INTRODUCTION
Rationales
Speaking is one of the most crucial communication skills to develop (Leong & Ahmadi, 2017) English language education has shifted from a teacher-centered model, where teachers dominate the classroom and students are passive recipients (Ning, 2010), to a learner-centered approach The traditional teacher-centered method has been criticized for producing ineffective English users (Gomleksiz, 2007) In contrast, the learner-centered approach encourages students to actively express themselves, providing more opportunities to practice speaking This shift marks a new era in language learning that prioritizes student engagement and active participation in speaking environments.
Over the past decade, cooperative learning has emerged as a leading learner-centered approach in teaching English, supported by studies showing that language learners achieve higher academic performance, increased self-esteem, and better comprehension through cooperative group activities (Alam, 2013) Unlike conventional methods, cooperative learning involves interdependent tasks that promote collective success rather than individual competition (Kim, 2005) This approach fosters collaboration among students, enhancing achievements by encouraging group competition and problem-solving, making it more effective than individual work.
The Cooperative Learning Approach is an effective and practical method for enhancing learners' speaking skills by increasing speaking opportunities and social interaction Ning (2010) highlights that this approach serves as an alternative teaching method, providing students with more speaking time Additionally, Al-Sohbani (2013) emphasizes that cooperative learning enables students to engage in diverse learning styles, fostering natural development of their speaking abilities.
At Pho Yen High School, students faced several challenges in developing their speaking skills, primarily due to inhibition caused by fear of making mistakes, criticism, and embarrassment in front of peers Additionally, student participation remained passive, especially during group activities The researcher identified issues within group work, such as some students being uncooperative and neglecting responsibilities, frequent disagreements causing a stressful environment, poor task delegation leading to inefficiency, and a lack of self-awareness among members Moreover, team leaders often dominated discussions by imposing their own opinions instead of encouraging collaborative input, further hindering effective teamwork and speaking practice.
This research investigates the influence and effectiveness of the cooperative learning approach in teaching speaking skills to determine if it can enhance students' speaking competence The study, titled "Using Cooperative Learning Approach to Enhance 10th Grade Students’ English Competence," was conducted as an action research project at a high school in Vietnam The findings aim to demonstrate how cooperative learning can improve English speaking abilities among 10th-grade students.
Aims of the study
The researcher aimed to enhance students' speaking competence by applying the cooperative learning approach This study evaluated the effects of cooperative learning on students' speaking skills and explored their attitudes towards this method The findings suggest that the cooperative learning approach can effectively improve students' speaking ability.
With the aims mentioned above, the current study answers the following research questions:
- To what extent does cooperative learning approach improve the students' speaking competence?
- What are the students' attitudes toward the use of cooperative learning approach?
Scope of the study
This study focused on investigating the effects of the cooperative learning approach on the speaking competence of 10th-grade students at Pho Yen High School during the second semester of the 2019-2020 academic year Due to limited time and knowledge, the researcher narrowed the scope to ensure manageable research The findings are expected to contribute valuable insights to teaching theory and practice in Vietnam.
Significance of the study
This research offers both theoretical and practical benefits Academically, it provides valuable insights for enhancing students’ speaking skills Practically, it aids the researcher in developing problem-solving abilities, serves as an informative resource for English teachers at Pho Yen High School, motivates 10th-grade students to engage more actively in learning and speaking English, and provides a foundation for future studies on improving students’ speaking skills.
Organization of the study
This thesis consists of five main chapters A summary of the content of each chapter is described as follows
In this part, the rationale, aims, significance, and scope of the thesis are presented
In this section, the researcher explains some theoretical issues Besides, the related ideas in previous studies are reviewed in this chapter
In this chapter, an overview of related research methodology is reviewed, and then the selected method is discussed in detail
In this part, the results of data analysis and the findings of the research are presented
In this part, the researcher summarizes the findings of the thesis After that, the limitation of the research and the suggestions for further research are also included.
LITERATURE REVIEW
The Definition of Speaking Competence
Speaking competence refers to an individual's ability to effectively and accurately use language to fulfill communicative goals (Hunsaker, 2000) It encompasses using the correct vocabulary, proper grammar, accurate pronunciation, and adhering to social norms and cultural rules within the appropriate context (Burkart, 1998).
In teaching speaking, teachers must consider four key aspects: fluency, accuracy, pronunciation, and vocabulary, as proposed by Brown (2001) These elements are essential requirements for designing effective speaking activities that enhance students' overall communication skills Therefore, a well-structured speaking activity should comprehensively address all four aspects to ensure balanced language development.
A speaker is considered fluent when they use the language quickly and confidently, with minimal hesitation, unnatural pauses, false starts, or word searches (Nunan, 2003) Fluency also involves knowing where to pause and stop appropriately during speech Additionally, fluent speakers do not produce language word by word but instead group words into meaningful units such as phrases or clauses, enhancing the natural flow of their speech.
According to Nunan (2003), accuracy in language learning occurs when students' speech correctly reflects their intended meaning using the target language Accuracy primarily involves the proper use of grammatical structures, including aspects such as tense, phrases, and sentence formation To achieve accuracy, students must employ correct grammar and appropriate word choices in their spoken language.
At the beginner level, pronunciation teaching aims to develop clear and understandable speech, enabling students to distinguish between different English sounds, including vowels and consonants As learners advance, pronunciation goals expand to include elements that improve communication, such as stress patterns, intonation, voice quality, reduction, and linking sounds These skills are essential for achieving fluency and effective verbal interaction in English.
Vocabulary is a crucial component of language learning that directly impacts students' English speaking fluency Without a sufficient vocabulary, students struggle to form sentences and express themselves clearly Many learners face challenges due to a limited vocabulary, which hinders their ability to communicate effectively Therefore, English teachers should focus on strategies to expand students' vocabulary to improve their speaking skills.
