data

collection instruments, data collection procedures and data analysis The detailed results of the survey and a comprehensive analysis on the data collected are focused

Chapter III: Presentation of statistical results – analyzes the statistical results

from questionnaires, class observation and interviews which aim at answering three research questions mentioned in the previous part

Chapter IV: Summary of findings and recommendations – shows major findings

and offers some feasible solutions to improve students‟ participation in pair work and in group work, as recommended by the teachers and students

Part C: Conclusion: - gives the conclusion from the results of the findings, some

suggestions for further researches and limitation of the study

Part D: References: - provides readers a list of the lecturers, their books, the

publisher, the year of published, and pages that the author used as recommended documents

VIII Summary: In the Introduction part, the author has covered the rationale, the

aims, the scope, the research questions, the methodologies, the significance and design of

the study The following section – Development will present the literature review (Chapter I), the study (Chapter II), the presentation of statistical results (Chapter III) and the summary of findings and recommendations (Chapter IV)

PART B: DEVELOPMENT

CHAPTER I - LITERATURE REVIEW

This chapter briefly covers the theories related to the study: Communicative approach to language teaching, pair work and group work arrangement in language teaching and learning and human factors affecting the students‟ participation in pair work and in group work

I COMMUNICATIVE LANGUAGE TEACHING (CLT)

I.1 AN OVERVIEW OF CLT

CLT appearing between the 1960s and 1970s marks the beginning of major innovation within language teaching and it has been widely accepted nowadays because of its superior principles

According to Nunan (1989), CLT views language “as a system for the expression

of meaning Activities involve oral communication, carrying out meaningful tasks, and using language, which is meaningful for learners Objectives reflect the needs of the learners; they include functional skills as well as linguistic objectives The learners‟ role is

as a negotiator and an integrator The teacher‟s role is as a facilitator of the communication process Materials promote communicative language use; they are task based and authentic”

According to CLT, the purpose of language teaching is to develop “communicative competence” Hymes (1972) defines “communicative competence” as “what a speaker needs to know in order to be communicatively competent in a speech community”

Also, “activities in CLT are often carried out by students in small groups”(Larsen –

Freeman, 1986:132) Students are expected to interact with one another, either through pair

and group work or in their writings (Brumfit, 1983) Teachers select activities which engage students in meaningful and authentic language use rather than in mechanical practice of language patterns

I.2 COMMUNICATIVE ACTIVITIES

Communicative activities, defined by Littlewood (1981) “In communicative activities the teacher creates a situation and sets an activity in notion, but it is the learners themselves who are responsible for conducting the interaction to its conclusion”

Harmer (1991) divides communicative activities into oral and written ones Oral activities include such categories as communication games, problem – solving, reaching a consensus, discussion, replaying instruction, role – play… Written communicative activities consist of writing reports and advertisements; co-operative writing, exchanging letters, writing journals and so on

II CLASSROOM ARRANGEMENT: PAIR WORK AND GROUP WORK II.1 Definition and description of Pair work and Group work

II.1.1 Pair work

The definitions of pair work have been developed over the years with the contributions of many linguists and are brought together by Adrian Doff (1988) as follows:

Pair work is a process in which “the teacher divides the whole class into pairs Every

student works with his or her partner in pair, and all the pairs work at the same time (it is sometimes called “simultaneous pair work”) This is not the same as “public” or “open” pair work, with pairs of students speaking in turn in front of the class.” Generally, there

are two main types of pair work, fixed pairs and flexible pairs, suggested by Byrne (1983) The former is when the students work with the same partner in order to complete task of some kinds Meanwhile, in the later, the students keep changing the partners This thus will make the activity more interesting

II.1.2 Group work:

Beside pair work, Adrian (1988) also defines group work as a process that “the

teacher divides the class into small groups to work together (usually four or five students

in each group), as in pair work, all the groups work at the same time”

Clearly, group work is a co – operative activity, during which students share aims and responsibilities, they have chances for greater independence as they take some of their own learning decisions, without the teacher controlling every move, and they can work without the pressure opinions and points of view They participate more equally and in most cases, they feel free to experiment and use the language

II.2 Advantages and disadvantages of pair work and group work:

II.2.1 Pair work:

Pair work plays an indispensable role in teaching and learning speaking skill because of a good deal of advantages as follow: It dramatically increases the amount on

speaking time any one student gets in the class, it allows students to work and interact independently without the necessary guidance of the teacher, thus promoting learner independence, it allows teachers time to work with one or two pairs while the other students continue working, it recognizes the old maxims that “two heads are better than one”, thus promoting learner cooperation, it relatively quick and easy to organize

(Harmer, 1999)

