Incooporating team work activities into listening lessons to motivation the non-english major second year students at university of science of science (HUS)

Incooporating team work activities into listening lessons to motivation the non-english major second year students at university of science of science HUS Đặng Thị Thu Thủy Trường Đại

Incooporating team work activities into listening lessons to motivation the non-english major second year students at university of science of

science (HUS) Đặng Thị Thu Thủy

Trường Đại học Ngoại ngữ Luận văn ThS Chuyên ngành: English teaching methodology; Mã số: 60 14 10

Người hướng dẫn: Nguyen Thi Ngoc Quynh, Ph.D

Năm bảo vệ: 2013

Keywords: Kĩ năng nghe hiểu; Giao tiếp; Tiếng Anh; Phương pháp giảng dạy

Content

PART 1: INTRODUCTION

This chapter focuses on six main parts namely the rationale for the study, the objectives; the scope of the study; the significance of the study; the method used to conduct this research and the organization of the study

1 Rationale of the study

Since English has become one of the most influential languages in the world, it has been widely taught at many universities for such a long time English is considered to be a means of communication which people use to exchange information, share experience as well as to broaden their mind Nevertheless; the goal of acquiring it for communication has not been emphasized In addition, although there has been much innovation in English Teaching Methodology, students have some difficulties in listening comprehension in the target language (Huyen, Ng (2010:14)

With the aim of motivating students into listening classes and involving them into cooperative practice, the teachers improved their teaching methods by applying CL into their classes; incorporating cooperative teamwork activities in listening classes However, the current situation of incorporating cooperative team work activities to motivate the second year - students has not been examined Therefore; this study focuses on investigating the current situation of using these activities in listening class and students’ attitude towards them to find out some practical methods so as to incorporate them into listening class to motivate the second year students in HUS

2 Objectives of the study

The study aims at:

in listening class for non – English major second year students in HUS

activities in their listening lessons

cooperative teamwork activities in the listening lesson to motivate non – English major second year students in HUS

In order to achieve these objectives, three research questions were raised:

 Which cooperative team work activities are currently used in listening lessons for non – English major second year students at HUS?

 What is the situation of using these activities in listening lessons in HUS?

3 Significance of the study

The study is conducted to examine the current situation of using cooperative teamwork activities and students’ attitude towards them in order to indentify some practical methods to motivate non – English major second year students at HUS Therefore; it is expected to bring about some advantages to both the lectures and students at HUS The first and foremost aim; thus, is for the sake of the students The researcher hopes that the students will raise their awareness of the benefits of teamwork activities in their listening lessons; hence, they will cooperate with their partners to achieve their common goals Besides, it is hoped that the study

will help teachers absorb, adjust their teaching methods as well as design teamwork activities appropriately in their own teaching lessons Furthermore, this study is also believed as a reliable source of reference for all lecturers, teachers or those who are concerned

4 Scope of the study

There is a variety of means and factors which play important roles in the teaching of listening skills Considering the objectives and research questions, the study concentrates on the effectiveness of cooperative teamwork activities used in listening lesson at HUS, not in other linguistic lessons, which interferes with students’ ability to determine the level of listening comprehension or motivate students in listening lessons More specifically, the researcher focuses on cooperative teamwork activities used in listening class for non – English major second year students at HUS find out some students’ preferences and effective methods to motivate students in listening lessons

In terms of participants, the study investigates 84 non – English major second year students at HUS In addition, 5 lecturers of English teaching in these classes will be included in this research

5 Method of the study

The research is conducted basing on both qualitative and quantitative methods

First, quantitative methods were applied to investigate the participants’ performance in listening lessons Quantitative analysis was involved in the process of data collection and analysis via some pieces of information collected by class observation The checklists were carefully noted down to provide some proofs happening in listening classes

Additionally, questionnaires which aimed at investigating students’ attitudes towards cooperative teamwork activities; listening lessons and their preferences for cooperative teamwork activities which influenced on their participation in listening lessons were utilized Close-ended; open-ended questionnaire items and rating scale response were used The survey was carried out with the participation of 85 non – English major second year students at HUS who come from some different Departments They were asked to complete the questionnaires

Besides, qualitative approach was also involved in the process of data collection, the ideas in semi – unstructured interviews with 5 lectures at HUS contributed much to the data analysis After that, the researcher processed the data and drawn conclusions basing on these instruments

6 Organization of the study

This minor thesis consisted of three main parts namely Introduction, Development and Conclusion

Part one: Introduction briefly introduced the general background information of the study such as the rationale and statement of the problem; objective of the study research questions; significance of the study; scope of the study, method of the study and design of the study

Part two: Development was divided into 3 small chapters as follows:

Chapter 1: Literature reviews discussed the theoretical background knowledge that is relevant to the study

Chapter 2: Research Methodology provided some pieces of background information related to the participants such as the context, etc… and the methods of collecting data

Chapter 3: Discussion and Findings provided the detailed results of the surveys and covers an analysis of a range of data and interprets the findings of the research

Part 3: Conclusion: This part included a review of the study, recommendations; limitations of the study and suggestions for further researches