Teaching Speaking
2.2.1 Principles of Designing Speaking Activities
Speaking skill is a vital component of second language acquisition, yet its teaching has often been underestimated, with many English instructors relying on repetitive dialogue memorization (Nunan, 2003) However, the demands of modern social contexts require educators to create activities that enhance learners' ability to communicate effectively and appropriately across various social and cultural settings According to Richard (2006), achieving communicative competence—which includes grammatical, sociolinguistic, strategic, and discourse competences—is essential for using language successfully in communication.
According to Brown and Yule (1983), the primary goal of teaching speaking is to help learners express their feelings, opinions, and ideas effectively in the target language, including using common English expressions like greetings, apologizing, and introductions However, EFL learners often struggle to improve their speaking skills due to limited opportunities to practice English in real-life environments outside the classroom (Nunan, 2003).
Concerning the teaching of speaking, Nunan (2003) proposes some principles for designing speaking teaching activities They are p resented as follows:
The first principle for teaching speaking is aware of the differences between second and foreign language learning contexts
The second principle for teaching speaking emphasizes providing students with ample practice to improve both fluency and accuracy in the target language Fluency and accuracy are crucial components of effective speaking, so teachers must ensure students receive appropriate opportunities to develop these skills It is important that teachers avoid interrupting students during their speaking activities, even when intending to correct mistakes, as frequent interruptions can hinder the development of fluency.
Teachers should design diverse activities that encourage students to speak more, such as group work, pair work, and role plays, rather than dominating class discussions Many students hesitate to speak due to fear of making mistakes and feeling solely responsible when speaking individually Group activities help reduce this anxiety by sharing responsibility, making students more willing to participate Therefore, speaking activities should begin with group performances instead of individual ones The teacher’s primary role is to facilitate student speaking, provide constructive feedback, and create ample opportunities for practice, ensuring students feel supported and motivated to improve their speaking skills.
The fourth principle emphasizes designing speaking tasks that involve negotiation of meaning, a key aspect of effective communication where understanding and being understood are essential Teachers should create activities that encourage students to practice negotiating meaning through asking for clarification, repetition, and explanation By incorporating these elements, students will develop the ability to clarify their understanding and confirm comprehension during communication in the target language, enhancing their overall speaking skills.
The fifth principle emphasizes designing classroom activities that incorporate guidance and practice in both transactional and interactional speaking to enhance spoken language skills Interactional speech serves social purposes, such as building and maintaining relationships, and is relatively unpredictable In contrast, transactional speech focuses on accomplishing specific tasks, like exchanging goods or services, and is highly predictable, exemplified by actions such as calling a taxi Integrating both types of oral communication into role-play activities provides effective practice opportunities for students, improving their overall speaking proficiency.
Kayi (2006) offers valuable guidance for English language teachers to enhance oral language teaching by providing learners with diverse opportunities to speak the target language through activities like collaborative work, authentic materials, and teamwork Teachers should encourage student participation in speaking with others rather than individual work, allowing more time for students to speak while observing and offering constructive feedback It is important to start with positive feedback before giving comments and to ask follow-up questions that promote further speaking, fostering a more interactive and supportive learning environment.
To enhance students' speaking skills, teachers should encourage more participation by asking questions like “Who do you mean by that?” or “Could you give us some examples?” and provide positive spoken feedback such as “Your presentation was really great I appreciated your efforts in preparing the materials and efficient use of your voice.” It is important to wait until students finish speaking before offering constructive feedback Additionally, teachers should create speaking opportunities both inside and outside the classroom to foster practice Moving around the class helps ensure students stay on track and receive support when working in groups or pairs Providing relevant vocabulary before speaking activities can boost confidence, and teachers should identify and address any difficulties students face in expressing themselves to better support their development.
Nunan (2003) and Kayi (2006) emphasize similar core principles in teaching speaking, highlighting the importance of providing English language learners with ample opportunities to practice speaking Both experts advocate for consistent speaking practice to enhance students' fluency and accuracy, which is essential for effective language acquisition.
2.2.2 Teacher’s Roles during the Speaking Lesson
Teachers play a crucial role in the teaching and learning process, especially in helping students learn English effectively Students rely heavily on their teachers' guidance and motivation to engage in language activities According to Harmer (2001), teachers must adopt various roles during speaking activities to encourage fluency, with one key role being that of a prompter, which supports and stimulates students to speak confidently.
In this context, teachers support students by providing words or phrases to encourage creative thinking when they lose fluency, helping to prevent frustration without interrupting the discussion or breaking their role Additionally, teachers often prompt students in monolingual groups to speak English instead of their mother tongue, fostering language practice and fluency.
Teachers engage as participants during discussions, role-plays, and class dialogues, but their involvement should not dominate the activity Instead, teachers are encouraged to stand at the back to observe and listen while students practice tasks, ensuring they do not overshadow the students' participation This approach allows teachers to effectively provide feedback without interrupting the flow of the activity.
The final role of the teacher is to provide feedback on students' speaking, tailored to the teacher's tact and the specific situation Feedback can address both the content of the activity and the language used, and it may be given immediately after the activity or at the end of the session to enhance learning outcomes.
Cooperative Learning
2.3.1 The Definitions of Cooperative Learning
Different researchers have different definitions of cooperative learning Among these definitions, scholars claim:
Richards (1992) points out that: “Cooperative Learning is an approach to teaching and learning in which classrooms are organized so that students work together in small cooperative teams”
Jordan (2010) defined cooperative learning as an effective educational practice widely recognized for its ability to enhance student engagement and achievement Often regarded as a powerful strategy, cooperative learning has been proposed as a key solution to ongoing educational challenges, highlighting its significance in diverse learning environments.
Cooperative learning is a teaching technique where groups of students engage in activities and tasks to enhance their understanding of the subject Each member is responsible not only for their own part but also for supporting their peers, fostering a collaborative learning environment This approach encourages teamwork as all members work together to achieve common goals despite varying skill levels.
Based on the references from different definitions associated with this research's objectives, the following definition is used to conduct this study
Cooperative learning is an educational approach where students of varying abilities collaborate in structured groups to achieve a shared objective Unlike competitive classroom settings, this method fosters a learning community that encourages active and meaningful participation from all students By working together, students enhance their understanding and contribute to each other's academic success.