Pair work also has some disadvantages Below are their common problems: Pair work is frequently very noise and some teachers and students dislike this Teachers in particular worry that they will lose control of their classes, students in pair can veer away from the point of an exercise, talking about something else completely, often in their first language, it is not always popular with all students, many of whom feel they would rather relate to the teacher as individuals than interact with other learners who may be just linguistically weak as they are, the actual choice of paired partner can be problematic, especially if students frequently find themselves working someone they are not keen on (Harmer, 1999)

II.2.2 Group work:

Like pair work, group work has its both advantages and disadvantages:

* Group work also plays an indispensable role in teaching and learning speaking skill because of a good deal of advantages as follow: Group work dramatically increases

students talking time, it increases students‟ participation Students, who are shy of saying something in front of the whole class, or to the teacher, often find it much easier to express themselves in front of a small group of their peers Because there are more than two people

in group, there is a greater chance of different opinions and varied contributions than in pair work, it frees the teacher from her usual role of “an expert who always lectures” and allows her to wander freely round the class, leading and encouraging discussion, giving help where needed, noting language mistakes for future remedial work (Harmer,1999)

Besides, Group work also has some shortcomings that follow: it is likely to be noisy Some teachers feel that they lose control, and the whole – class feeling may dissipate when the class is split into smaller entities, not all students enjoy it since they would prefer to be the focus of teacher‟s attention rather than working with their peers, individual may fall into group roles that become fossilized, so that some are passive whereas others may dominate, groups can take longer to organize than pairs; beginning and

ending group work activities – especially where people move around the class – can take time and be chaotic (Harmer, 1999)

To sum up, teachers have to deal with a number of problems while conducting group work and pair work However, those problems may overcome if “teachers consider various factors at different stages of pair work and group work from planning, practice, instruction, organization and process stage to the presentation stage” (Skim Grek, Ngoh, 1991)

II.3 Organization of pair work and group work

II.3.2 Procedures for Pair work and Group work:

Harmer (1999) suggests three stages in carrying out pair work and group work as follow:

* Before: We need to give instructions to let students understand what they are going to do, give them ideas of when they will have finished the task they are going to get involved in Sometimes, we may ask them to repeat the instructions or to translate them into their first language so as to check that they do understand In some cases, our instructions may involve a demonstration

* During: While students are working in pairs or groups we have a number of options We could, for instance, stand at the front or the side of the class or anywhere else

in the classroom, and keep an eye on what happening Therefore, we can “tune in” to a particular pair or group from some distance away We then decide whether to go over or to help that pair or group Besides this, we can also go round the class watching and listening

to specific pairs and groups Then we may stop and intervene if it is appropriate or necessary We can give them support and suggestions but it is vital that we bear in mind the most appropriate way to do so

* After: When pairs and groups stop working together we need to organize feedback We may have a few pairs or groups quickly demonstrate the language they have been using We can then correct it, it can when necessary and this procedure will give both those students and the rest of the class good information for future learning and action Constructive feedback can greatly enhance students‟ future motivation

II.3.3 Seating arrangement in pair work and group work:

Seating arrangements are very important for pair and group work It is a main part

in a teacher‟s plan for classroom management Not only do the teachers need to consider the physical arrangement of the room but also the nature of the students involved, Therefore, it is proposed to arrange the class into orderly rows, separate tables, circle and horseshoes

III Students’ participation and factors affecting their participation in Pair work and Group work

III 1 Concept of students’ participation in pair work and group work:

Students‟ participation can be identified in terms of three kinds of interaction: students to their teacher, students to students, and students to material

The interaction between students and their teacher includes care, contact, co – operation between them in the class Students who have a good interaction with their teacher always participate in the class discussion, support each other and act as their teacher‟s requirement Thus, participation not only means attending the class regularly and

on time, but also taking part in the lesson actively or showing desire or be active Students become self – centered in the class activities

The interaction between students and students is set up through their discussion in small groups They work together, help each other, and learn from each other A good interaction involves their co – operation and contribution to the task given Students feel pleasant and comfortable when they work together, then they will do their best to complete the task

Student‟s participation also includes the interaction between students and material Obviously, students will be active and pay more attention to the lesson if they are interested in the material or the task given In other words, good and interesting materials can get students involved in the lesson Students will find it difficult to participate in the class activities if they don‟t understand the tasks or feel bored with them (Ellis (1994: 178) (Cited in Keller, 1984))

In short, students‟ participation is concerned with their activeness in the lesson, their success in completing the class activities and their attention to what is happening in the class

III.2 Human factors affecting students’ participation in Pair work and Group work:

III.2.1 Students’ factors:

III.2.1.1 Students’ learning style:

Learners may have their own learning styles which help classify them into certain learner groups Willing (1987); cited in Harmer (2001) divides learners into the following groups based on their individual behaviors: Convergers, Conformists, Concrete learners, Communicative learners