REFERENCES I/ Foreign Researchers

1 Adams, D.N & Hamm, M.E (1990) Cooperative learning - Critical thinking and Collaboration across the curriculum, Springfield, IL: Charles C Thomas

2 Anderson, A., & Lynch, T (1988) Listening New York: Oxford University Press

3 Brant, R (1987) On cooperation in schools: a conversation with David and Roger

Johnson Educational Leadership, 45 (3), 14- 19

4 Brown, G., & Yule, G (1983) Teaching the spoken language Cambridge: Cambridge

University Press

5 Cohen, E G (1991) Finding out/Descrubrimiento: Complex Instruction in Science: Cooperative Learning, 1, 30 – 31

6 Daniels, S E., & Walker, G B (2001) Working through environmental conflict: The Collaborative learning approach Westport, CT: Praeger

7 David, B (1993) Tools for Teaching San Francisco: Jossey – Bass

8 Dirkx, J.M (1998) Approaches to active learning in adult education: Tips, strategies, and techniques for teaching adults Washington, D C.: American Association of Adult and

Continuing Education

9 Field, J (2000) Finding one’s way in the fog: Listening strategies and second language learners Modern English Teacher, 9(1), 29-34

10 Godwin, M.W (2003) Cooperative Learning and Social Skills – What skills to teach and

http://isc.sagepub.com/content/35/1/29.abstract

11 Hamm, M & Adams, D (1992) The Collaborative Dimensions of Learning Norwood,

NJ: Ablex Publishing

12 Jacobs, G M., Lee, C, & Ng, M (1997) Co-operative learning in the thinking classroom

13 Johnson, D.W & Johnson, R.T (1989) Cooperation and competition: Theory and research, Edina, MN: Interaction Book Company

14 Johnson, D.W & Johnson, R.T (1990) Cooperative learning and achievement In S

Sharan (ed.), Cooperative learning: Theory and research, 23-37 New York

15 Johnson, D.W., & et al (1990) Circles of learning Cooperation in the classroom (3 rd ed.)

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Kagan Cooperative Learning

18 Myers, J (1991) Cooperative learning in heterogeneous classes Cooperative Learning

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19 NSW Institute of Teachers Professional Teaching Standards Retrieved on June, 20,

2013 from http://www.nswteachers.nsw.edu.au/Main-Professional-Teaching-Standards.html

20 Orr, J (May, 2010) Collaborative activities for the secondary English classroom

Retrieved on May, 19, 2013 from www.tealservices.net

21 Palmer, G., Perter, R., & Streetman, R.(2008) Cooperative Learning: From Emerging Perspectives on Learning, Teaching and Technology Retrieved on June, 15th, 2013, from http://projects.coe.uga.edu/epltt/index.php?title=Cooperative_Learning#Collaborative_vs_Coope rative_Learning

22 Panitz,T.(1999) Benefits of Cooperative Learning in Relation to Student Motivation In

M Theall (Ed.), Motivation from within: Approach for encouraging faculty and students to excel, New Directions for Teaching and Learning San Francisco

23 Richard, J.C., Platt, J., & Platt, H (1997).Longman Dictionary of Language Teaching and Applied Linguistics: Longman

24 Smith, B.L and MacGregor, J T (1992) What Is Collaborative Learning? Washington

http://www.learningcommons.evergreen.edu/pdf/collab.pdf

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http://www.eduplace.com.science/profdev/articles/valentino.html

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28 (?), (2006) Students Learning Groups Suggestions and reflections on Teaching and Learning Center for Excellent Presents Retrieved on June, 20th, 2013 from: http://cfe.unc.edu

II/ Vietnamese researchers

29 Canh, L.V.(2003) Understanding Foreign Language Teaching Methodology Vietnam

National University, Hanoi Publishing House, Hanoi

30 Ha, Ng.T.M(2010) Enhancing the third year non major students’ participant in speaking lesson through collaborative activities at Hanoi University of business and technology Minor

Program Thesis.Vietnam National University, Hanoi

31 Huong, T.T.T(2006) Increasing the Effectiveness of Group Work in English Speaking Lessons at Hoang Van Thu Gifted Upper Secondary School, Hoa Binh Unpublished Minor

Program Thesis Linguistics, Vietnam National University, Hanoi

32 Huyen, Ng.D(2010) A study on the effects of pre-listening activities on the listening performance of non-major 10th grade students at Nguyen Gia Thieu High school, Hanoi Minor Program Thesis, Vietnam National University, Hanoi

33 Phuc, Ng.T (2010) Teamwork activities in the 11th form speaking lessons at Lomonosov

Private High School Vietnam National University, Hanoi

34 Thanh,Q.T.T(2010).Using cooperative learning principles in structuring groups to enhance participants in speaking lessons of second year college students of English Minor Program Thesis, Vietnam National University, Hanoi

35 Thuy, T.H (2010) Using group wok to improve speaking skill of the first – year students

at the College of Technology and Economics in trade Minor Program Thesis, Vietnam National

University, Hanoi