Cooperative learning is well-grounded by three famous theories:
Social interdependence theory, a fundamental example of interaction theory, explores how the structuring of goals influences individual interactions and produces specific outcomes Developed by Johnson and Johnson, this theory emphasizes the importance of goal arrangements in shaping cooperative behavior and group dynamics.
According to (2003), social interdependence can be classified into two types: positive and negative Positive interdependence occurs when individuals recognize that achieving joint goals requires cooperative efforts from all members In contrast, negative interdependence arises when individuals compete, understanding that their success depends on others failing to reach their goals, thereby obstructing each other's progress These concepts highlight the impact of cooperation and competition on goal attainment within social interactions.
Positive interdependence fosters promoted interaction, where individuals support and motivate each other to complete tasks and achieve common team goals, while negative interdependence leads to the opposite effect.
Previous studies have demonstrated that cooperative learning enhances effort and determination by fostering positive relationships among group members through interdependence in activities According to Social Interdependence Theory, cooperation motivates students to exert more effort and achieve better psychological outcomes compared to competitive or individual tasks The effectiveness of cooperative learning depends on clear, positive interdependence, individual responsibility, social skills, and group coordination Research supporting this theory is diverse and generalizable, confirming its validity However, having a validated theory does not guarantee practical application; effective practices require accurately stated ideas that can be translated into actionable procedures for educators.
Classical learning theory encompasses four dimensions: reinforcement, correction opportunity, practice opportunity, and transference a Reinforcement
Kagan and Miguel (2009) state that rewarding behavior increases the likelihood of its repetition, suggesting that students are more motivated to complete their tasks early when teachers offer small prizes for completing the same number of assignments.
Research shows that transitioning from delayed to frequent reinforcement, combined with cooperative learning and immediate rewards or prizes, significantly boosts students' motivation and desire to achieve their goals.
Students often receive feedback and suggestions more naturally from their classmates during collaborative activities than from teachers Cooperative learning promotes frequent peer corrections, making feedback more contextually relevant, timely, and supportive This approach also provides increased opportunities for practice, enhancing the overall learning experience.
Unlike the conventional viewpoint, cooperative learning tends to minimize teachers’ talking time in class to maximize students’ talking time d Transference
Traditional classroom seating arrangements, where students sit in rows and work individually, limit opportunities for teamwork and do not reflect real-life social interactions Cooperative learning, on the other hand, promotes social interaction and creates conditions that mirror how students apply skills in real situations This approach effectively addresses the transference gap among students, fostering the development of essential real-life skills through collaborative activities.
Individual differences refer to the variations among people in aspects such as personality, learning style, motivation, cognitive ability, and multiple intelligences Every student has a unique way of learning, highlighting the importance of recognizing diverse learning styles and multiple intelligences as key factors in education Understanding these differences can enhance personalized learning and improve educational outcomes.
According to Freeman (2000), students have different learning preferences based on multiple intelligences, with some responding better to visual effects while others excel through listening This variation is particularly relevant for linguistic and verbal learners who benefit from activities such as debates, dialogues, discussions, and team interviews.
Kagan (1998) highlights the connections between cooperative learning and multiple intelligences He further emphasizes that simple multiple intelligences instructional strategies can be incorporated into lessons easily
Watkins (2007) emphasizes that young learners have diverse learning styles, which require teachers to design varied learning activities Some students excel in engaging in conversations, while others are more skilled at persuading peers, so classroom activities and teaching methods should be tailored to accommodate these differences.
Joliffe (2007) explains that it is dangerous to consider individuals as having fixed learning styles
Building on key concepts and theories from previous research, this study emphasizes the use of diverse teaching strategies and techniques to offer students ample opportunities for language practice, ultimately enhancing their fluency.
Attitude in language learning
In common, attitude is constructed by some different aspects Wenden
Attitude is divided into three components: cognitive, affective, and behavioural The cognitive component involves beliefs and thoughts about an object, person, behaviour, event, or knowledge, significantly influencing learning through perception The affective component relates to a person's emotions and feelings, shaping preferences such as liking or disliking something Lastly, the behavioural component concerns an individual's actions or tendencies to exhibit specific behaviours in certain situations.
According to Ajzen and Fishbein (1980), attitudes are shaped by beliefs, where the expectation of positive outcomes from a task leads to a favorable attitude, while doubt about success results in an unfavorable one In the context of language learning, if students believe that cooperative methods enhance their reading comprehension, they are likely to develop a positive attitude towards these methods Attitudes influence how students think, feel, and behave, and can be categorized into attitudes towards the language, its native speakers, and language learning itself This study specifically focuses on students' attitudes towards language learning, using Ajzen and Fishbein’s definition to examine their perspectives on cooperative learning.
2.4.2 Importance of attitude in language learning
Language attitudes play a crucial role in second language acquisition, significantly impacting the learning process Evaluating these attitudes is essential in language teaching and learning, as attitudes are learned and can be unlearned or taught, meaning that students are not inherently predisposed to like or dislike a foreign language (Smith, 1971) Both positive and negative attitudes towards a second language are acquired, highlighting the importance for teachers to focus on shaping students' attitudes Since attitudes can either facilitate or hinder language learning, understanding and addressing them is vital for effective language education (Ellis, 1994).
Nunan (1991) emphasized that students achieve success in learning when they are encouraged and motivated to develop the right attitudes, motivation, and interest in the language, culture, and learning environment Positive attitudes play a crucial role in facilitating better learning outcomes, and even negative attitudes can be transformed to enhance students' language learning experience Cultivating a positive mindset is considered an essential foundation for effective language acquisition.
In conclusion, students' attitudes are crucial for maximizing learning and teaching outcomes, significantly influencing the success of second language acquisition It is essential for educators to support and encourage positive attitudes in the language classroom, particularly through cooperative learning strategies, to enhance students' motivation and engagement.