As can be seen from Willing‟s classification, if the majority of students in one class belong to the two former groups, the degree of participation in oral activities of this class will be low More importantly, it can have negative effects on creating a good learning atmosphere, which may prevent the others from taking part in oral tasks

III.2.1.2 Students’ attitude and motivation:

No one can deny the importance of motivation towards the success in learning a foreign language, so how can we initiate and sustain motivation? When starting to learn a foreign language, students may have in themselves some kind of motivation either extrinsic or intrinsic motivation which has fired them up We, teachers, must be responsible for sustaining their motivation otherwise it may be weak and die (Rogers: 1996: 102; cited in Harmer: 2001)

With a view to helping teacher realize whether a learner is motivated or not ,Penny

Ur (1996) points out typical characteristics of a motivated learner including: Positive task orientation, Ego – involvement, Need for achievement, High aspiration, Goal orientation, Tolerance

In conclusion, we should be aware of the role and the sources of motivation and then promote it among our students, and when they are motivated they will have in themselves a force that pushes them to participate more actively in classroom activities in general and oral activities in particular

III.2.1.3 Students’ language level:

According to Harmer (2001), in a class where students‟ language levels are different, teachers may have some difficulties choosing a suitable teaching method, language and activities used in class In order to speak successfully, students must have certain knowledge about the topics, the types of activities otherwise the variety in the classroom appears counter – productive as a result

Concerning the topic and genre Harmer (2001) suggests that teachers should take the following issues into consideration: choosing interesting topics, creating interesting topic, verifying topics and genre, providing necessary information

Another factor included in students‟ levels that may hinder students‟ participation

in speaking activities is their pronunciation of the second language As mentioned by some researchers like Shyuing (1999), most of students, who are learning English, have difficulties in pronunciation, which makes them unwilling to communicate in the target language for fear of being ridiculed

In brief, the limitation in the students‟ language levels can directly affect their participation however much they like the activities We, therefore, should choose the topics

as well as the kinds of activities of their levels to encourage their participation

III.2.1.4 Students’ learning habits:

For a long time, students have formed a habit of learning subject in Vietnamese people passively They are hardly willing to speak out their ideas in class unless they are called This habit may have a negative effect when they are learning a foreign language which needs their frequent practice

Even for English, many schools and learners only focus on written exams while developing learners‟ communicative abilities is not emphasized When they go on to study

at university, it often takes them time and effort to change their habit That explains why many of them do not take part in speaking activities

III.2.1.5 Gender differences:

The issue of “Sex differences and language use in the classroom” has been

mentioned in some research but it has rarely been considered an important variable In order to have a deep understanding about the problem, Homes (1986; cited in Das: 1986)

studied sex differences and language use in terms of “Conventional Interaction” and found

out interesting results as follows: The results of the research were quite different compared

to our thought: men talked more and more frequent turns at talk; interrupted more often;

with held responses to women‟s topics; and with held self disclosure, collaboration, cooperation and flexible leadership characterize women‟s talk more frequently than men‟s interaction

In conclusion, those are the main factors originating from students‟ side that may affect students‟ participation in classroom activities in general and oral ones in particular For each student, the degrees of effect of those five factors may vary and within one factor the degrees of effect on different students are different The teacher should identify which group a student belongs to, then plan to form suitable pairs or groups among them so that students can avoid having difficulties when involving in oral activities More importantly, the teacher often should create an encouraging learning environment

III.2.2 Teacher’s factors:

III.2.2.1 Teacher’s teaching methods:

Through the history we have experienced the existence and development of many teaching methods that can be divided into two types: teacher – centered and learner –

centered methods Stern (1983) listed out some main methods including: Grammar –

translation or traditional method, Direct method, Audio – lingual method, Audiovisual method Listing out these methods does not mean that we can choose a method to be

perfectly applied to a certain class to increase students‟ involvement In order to have a suitable method, the teacher should take some of the following factors into consideration including learners, teaching purposes and other available classroom conditions This method can be one or a combination of those above mentioned methods Choosing an inappropriate or not being flexible in applying methods to a certain class may have negative effects on students‟ participation

III.2.2.2 Teachers’ knowledge:

In the study “What makes a Good teacher”, Breach (2005) points out that most students believe that the teacher is a fountain of knowledge and their main responsibility is

to pass on that knowledge to students: Language, Specialist knowledge, General knowledge of English – speaking country

III.2.2.3 Teachers’ characteristics:

Barry (1993) points out some characteristics a teacher should have that help motivate students to participate in classroom activities in general: being natural, being warm, being pleasant, being approachable and being tolerant

It should be noted that hardly any teacher can have all the above characteristics once starting the teaching job but he should bear in mind that his characteristics partially account for success in his teaching job so he should try to obtain them day by day

III.2.2.4 Teachers’ roles in PW and GW:

With an increasing concern about the CLT approach in foreign language teaching and learning, in which learners are the centre of the lesson, the roles of a teacher are different from those in the traditional grammar – translation method, Harmer (2001) uses the term „facilitator” to suggest the teacher‟s roles in a learner – centered classroom According to Harmer (2001), a teacher can have the following roles: Controller, Organizer, Assessor, Prompter, Participant, Resource, Tutor, Observer, Feedback provider,

IV Summary

In conclusion, this chapter covered the theories related to CLT, classroom work arrangements including pair work and group work, students‟ participation concept and the human factors affecting the students‟ participation in pair work and in group work in detail Students‟ participation can be affected by teachers‟ factors including teaching methods, teachers‟ knowledge, teachers‟ characteristics, and teachers‟ roles in classroom activities Besides teaching methods, teachers‟ knowledge and characteristics also play an important part as the former makes oral activities interesting in term of the content and the latter helps create an exciting and encouraging learning atmosphere Thus, with a view to increasing students‟ participation in classroom speaking activities, teachers should renovate their teaching methods to encourage students‟ roles in speaking activities At the same time, teachers should improve their knowledge including both knowledge of language and knowledge of field expertise Finally, teacher should be friendly and open – hearted to create a good rapport with students The chapter that follows will present all the information concerning the study: the English learning situation at Luong Van Tuy Gifted High School including the teachers, the students, the textbook and the using of pair work and group work in the speaking lesson, the methodology of the study, the research questions, the research instruments and the data collection procedures

Chapter II – The study

I Introduction

In the former part, I presented the rational, the aims and objectives, scope and the setting of this study I also gave a brief note on the review of literature related to pair work and group work and factors affecting students‟ participation in pairs and in groups And the part that follows presents the English learning situation at Luong Van Tuy Gifted High School, the research questions, research method and techniques for data collection

II English learning situation at Luong Van Tuy Gifted High School

Luong Van Tuy Gifted High School is a newly established school in the system of specialized schools in Ninh Binh Every year, we are responsible for forming 40 classes,

33 specialized classes which are divided into 11 specialized groups English, a compulsory subject, is considered to be important at Luong Van Tuy Gifted High School Thus, English has a good condition to develop Besides, being well equipped with an independent learning center, the headmaster requires organizing extra – English classes one afternoon a week for every specialized classe and three afternoons a week for the specialized classes of English And the result of this policy is the noticeable progress of students in learning English degree However, a part from the above favorable condition, the learning of English especially in specialized classes still remains problematic

is one of the three subjects of the university entrance exam Among those three subjects, English is considered to be the most important for some reasons First, the students in English classes specialize in English, which distinguishes them for other schoolmates who specialize in maths, physics, literature… Second, they will continue learning English at

university, whereas maths and literature are only a condition for them to be admitted to university Third, English is not only used in academic situations, it also of great use in everyday life situation Therefore, English lessons should meet all the above demands

II.2 Teachers:

The group now has ten teachers of English aged between 25 and 55 Almost all the teachers (90%) are female One of them is working toward an M.A degree and the rest hold a B.A degree in English language teaching One of them had a chance to study and work in an English speaking country (Singapore) in six months So teaching English is based mainly on self – collected materials and records They have been teaching English at least for six years Seven of them have to teach in a large crowded class with over 45 students in each and each teacher has to teach at least five or six classes so that they are to

be responsible for the learning results of around 175 students Only three of them (30%) have got used to teaching English for major students for at least three years And others have to teach English for non – English major students so they have little experience in teaching English for major English students Meanwhile, the teaching materials are not always available: for many teachers, the self – purchased text books for secondary school students are their main teaching material

II.3 Textbook:

In Upper secondary schools, there are two textbook systems for students: A 7 – year – course for non major English students and a 7 – year – course for major English students For those who are major English students have to learn the three textbook English 10,11,12 of both two systems These textbooks focus on the four skills: Reading, speaking, listening, writing and English structures in the Language focus section

Besides these textbooks, the English major students of Luong Van Tuy Gifted High school are also learnt other sources of syllabus provided by teachers and the Internet sources to enlarge their knowledge about English

II.4 Using pair work and group work in speaking lesson:

Pair work and group work are used frequently in English class, especially in speaking lesson Some kinds of speaking activities are carried out in pairs and in groups But some confusion, chaos are seen when students discuss in pairs and in groups In addition, the advanced students tend to participate in group work enthusiastically and take over most of the work whereas the weaker ones do only a little because of several factors including human factors, classroom factors and culture obstacles

I do want to change the situation by creating chances for the weaker ones to talk more during English speaking lessons, and giving all the students the needs skills to cooperate To do this, the teacher has to find out what factors affect the students‟ participation in Pair work and in Group work so that he/she can have possible solutions to motivate them to talk in English