Previous Studies
Over the past few decades, many different types of researches in cooperative learning had been regularly discussed
Nugroho’s (2013) classroom action research at Sekolah Menengah Pertama Negeri 1 Karangdowo investigated the impact of cooperative learning on students’ speaking competence and the application of its principles Conducted from January to March 2013 with Class 8C, the study utilized qualitative data from questionnaires, interviews, and observations, alongside quantitative data from pre-tests and post-tests The findings revealed that cooperative learning significantly improved students’ speaking abilities across four key indicators: grammar, discourse, sociolinguistic, and strategic competence Furthermore, the proper implementation of cooperative learning principles was shown to greatly enhance students’ speaking competence, demonstrating its effectiveness as a teaching strategy.
Sekti’s research (2014) utilized both qualitative and quantitative data, collected through observations, interviews, field notes, discussions, and pre-test and post-test scores The study followed a research procedure that involved identifying problems, planning actions, implementing and observing those actions, and reflecting on the outcomes The findings demonstrated that cooperative learning activities such as Think-Pair-Share, Two Stay Two Stray, Inside-Outside Circle, and Numbered Heads Together, combined with supportive strategies like using classroom English, teaching media, and rewards, effectively enhanced students’ speaking skills Improvements were noted in students’ understanding of the lesson, their involvement, and participation in the speaking process, supported by an increase in average speaking scores from 68.38 in the pre-test to 71.32 in the post-test.
Lucena (2016) explored how cooperative learning improved students' speaking skills using a phenomenological approach at Vicente Hizon Sr Elementary School in Davao City The study utilized focus group discussions to gather data and found that cooperative learning encouraged students to interact and express themselves more frequently with classmates This method motivated shy students to share their opinions and understand class concepts better, ultimately boosting their self-confidence as they took responsibility for representing their groups before the teacher and class.
A study by Jepkosgey (2018) investigated the effects of cooperative learning on English-speaking skills among mixed public secondary school learners in Nandi Central Sub-County, Kenya The research involved Form Three students from two classrooms and utilized both pre-test and post-test assessments, including learners’ questionnaires and English speaking achievement tests Additionally, an observation guide was employed to monitor cooperative group activities The findings revealed that cooperative learning significantly enhances secondary school learners' English-speaking abilities, offering valuable insights for language learners, educators, curriculum developers, and the Ministry of Education.
A study by Alrayah (2018) investigated the relationship between cooperative learning and fluency among EFL learners using a descriptive approach and recorded interviews, with data analyzed via SPSS software The research involved 48 first-year English language students at Omdurman Islamic University, divided into experimental and control groups Over one month, the experimental group engaged in cooperative learning activities aimed at improving fluency through extensive practice The study highlighted the importance of training EFL teachers to implement cooperative learning strategies widely across schools and institutions to enhance language fluency.
Namaziandost (2019) investigated the impact of cooperative learning on oral proficiency and motivation among intermediate EFL learners in Iran, involving 90 participants divided into experimental and control groups Pretests and post-tests of speaking skills revealed significant improvement in students' speaking performance following cooperative learning activities Additionally, a seven-point Likert scale questionnaire showed a notable increase in students' intrinsic motivation toward English learning, although other types of motivation remained unchanged The study concluded that incorporating cooperative learning techniques in English classrooms can effectively enhance both speaking skills and intrinsic motivation, benefiting teachers and learners alike.
Previous studies, despite differences in methodology and tools, consistently highlighted the significance of implementing cooperative learning approaches in education, particularly for enhancing English speaking skills These studies provided valuable theoretical insights into how cooperative learning influences various aspects of English language acquisition and aided the development of research instruments for the current study While aligning with earlier research in scientific design and tools, the present study focused on a different sample, employing distinct materials and strategies Notably, prior research primarily targeted ELF learners and secondary school students, whereas this study specifically evaluated the impact of cooperative learning on the English speaking competence of 10th-grade students at Pho Yen High School.
Summary
Chapter 2 has summarized the literature related to the study The first part reviewed definitions of speaking competence and aspects of speaking The second one gave an overview of teaching speaking, including designing speaking techniques and teacher’s roles during the speaking lesson The third section discussed cooperative learning as well as the researches about this teaching approach The fourth section gave general knowledge about attitude in language learning The last one presented previous studies on cooperative learning and their findings The next chapter presents the methodology employed for this study.
METHODOLOGY
Research questions
The study aimed to examine the effects of the cooperative language learning approach on the speaking competence of 10th-grade students at Pho Yen High School Additionally, it sought to explore students' attitudes toward using cooperative learning as a method to enhance their speaking skills The research focused on addressing specific questions related to the impact of cooperative learning on students' speaking abilities and their perceptions of this approach.
- To what extent does cooperative learning approach improve the students' speaking competence?
- What are the students’ attitudes toward the use of cooperative learning approach?
Design of the study
The researcher employed an action research approach to investigate the impact of the cooperative learning method on the English speaking competence of 10th-grade students at Pho Yen High School during the second semester of the 2019-2020 academic year.
Action research is defined as a process of three elements or components:
Action research is a teacher-driven process aimed at improving educational practices through a cycle of questioning, data collection, and analysis (Nunan, 1992) As Wallace (2000) explains, it is a small-scale study conducted by teachers for teachers to discover, develop, or monitor changes in their teaching methods Mertler (2009) emphasizes that action research involves educators examining their classrooms, instructional strategies, assessment methods, and student interactions to enhance the quality and effectiveness of their teaching.
Action research is conducted to identify problems, solve issues, and improve classroom activities effectively It allows teachers to understand students' thoughts, feelings, and reactions, helping them recognize key aspects of the classroom that require attention By focusing on these areas, educators can enhance their teaching methods and better organize the course for improved learning outcomes.
Due to its significant benefits, this action research was conducted in a systematic and logical manner Through teaching experience and observation, the researcher identified that students faced challenges with speaking competence Consequently, an effective method was developed and implemented to improve students’ speaking performance The following sections provide a detailed overview of the action research design and procedure.
Action research follows several models, with Burns (2010) proposing a classical action research model consisting of four key stages These stages include Planning, where a problem is identified and a plan of action is created; Action, which involves intervention in the teaching context over a set period; Observation, the phase dedicated to data collection; and Reflection, where the effects of the action are evaluated and reflected upon This cyclical process aims to improve practices through continuous evaluation and adjustment.
In this study, Burns’ action research cycles were adopted due to their flexibility and clear expression of essential phases in action research Unlike other rigid models, Burns’ approach effectively addresses the longstanding speaking challenges faced by students and teachers, allowing the initial step of problem identification to be skipped This basic model not only suited the study’s needs but also aligned well with the time constraints of the research.
Figure 1 An action research cycle (Burns, 2010)
The study focused on four key components of action research, beginning with the identification of a problem where students performed poorly in speaking classes A plan of action was then developed to examine how cooperative learning could improve learners' speaking competence The third stage involved collecting both quantitative and qualitative data to assess the intervention's impact Finally, reflection allowed the researcher to evaluate successful strategies and identify areas for improvement in subsequent cycles.
Subjects of the study
Pho Yen High School has eight grade 10 classes, with the researcher responsible for teaching English to four classes: 10C1, 10C3, 10C6, and 10C8 Due to time constraints, only class 10C1 was selected for the study, comprising forty 10th-grade students, including 19 males and 21 females.
15 They had been studying English as a compulsory school subject for at least seven years The students were between the elementary and pre- intermediate levels By the time of the study, they had had four years of learning English at secondary school They were at the beginning of the second term The researcher chose class 10C1 as the subjects of the study because the students in this class had more experience in learning English and were better at speaking English than other classes This would help the researcher apply the cooperative approach more easily
The researcher was simultaneously the teacher of the class She had been teaching English for twenty-two years.
Data collection instrument
The study used a combination of three data collection instruments:
The speaking test, adapted from the National Geographic Oral Placement Test, involved an interview using conversational prompts presented by the interviewer It was supported by Oral Assessment Guidelines to assist interviewers in accurately determining the student's proficiency level.
Selected students were assessed on nine topics ranging from Elementary to Pre-intermediate levels to evaluate their speaking competence These levels were chosen based on the Vietnamese six-level framework for foreign languages, which sets the required proficiency at Level 2 (A2 CEFR) for secondary school graduates and Level 3 (B1 CEFR) for high school graduates.
The test lasted approximately 10 minutes and did not assess grammar or other language skills The researcher evaluated the students' speaking abilities using the Oral Assessment Guidelines, with the scores subsequently converted into a 10-point system as shown in Table 2.
Table 2 Converted marks for assessing speaking competence
Table 2 categorizes speaking competence into six levels based on converted marks: Excellent (9.0-10 points), Very Good (8.0-8.9 points), Good (6.5-7.9 points), Average (5.0-6.4 points), Below Average (3.5-4.9 points), and Low (1.0-3.4 points).
To ensure reliable results, an additional English teacher from Pho Yen High School was invited to assess the students' speaking competence, having been trained in the Oral Assessment Guidelines prior to the evaluation During the speaking tests, both the researcher and the invited teacher independently listened to the candidates and assigned scores The entire speaking test was recorded, allowing the examiners to review and verify the assessment results for accuracy.
The speaking test was used as both the pre-test and post-test to assess students' speaking competence Initially, the students took the speaking test one week before the intervention began After completing nine sessions over ten weeks, the same speaking test was administered again as the post-test to measure their progress.
The speaking test was chosen to assess students' speaking competence because the National Geographic Oral Placement Test includes questions on familiar topics such as personal information, family, home, studies, and work This format is relatable and accessible for students, ensuring the test is easy to understand and not overly complicated.
The same test was administered for both the pre-test and post-test to ensure consistency and avoid discrepancies between different test forms A ten-week interval between the tests was implemented to minimize any short-term memory effects from the pre-test, even if students recalled their previous answers Additionally, any test experience effects were considered uniform across all students, maintaining the study's validity.
The questionnaire used in this research, adapted from McLeish's 2009 study, collected participants’ feedback on cooperative learning to examine their attitudes toward this educational approach.
The questionnaire utilized a mixed format featuring 5-point Likert scale statements, where students rated their agreement with twelve statements regarding attitudes toward cooperative learning in English-speaking classes Responses ranged from 1 (strongly disagree) to 5 (strongly agree) This questionnaire was administered at the conclusion of the intervention to assess student perspectives.
Questionnaires are widely regarded as essential tools among educational researchers due to their ability to collect data from many participants with relative ease of analysis According to Brown (1995), questionnaires simplify data processing, while Gillham (2000) highlights their advantages, including low cost in time and money, straightforward analysis of closed-question responses, reduced pressure for immediate answers, and the assurance of respondent anonymity.
The researcher utilized McLeish’s questionnaire in this study because it aligned with the research objectives and was easily comprehensible for students at Pho Yen High School, facilitating accurate responses.
The observation checklist (see Appendix 3), adapted from the observation checklist by Onaiba (2016), was used to observe the students’ attitudes towards cooperative learning in each speaking lesson
The observation checklist included ten items to help the researcher evaluate the students’ attitudes toward speaking lessons where cooperative learning was applied
To precisely compare students' attitude changes during speaking classes before and after implementing cooperative learning in a 9-week intervention, the researcher conducted observations in the 1st, 5th, and 9th sessions The researcher, acting as the English teacher, delivered the speaking lessons while an invited English teacher from Pho Yen High School observed and took detailed notes on the teaching-learning process Prior to the observations, the invited teacher was trained by the researcher to effectively use a checklist for class observation.
Observation is a valuable method for gathering information about phenomena in a second language classroom, including types of language, activities, interactions, and instruction (Mackey & Gass, 2005) According to Marshall and Rossman (1989), observation enables researchers to collect reliable data by directly seeing and analyzing the environment, which enhances the accuracy of research findings and reduces the reliance on respondents.
The reason for choosing Onaiba’s observation checklist was that it was useful, practical, and suitable for the study's aims.
Teaching materials
The researcher conducted action research using the book “Tieng Anh 10” by the Ministry of Education and Training as the primary teaching material The syllabus included one 45-minute English speaking period per week For the study, nine speaking sessions were selected, covering units 8 through 16 of the book.