III Methodology and design of the study:

III.1 Subjects of the study:

The study is carried out to investigate human factors affecting students‟ participation in Pair work and Group work in speaking lesson Thus, the subjects of the study are 99 students of the three English major classes: 10,11,12 and 10 teachers of English at Luong Van Tuy Gifted High School

III.2 Research questions:

This study aims at investigating the application of Pair work and Group work in three English major classes at Luong Van Tuy Gifted High School and it also aims at finding out the human factors affecting the students‟ participation in Pair work and Group work To be specific, this research has been done to answer the three following questions:

1 How often are Pair work and Group work applied in English speaking class in Luong Van Tuy Gifted High School? How actively are the students involved in Pair work and Group work?

2 Which are the human factors affecting their participation in Pair work and Group work?

3 What are the feasible solutions to improve students‟ participation in pair work and in group work, as recommended by the teachers and students?

III.3 Research methods:

To realize the aims of the study, a case study was used The theoretical background

of the study comes from many published books written by different authors on language teaching and language acquisition The data collected for the study come from two sources: The students and the teachers at Luong Van Tuy gifted high school

by conducting survey questionnaires, class observation and interview

In this research, quantitative method is used, too All comments, remarks, recommendations assumptions and conclusion provided in the study based on the analysis

of the statistics from the survey questionnaires, interviews conducted with students and

teachers of Luong Van Tuy Gifted High School The study is also based on a qualitative method with the author‟s own experience and class observation during 6 years of teaching English

III.4 Research instruments:

In order to get the needed information the researcher uses the three following research methods: questionnaires, class observation and interviews

III.4.1 Questionnaire survey:

The instrument used in this study consisted of two types of questionnaires: One for teachers and the other for the students According to Bill Grillham, using questionnaires has some advantages can provide suggestive data for testing and hypothesis Each of them has four parts: the first section is about the mainly information about the informants, the second one is about the information concerning the application of pair work and group work and the students‟ level participation in pair work and group work, the third one is about the human factors that affect their participation in taking part in pair work and group work (under the view of teacher, students) and the last one is about the desire of students/teacher when organizing/ taking part in pair work and group work All the questions are closed to avoid time – consuming of students when taking part in the survey

III.4.2 Class Observation:

Apart form the survey questionnaires for both students and teachers, class observation were employed to clarify and test the validity of information about the application of pair work and group work, the human factors affecting students‟ participation in pair work and group work, the teacher and students‟ desire when organizing/ participating in pair work and group work The researcher has to design the classroom observations sheet before observing classes For each lesson, the researcher observed in 45 minutes She designed a checklist for what she wanted to observe and what

to be taken notes The classes observed from grade 10 to 12 and with all ten teachers of English must not be prepared especially for being observed

III.4.3 Interviews:

An interview was conducted after the administration of questionnaire for students

in each class, and after the administration of questionnaire for teacher as well The interview was carried out in Vietnamese between the researcher and the students and teachers 9 students of 3 English major classes and 3 teachers were randomly selected for

the interview The questions in the interview were basically based on those in the questionnaires, but they were extended to cover more open – ended questions to get through understanding of the reasons behind each choice Each conversation lasted for 5 to

7 minutes

III.5 Data collection procedures

The data of the research was collected by means of questionnaire survey, classroom observations and interviews

* Questionnaire survey: The 99 students of the three English major classes and 10

teachers of English were invited to respond to the questionnaire for students and for teachers All the questions were written in English and they were designed to focus on the application of pair work and group work in their English class, the human factors affecting students‟ participation in pair work and group work, the expectation of both students and teachers when taking part in pair work and group work or when organizing pairs/ groups The data from the questionnaires were analyzed statistically and descriptively

* Class observation: The researcher attended the classes, noting down the factors

affecting students‟ participation in pair work and group work by completing observation sheet 1 and 2, we had information about the students‟ level of participation in pair work and group work on task – behavior, overall class participation and by completing the Class Observation sheet 3,4, we also covered the human factors affecting their participation in pair work and in group work without interference in the class procedure

* Interviews: Interview is a very basic research tool in social science Interviews

may be used as checking mechanism to triangulate data gathered from other sources (Mc Donough & Donough 1997) The researcher used “semi – structure” interviews, in which a list of questions was closely followed but still, the researcher facilitated chances to obtain

“a variety of response from the interviewees” (Verma &Mallick, 1992: 124) All the interviews, which were approximately 5-7 minute long, were audio recorded for later reference

III.6 Data analysis

Data analysis is not simply a single description of the collected data In fact, it is the process by which the researcher interprets the data collection from the survey questionnaires, the class observation and interviews The scheme and coding categories in

this research emerged from an examination of data rather than being pre – determined and imposed data