The speaking lessons enabled the teacher to effectively demonstrate the use of cooperative learning, enhancing students' speaking competence The schedule for implementing cooperative learning is detailed in Table 3.
Table 3 Schedule of applying cooperative learning Number of
Unit Name of Unit Speaking lessons
Unit 8 The Story of My
Talking about plans and their possible results (in the village)
Talking about causes and consequences Offering solutions
Unit 10 Nature in Danger Talking about the new kind of zoos
Making plans Expressing regrets Talking about an excursion
Asking and answering questions about music
Talking about favourite kinds of music
Expressing attitudes Expressing preferences Talking about a film
Asking and answering questions about the World Cups
Talking about the World Cup winners
Unit 15 Cities Comparing two cities
Stating preferences and giving reasons
Asking and answering questions about a historical place
Talking about historical places from given information
The speaking lesson plans for nine units of the English 10 textbook were designed using cooperative learning activities to enhance student engagement Key techniques included allocating specific time for each task, providing facilitation by answering student questions, and offering encouragement throughout the activities Additionally, supplementary or alternative speaking exercises were incorporated to boost student participation and improve overall speaking skills.
Data collection procedure
The present study utilized Burns’ (2010) action research procedure, which consists of four key stages: planning, action, observation, and reflection In the planning stage, a problem is identified and a plan of action is developed The action stage involves implementing the intervention within the teaching context over a set period During the observation phase, data is collected to assess the intervention's impact Finally, the reflection stage focuses on evaluating and reflecting on the outcomes of the action taken.
An action plan was developed based on data collected and analyzed from classroom interactions regarding speaking problems The researcher carefully planned the materials, implemented a cooperative learning approach for teaching speaking lessons, and determined the duration of the intervention Additionally, the teacher-researcher communicated the planned process to the headmaster to ensure understanding and cooperation Finally, detailed lesson plans were designed using the cooperative learning model to effectively address the speaking issues.
In the second stage, the teacher-researcher tried out the ideas of cooperative learning approach in teaching speaking
The intervention lasted nine weeks from March 23rd to May 24th in 2020
During the first five weeks, students studied English speaking lessons from units 9 to 13 using the online application Zoom due to the Covid epidemic Subsequently, from units 14 to 16, students participated in English speaking classes at Pho Yen High School, applying cooperative learning methods in the classroom.
The students learned English speaking periods via cooperative learning through seven phases:
Phase 1: Delivered goals and Student motivated
In this phase, the teacher talked about the speaking lesson's objectives and motivated the students in the speaking lessons
In speaking lessons, the teacher used whole-class instruction to introduce vocabulary and useful structures for student speaking practice Empirical studies have shown that traditional teaching methods effectively clarify language points before implementing cooperative learning (Xuan, 2015).
Phase 3: Student organizing into a study group
Students were divided into heterogeneous groups of five, mixing achievement levels and gender, and regrouped every two to three weeks throughout the study Initially, the teacher formed groups based on shared interests or backgrounds, especially to support introverted students and low achievers Each group received a unique number, and students were assigned letters within their groups, giving each member a distinct identifier (e.g., 3B) Students were responsible for both individual and group learning, selecting roles based on their preferences The teacher encouraged role rotation within groups to help students become familiar with different responsibilities During cooperative learning sessions, students engaged in discussions to ensure that all members understood the lesson material.
The teacher assigned group tasks to encourage students to collaborate and coordinate their efforts effectively, fostering teamwork to successfully complete the given assignments.
Phase 5: Guiding/ Helping groups on work and study
The teacher provided instructions to group members who had understood the material, enabling them to assist their peers for complete comprehension Students were encouraged to express their opinions, creating a less stressful and more collaborative atmosphere Group members actively coordinated efforts, ensuring everyone had the chance to contribute, offer help, and support each other They worked on tasks within set deadlines, based on textbook materials or team assignments like presentations For assignments, teammates agreed in advance on meeting times and locations, delegated tasks according to individual strengths and interests, and incorporated additional learning resources when necessary.
The teacher assigned a letter to each group, and all students with the same letter stood to answer the questions posed to the entire class Following this, the teacher provided valuable suggestions to the students Subsequently, different students were chosen to represent their groups and report their findings back to the class.
The teacher looked for appreciating the students’ efforts individually and by group
In the third stage, the teacher-researcher focused on systematically collecting information about the actions taken The study utilized a speaking test, questionnaire, and observation sheet as key data collection instruments to gather comprehensive insights.
Before starting the intervention, the students did the pre-test From the pre-test results, the researcher determined the student's levels before applying cooperative learning in the speaking class
At the end of the intervention, students completed a post-test assessing their oral performance and a questionnaire designed to evaluate their attitudes toward cooperative learning Throughout the intervention, the teacher actively facilitated the learning process to enhance student engagement and collaboration.
(the researcher) used the observation checklist to observe, analyze, and assess students’ attitudes in the cooperative speaking lessons
Based on data analysis, the researcher reflected on the implementation of the actions, evaluating their success or failure in the action research These reflections provided valuable insights, leading to practical recommendations for teachers to improve their instructional strategies.
Data analysis
For the statistical analyses of the results of the tests obtained, the Statistical Package for Social Sciences (SPSS) was used
The students’ attitudes toward cooperative learning were analyzed using questionnaire results collected during the instruction Data were gathered through counting and calculation, then analyzed and presented in tables and figures for clear illustration.
The researcher collected observation checklists from the 1st, 5th, and 9th speaking lessons to analyze and evaluate the implementation of cooperative learning in the classroom These observations aimed to assess the effectiveness of cooperative learning strategies across multiple sessions The data gathered provided valuable insights into student engagement and speaking skill development during the lessons.
Summary
Chapter 3 has presented information on the methodology for conducting the action research project It has restated the research questions of the thesis, described the subjects who participated in the study and the teaching materials, and rationale for action research and research procedure Furthermore, the data instruments used for the study have been presented in detail The procedure for data analysis has been described The next chapter is to analyze and interpret the data collected concerning the research questions.
RESULTS AND DISCUSSION
Results
4.1.1 Results of the speaking test
A pre-test and post-test were conducted to evaluate the effectiveness of cooperative learning on students' speaking competence The data collected from these tests were carefully computed, analyzed, and reported to assess the impact of the intervention.
The analysis of pre-test and post-test results revealed significant progress in students' speaking competence following the intervention Detailed descriptions of both test outcomes highlight the measurable improvements achieved, demonstrating the effectiveness of the applied teaching methods.
4.1.1.1 Results of the pre-test
The results of the pre-test were presented and displayed in the tables and figure below Table 4 shows the speaking performance mean scores in the pre-test
Table 4 Descriptive statistics of the pre-test
N Minimum Maximum Mean Std Deviation Pre-test
Table 5 displays the band scores in the pre-test, which were classified into six categories: Excellent (9.0 -10 point), Very Good (8.0 - 8.9 point), Good (6.5 - 7.9 point), Average (5.0 - 6.4 point), Below Average (3.5 - 4.9 point), Low (1.0 - 3.4 point)
Table 5 Frequency of the pre-test scores Scores Frequency Percentage Categories
Figure 2 illustrates the students’ speaking marks before applying cooperative learning in speaking classes
Figure 2 Results of the pre-test scores
The figure shows that 55% of participants achieved average scores, representing the largest proportion, while 45% scored below average No participants fell into other score bands, indicating that overall, the pretest results reveal students' speaking competence was below the average level.
4.1.1.2 Results of the post-test
Table 6 shows the speaking performance mean scores in the post-test
Table 6 Descriptive statistics of the post-test
N Minimum Maximum Mean Std Deviation Post-test
Table 7 displays the band scores in the post-test, which were classified into six categories: Excellent (9.0 - 10 point), Very Good (8.0 - 8.9 point), Good (6.5 - 7.9 point), Average (5.0 - 6.4 point), Below Average (3.5 - 4.9 point), Low (1.0 - 3.4 point)
Table 7 Frequency of the post-test scores Scores Frequency Percentage Categories
Figure 3 describes the post-test scores of the students’ speaking competence after the teacher applied cooperative learning
Figure 3 Results of the post-test scores
In general, the students whose speaking marks ranging from 6.5 to 7.9 (good scores) accounted for 15% of the students, whereas the number of students who got Below Average scores fell to 20%
The post-test results demonstrate that students achieved higher mean scores, indicating a significant improvement in their speaking competence This improvement suggests that cooperative learning effectively enhanced the students' speaking abilities, as reflected in their improved test scores.
4.1.1.3 Comparison of the pre-test and post-test
Figure 4 shows the comparison in the scores which the students got in the pre-test and post-test
Figure 4 Comparison of the pre-test and post-test scores
Low Below Average Average Good Very Good Excellent
The chart illustrates that before the intervention, students' English speaking competence was generally low, with 45% scoring below average After the treatment, this percentage significantly dropped to 20% Additionally, the data revealed an increase in the number of students achieving Good and Average levels in the post-test Notably, there was a significant improvement in students’ speaking skills at the Good level, with 15% of students attaining good marks in the post-test compared to the pre-test results.
Table 8 shows the comparison in speaking performance mean scores between the pre-tests and post-test
Table 8 Descriptive statistics of the pre-test and post-test scores
Table 8 shows that the pre-test scores ranged from 4.0 to 5.8, with a mean of 4.880, indicating that students’ speaking competence was insufficient before applying cooperative learning In contrast, the post-test scores, after implementing cooperative learning activities, ranged from 4.0 to 7.2, with a mean of 5.565, demonstrating a significant improvement This considerable increase in speaking performance highlights the effectiveness of cooperative learning in enhancing students’ speaking skills.
4.1.2 Data from the student questionnaire
A quantitative analysis was conducted on the responses from 40 students of class 10C1 at Pho Yen High School to address the second research question All distributed questionnaires were completed and returned, ensuring a 100% response rate for accurate data collection.
Forty 10th-grade students from Pho Yen High School completed a questionnaire to assess their attitudes toward cooperative learning in speaking classes The questionnaire used a 5-level perception scale—Strongly Agree, Agree, Undecided, Disagree, and Strongly Disagree—which was consolidated into three main categories: Agree, Undecided, and Disagree, to simplify the analysis of their responses.
Table 9 shows the questionnaire's result regarding the students’ attitudes toward using cooperative learning in speaking classes
Table 9 Students’ attitude toward using cooperative learning
1 I willingly participate in cooperative learning activities 85 % 5 % 10 %
2 When I work with other students I achieve more than when I work alone 70 % 12.5 % 17.5 %
3 Cooperative learning can improve my attitude towards work 90 % 7.5 % 2.5 %
4 Cooperative learning helps me to socialize more 82.5 % 12.5 % 5 %
5 Cooperative learning enhances good working relationships among students 80 % 12.5 % 7.5 %
6 Cooperative learning enhances class participation 87.5 % 2.5 % 10 %
7 Creativity is facilitated in the group setting 75 % 15 % 10 %
8 Group activities make the learning experience easier 87.5 % 7.5 % 5 %
9 I learn to work with students who are different from me 72.5 % 15 % 12.5 %
10 I enjoy the material more when I work with other students 77.5 % 12.5 % 10 %
11 My work is better organized when I am in a group 75 % 15 % 10 %
12 I prefer that my students are more group activities/ assignments 80 % 15 % 5 %
The questionnaire results revealed that most students held a positive attitude towards cooperative learning, appreciating it for providing more opportunities to speak, boosting their confidence, and enhancing communication skills through group discussions This approach gave students a clear purpose for speaking, increasing their motivation and significantly improving their speaking competence However, a minority of students did not benefit as much; 17.5% felt they achieved more working alone, 12.5% struggled to collaborate with different peers, and 10% were reluctant to participate, enjoyed the material less in group settings, and doubted cooperative learning’s ability to organize work, foster creativity, or increase class participation Additionally, 5% disagreed that cooperative learning helped them socialize more.