III.7 Summary

In brief, this chapter has given brief necessary considerations when conducting the study about “Teacher and students‟ factors affecting students‟ participation in pair work and group work – A case study at Luong Van Tuy Gifted High School in Ninh Binh” by covering the English learning situation in Luong Van Tuy Gifted High School, the students, the teachers, the textbook and also the using of pair work and group work in speaking lesson at the English major classes The research questions, the research method, research instruments and data collection procedures were also represented so that the reader can have on overview of the study The next chapter will present the statistical results from the three instruments used by the researcher in order to answer the three research questions mentioned above

Chapter III - Presentation of statistical results

I Introduction

This chapter presents how pair work and group work were used in speaking lesson

at Luong Van Tuy Gifted High School, how students participated in pair work and group work, and what were the teacher and students‟ factors affecting students‟ participation in pair work and group work These problems have been drawn from the results of the two survey questionnaires, class observation and interviews The author‟ suggestions which help improve students‟ participation in pair work and group work are also presented in this chapter

II Presentation of statistical results

After having invited the participants to answer the questions in survey questionnaire, interviews and class observation, it took a lot of time for the researcher to collect data from the three sources And here are the results

1 To answer the first research question “How often are pair work and group work

applied in English speaking class at Luong Van Tuy Gifted High School in Ninh Binh?” and “How actively are the students involved in pair work and group work?”, the author

used the information in part II of the questionnaire for students and teachers, the observation sheet 1 and 2 (see appendices 3 and 4), and part II of students and teacher‟s interviews The results were really significant with the following numbers:

The first question of the survey questionnaire for students was about how often the students worked in pairs and in group in the English speaking lesson The result made the researcher surprised: 64 students (64.6%) said that they often worked in pairs and in group

in the speaking lesson In the third question, the researcher asked the students to tick the suitable column which was appropriate for the five statements when talking about the advantages of working in pairs and in groups that students stated The following chart described their answers:

0 10 20 30 40 50 60

Very much

very much

Not at all

Option A Option B Option C Option D Option E

Chart 1: Students’ opinion when being asked about the advantages of PW and GW

From this chart, we can realize that most of students investigated were aware of the importance of PW and GW and its powerful advantages for example: being more confident, opportunities of practicing English more, learning lots of thing from their classmates and also the feeling happy and motivated in the lesson 58.5% of them stated that they could have more opportunities for exchanging ideas when participating in pairs and groups

In the fourth question, the students were asked about what they often did when being asked to work in pairs and in groups

Option B

Option C

Option D

Option E

What the students often did when being asked to work in pairs and groups

Chart 2: What the students often do when being asked to work in pairs and in

groups

From this chart, we could see that 63.6% of the students asked told that they worked with great interested when being asked to work in pairs and in groups 17.1% of the students often chat with their friends about another topic Only 4% of the students said they remained silent all the time And 9.1% of the students did other things when being asked to work in groups and in pairs

In the question 6, the researcher wanted to test the self – evaluation of the students

in pair work and in group work by ticking the appropriate statement There were six statements which showed their participation from the bottom to the top

0 10

Chart 3: The students’ self – evaluation when taking part in PW and GW

For the first statement, there were 76 students taken 76.7% disagreed with the first statement This meant that they worked with enthusiasm during speaking lesson, especially when working in pairs and in groups However, there were 47.4% of the students said that they didn‟t have enough English vocabulary, structures and ideas to say what the teacher asked them to do There were 11 students who didn‟t know if they wanted to take part in pair work and group work or not The third statement was about the students‟ expectation

of working with whom when they worked in pairs and in groups 50.5% of the students disagreed to work with those who sat next to them or with those who were at the same table; they wanted to work with the students they liked or with those who didn‟t sit at the same table 43.3% of them wanted to work with the students of the same table and the

students sitting next to them 65.6% of the students investigated liked very much working

in pairs and in groups especially when discussing about an interesting topic that they had

just prepared at home In the fifth option, 66.6% of the students wanted to work in pairs

and in groups when they took part in different activities designed by the teacher, especially

the role – play The last one was about the expectation of those who wanted to work

individually 75% of the students didn‟t like working individually It meant that they really

wanted to work in groups and in pairs because they maybe know the advantages of

working in pairs and in groups

The second section in the teacher‟ survey questionnaire which aimed at finding out

the information concerning the application of pair work and group work and level of

students‟ participation in pair work and in group work had five questions The first

question was about the teacher‟s opinion on the importance of pair work and group work

Quite important

Both good and bad

No use

The importance of PW and

GW ( according to teacher)

Chart 4: Teacher’s opinion on the importance of PW and GW

Most of the teachers were aware of the importance of pair work and group work

50% of the investigated teacher said that the organization of pair work and group work is

quite important 30% of them said that it was very important, 20% of them said that it had

both good and bad points None of them said that it had no use

The second question was about how often the teachers implemented pair work and

group work in their speaking class

Always Often Sometimes Never

Chart 5: How often the PW and GW are implemented in the speaking class?