“Group activities make the learning experience easier,” and “I prefer that my students are more group activities/ assignments”
4.1.3 Data from the observation checklist
Observation had been done during the three speaking lessons (the 1st, 5th, and 9th lesson) in which the researcher implemented cooperative learning in the classroom
In the first lesson, six out of ten criteria were rated positively, highlighting effective group dynamics and engagement Each group member was assigned a role, ensuring full participation, while most students demonstrated interest by sitting close and maintaining eye contact Students freely asked for help and shared ideas to ensure understanding among teammates, who also encouraged and supported one another The cooperative learning approach organized by the teacher enhanced students' comprehension and made the lesson enjoyable compared to previous stressful speaking sessions However, challenges arose as some students became frustrated or disengaged when tasks were difficult, and a few lacked seriousness and responsibility, causing delays in completing group assignments.
In lesson five, the class maintained six strong points from the first lesson while improving on previous weaknesses Group members increasingly shared their views and contributed ideas openly to solve assigned tasks Consequently, most students remained motivated when faced with challenging activities Additionally, students demonstrated greater seriousness and responsibility in their roles, enhancing the effectiveness of group activities.
Based on student feedback, cooperative learning activities in the ninth speaking lesson were effectively adapted to better engage learners and motivate their participation in speaking tasks Remarkably, all criteria in the observation checklists met the standards without requiring improvements This indicates that the use of cooperative learning in teaching speaking lessons had a positive and significant impact.
Discussion
The study demonstrates that cooperative learning significantly enhances students' speaking competence and fosters positive attitudes toward this instructional strategy among 10th-grade learners at Pho Yen High School Analysis of pre-tests, post-tests, questionnaires, and observation checklists confirms the effectiveness of cooperative learning in improving oral communication skills These findings highlight the value of cooperative learning as an impactful teaching method in secondary education.
4.2.1 Research question 1: To what extent does cooperative learning approach improve the students' speaking competence?
The analysis of test data revealed that cooperative learning positively impacted students' speaking performance, as evidenced by a significant improvement in scores from the pre-test to the post-test This demonstrates that applying cooperative learning methods effectively enhanced the participants' English speaking competence.
The cooperative learning approach positively impacted students’ speaking competence by fostering positive interdependence, where students supported and motivated each other to achieve common goals Lower-level students benefited from encouragement and idea sharing within groups, boosting their confidence in speaking English Unlike traditional classrooms where only high-achievers spoke, cooperative learning gave every student the chance to participate as team representatives, enhancing practice opportunities Higher-level students also gained by taking leadership roles and explaining concepts to peers Additionally, students received frequent, context-relevant feedback from classmates, promoting peer corrections and greater motivation This approach minimized teacher talking time, maximizing students’ speaking time and further improving their speaking skills.
This finding was consistent with the findings of Nugroho’s research
The study conducted in 2013 revealed significant improvements in scores between the pre-test and post-test following the cooperative learning intervention These findings align with Sekti’s (2014) and Namaziandost’s (2019) research, confirming that the cooperative learning approach effectively enhances students’ speaking proficiency.
The positive findings also supported Kagan and Miguel (2009) views that cooperative learning was actually a practice that could put the communicative approach into action According to Kagan and Miguel
(2009), cooperative learning was regarded as the best instructional format for developing learner’s communicative competence because all aspects of communicative competence were involved when an individual work through cooperative learning
In a supportive and less threatening cooperative learning environment, students showed increased oral classroom participation, which significantly contributed to their improvement in speaking proficiency This finding highlights that the cooperative learning approach effectively enhances students' speaking skills.
4.2.2 Research question 2: What are the students’ attitudes toward the use of cooperative learning approach?
The questionnaire results indicate that participants held positive attitudes toward using cooperative learning for improving English speaking skills Most students agreed that cooperative learning not only enhances English speaking and overall language learning but also improves work attitude, increases class participation, fosters socialization, strengthens working relationships, and creates a more enjoyable and creative learning environment.
The observation checklist results supported the answer to the second research question, showing that most students in class 10C1 demonstrated positive attitudes toward cooperative learning and expressed strong interest in group activities, indicating their belief in its beneficial effects.
In a cooperative learning environment, students interact more comfortably and express themselves freely, which motivates weaker students to share their opinions and understanding with peers This approach helps strengthen self-confidence as students take responsibility for representing their groups in front of the teacher and classmates Meaningful peer feedback supports students' progress, making them feel valued and recognized, thereby increasing their interest in speaking lessons Additionally, the cooperative learning setting fosters a sense of shared success among teammates, encouraging positive interpersonal support and enhancing intrinsic motivation to improve and achieve.
The questionnaire findings revealed that cooperative learning was not satisfactory for all students, with factors such as shyness, learning style, and low motivation in English speaking affecting some students' preferences However, cooperative learning significantly improved students' attitudes, supporting research that shows it generates higher intrinsic motivation compared to traditional teaching methods (Johnson & Johnson, 2003; Kagan & Kagan, 2009) This approach fosters a supportive and non-threatening learning environment, making learning enjoyable and enhancing students' interest and intrinsic motivation to achieve their goals in EFL learning.
The study demonstrated positive outcomes in students' oral performance and attitudes toward cooperative learning as an innovative instructional method in English speaking classrooms at Pho Yen High School Data analysis strongly recommended cooperative learning over traditional teaching methods for enhancing English speaking skills The findings highlight the feasibility of implementing cooperative learning at Pho Yen High School, which can effectively improve students' speaking abilities.
Summary
In chapter 4, the researcher presents and discusses the data analysis of data collected from the questionnaire, pre-test, post-test, and observation checklist, which answered the two research questions
The pre-test and post-test results demonstrated that cooperative learning activities significantly enhanced students’ speaking competence, as evidenced by improved scores after the treatment Additionally, data from the questionnaire and observation checklist revealed that students held positive attitudes toward cooperative learning These findings highlight the beneficial impact of cooperative learning on speaking skills, although the study faced some unavoidable limitations Recommendations and suggestions for future research will be addressed in the following chapter to overcome these limitations.