The result showed that most of them (80%) often implemented pair work and group work and 20% of them sometimes organized pairs and groups

The third question was about how the 10 teachers of English prepared for pairs and group And the result made the researcher surprised with 100% of them designed the task

in their own ways, and they used basically the tasks in the textbook None of them followed totally the tasks in the text book and collaborated with other colleagues to outline

a common teaching plan

The fourth question was about what the teacher often did to make their students interested in the pair work and group work activities by putting them in order of importance There were 8 of 10 teachers taken 80% selected and arranged the steps as the following order: selecting the task, giving clear instructions including the objectives/ focus

of the activities, providing the vocabulary, functional language, ideas, connector words to help them arrange the ideas, setting a time limit so that all pairs and groups could work, going around monitoring students‟ performance, representing of students, taking notes for feedback later In the classroom observation sheet, the author observed and gave comments after each English speaking lesson at three English major classes of both 10 teachers and

we had several remarks on both the application of pair work and group work and the students‟ level of participation in pairs and in groups as the followings:

Basing on the classroom observation sheets 1 and 2 (see Appendices 3 and 4) which were mainly about the investigation of the students‟ on task behavior, the overall class participation, human factors affecting students‟ participation in pairs and in groups,

we could conclude that pair work and group work were taken place in speaking lesson in

Luong Van Tuy Gifted High School quite often And all most of the students were motivated in pairs and groups actively during the speaking lesson with different activities organized by the teacher Moreover, the students in three classes observed were highly concentrated on each specific task they were asked to do and on throughout the lesson, too

9 students came from 3 English major classes and 3 teachers of English who taught English in these three classes to be interviewed in about 10 minutes each For the teacher and students‟ questions in the interview, the author had collected the data (part II) from the typescript to have the information as listed followed: All the teachers interviewed taken 100% and 7 of 9 students at three English major classes interviewed taken 80% said that the pair work and group work were often taken placed during speaking class Their students were well aware of the role of pairs and groups so when being asked to work in pairs and in groups, they were eager to take part in and 100% of the students under investigation showed their enthusiasm with this kind of activities For the last question in this section, most of teachers said that they must have more time to prepare for pair work and group work and when being in the class, the teacher should follow different steps as listed in the chapter I – Literature review to have a successful pair work and group work activities

In short, from the survey questionnaire, the class observation and from students and teacher‟ interviews, a conclusion could be done: The pair work and group work activities were often used in English speaking lesson and the students of three English major classes took part in these activities of high proportion Most of them wanted to take part in pair work and group work, they had positive view of the using of pair work and group work, so when they were asked to work in pairs and in groups, they worked with great interest

2 To answer the second research question “Which are the teacher and students’

factors affecting the students’ participation in pair work and group work?”, the author

used the information from both the part III of the survey questionnaire, the part III of the interview questions and class observation sheet (see appendices 5 and 6) And here were the results:

In the third part of the survey questionnaires for students, when being asked the first question, there were 28 students taken 28.2% said that they often had troubles when working in pairs and in groups, 52 students taken 52.5% of them sometimes had difficulties when working in pairs and in groups and 21 students taken 21.1% rarely had

trouble when working in pairs and in groups No one confirmed that they didn‟t have problem when working in pairs and in groups

The third question asked students to choose the most important factors from teacher affecting the students‟ participation in pair work and group work The following bar chart showed results from students‟ answer

Chart 6: The most important factors that come from teachers which affect students’

participation when working in pairs and in groups

From the bar chart above, the most important factor from teacher affecting the students‟ participation in pair work and group work was the teacher‟s experience in organizing speaking activities with the choice of 24 students taken 24.2% The second factor came from teacher was the teacher‟s English level proficiency with 22% of students who chose this factor Coming next to the second element was the teacher‟s role in organizing activities to motivate students to take part in pair work and group work with the choice of 31 students taken 13.1% After that, the teacher‟s interruption when students made mistakes was considered the fourth factor with 11.1% of the students who chose it

The rest including the teacher‟s characteristic, the teacher‟s unclear instruction, the teacher‟ uneven allocation of turn had less affected the students‟ participation in pair work and group work

The fourth question asked students to select the most important factor from students themselves affecting their participation in pair work and group work There were 9 options for students to choose The following pie chart described the result from students‟ answer

Chart 7: The most important factors came from students that affect students’

participation in pairs and in groups

From this bar chart, we could see that the passive learning style of Vietnamese students had affected to their participation in pair work and group work with the choice of

28 students taken 28% Coming as the second rank was the students‟ fear of mistakes during the speaking lesson with the choice of 15 students taken 15.1% Next, the lack of students‟ motivation when taking part in pairs and in groups was considered the third factor affecting their participation in pairs and in groups with the choice of 11.1% of the students Other factors with approximate percentage from 6% to 9% showed that all the elements listed on the table have little influence in taking part in pairs and groups of

English major students of grade ten to twelve at Luong Van Tuy Gifted High School in Ninh Binh

In the survey questionnaire for teacher, there were four questions to be answered The first one was about how often the teachers faced difficulties in implementing pair work and group work in their speaking class All of the teachers taken 100% said that they sometimes had trouble in implementing pair work and group work

The second question was about the factors which caused these difficulties Most of them (80%) agreed that the originated factors affecting students‟ participation in pairs and

in groups came from students themselves 20% of them said that the factors came from teacher could affect the students‟ participation in pairs and in groups

The third question was about the factors come from teacher in detail affecting the students‟ participation in pairs and in groups In this question, the teacher could select more than one option as the answer The following bar chart described the result:

Chart 8: Factors from teacher affecting students’ participation in PW and GW

Looking at this bar chart, we could realize that most important factor that affecting their students‟ participation in PW and GW is the lack of academic training in organizing

pair work and group work The factor followed this were the teacher‟s English proficiency, the teacher‟ s experience in organizing speaking activities, the teacher‟s experience in organizing speaking activities and the teacher‟s interruption when students made mistakes affected their participation in pairs and in groups

The fourth question was about the factors come from students affecting their participation in PW and GW In this question, the teachers under investigation could choose different options which they often had when organizing pair work and group work The following chart showed the result from the teachers

Fear of mistakes

Passive learning style

Overuse of

Vietnamese

Others

Students' factors

Chart 9: Factors from students affecting their participation in PW and GW

Seeing the information in this pie chart, we could see that 60% of the teacher said that the students‟ fear of mistakes was the main factor affecting their participation in pair work and group work 20% of the teacher the students‟ passive learning style was the second factor that the students had troubles with Overuse Vietnamese of the students when taking part in the activities in speaking period was considered another challenge for teachers when organizing PW and GW, taken 10% Next to this, un – cooperation of partner, students‟ less motivation in taking part in pair work and group work, students‟ low proficiency English level were considered to be the fourth factor that affect their participation in pair work and group work The last factor was gender difference and students‟ preference of working individually was of 10% of the teacher to choose Moreover, not being accustomed to speaking English in class was not considered a factor affecting their taking part in pairs and in groups, too

When observing what could cause difficulties, the researcher used the class observation sheet 3 and 4 (see appendices 5 and 6) The researcher had some conclusions about the factors that affect students‟ participation in PW and in GW: The teacher‟ age, teacher characteristic had not influence on the level of participation in pairs and in groups

of students in three classes The most influenced factors which came from students were their passive learning style and their fear of having mistakes The most important factors from teacher affecting the students‟ participation were the teacher‟s interruption in pairs/ groups and teacher‟s uneven allocation of turn

When being asked about the factors affecting students‟ participation in pairs and in groups in the students‟ interview, 6 of 9 students taken about 68% said that the most challenge for them was the factor came from the students themselves such as the lack of structures, and lack of the ideas arranged to talk When being asked about what made the students confused when participating in PW and in GW, the teacher interviewed said that the lack of language knowledge, different culture, of confidence, making noise when taking part in pairs and in groups, the overuse of mother tongue when discussing and sometimes the chatting of other unrelated topics

In brief, an interesting conclusion about the factors affecting students‟ participation

in pairs and in groups can be drawn: When taking part in pair work and group work,

students often had some difficulties and the human factors became the important ones including the factors came from students and teachers We saw that these factors had both positively and negatively affected to the students‟ participation in pairs and in groups The factors analysis listed here had negatively affected to the students‟ participation in pair work and in group work: The passive learning styles of Vietnamese students in general and

of students at Luong Van Tuy Gifted High School in particular, the fear of mistakes of students and the overusing of the mother tongue in speaking class, the teacher‟s interruption when students made mistakes and uneven allocation of turn of teacher were considered the most negative factors in students‟ participation in pairs and in groups To help students more motivated in speaking activities especially the pair work and group work, the teacher should take an account of these positive and negative factors so that they could have possible solutions to motive them and to enhance their speaking abilities

3 To answer the third research question “What are the feasible solutions to

improve students’ participation in pair work and in group work, as recommended by the teachers and students?”, the author used the results of part IV in the survey questionnaire

for students and teacher, part IV in the interviews for teacher and students and the class observation, too Here were the results:

The first question of part IV - the questionnaire for students was about what the students like their teacher do to facilitate pair work and group work activities in the speaking lesson, and following are the results: