INTRODUCTION
Rationales
Speaking is a vital communication skill that requires enhancement (Leong & Ahmadi, 2017) Recent trends in English language education have shifted from a teacher-centered to a learner-centered approach In a teacher-centered model, teachers dominate discussions and serve as the sole knowledge source, leaving students as passive learners (Ning, 2010) This approach has been shown to hinder language acquisition, resulting in less competent English users (Gomleksiz, 2007) The transition to a learner-centered model empowers students to actively engage and express themselves, marking a significant change in educational practices that fosters better speaking skills.
Over the past decade, cooperative learning has emerged as a prominent learner-centered approach in English teaching, largely due to its positive impact on academic performance, self-esteem, and comprehension among language learners (Alam, 2013) This method emphasizes interdependent tasks and activities, fostering collaboration rather than competition, which leads to greater student achievements compared to traditional methods (Kim, 2005) By promoting group success, cooperative learning not only enhances individual understanding but also encourages healthy competition between groups to tackle various challenges effectively.
The Cooperative Learning Approach is an effective method for enhancing speaking skills, as it encourages increased speaking time and social interaction among students (Ning, 2010) This teaching strategy not only fosters communication but also accommodates diverse learning styles, allowing students to naturally develop their speaking abilities (Al-Sohbani, 2013).
At Pho Yen High School, several challenges hindered students' speaking skills in the classroom The primary issue was inhibition, where students feared making mistakes and being criticized, leading to shame and reluctance to speak in front of peers Additionally, students often exhibited passivity, primarily engaging in small group work without actively participating The researcher identified further issues within group dynamics, including a lack of cooperation and accountability among team members, which created a stressful learning environment Disagreements among students also contributed to inefficiencies, as they struggled to assign tasks effectively Moreover, some students lacked self-awareness in group settings, and those in leadership roles often imposed their opinions instead of fostering collaborative discussions.
This research aims to explore the impact and effectiveness of the cooperative learning approach on enhancing speaking skills among 10th-grade students The study, titled “Using Cooperative Learning Approach to Enhance 10th Grade Students’ English Competence: An Action Research at a High School in Vietnam,” investigates whether this teaching method can improve students' speaking competence.
Aims of the study
The researcher sought to implement a cooperative learning approach to improve students' speaking competence The study aimed to assess the effects of this method on students' speaking skills while also exploring their attitudes towards cooperative learning The ultimate goal was to enhance students' speaking abilities through this innovative approach.
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 research aimed to explore the impact 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 the broad nature of the study and constraints in time and expertise, the researcher narrowed the focus to ensure a manageable scope The findings are anticipated to contribute significantly to the teaching theory and practice within the context of general education in Vietnam.
Significance of the study
This research aims to provide both theoretical and practical advantages, enhancing the general understanding of improving students' speaking skills Academically, it offers valuable insights for educators and researchers, while practically, it benefits the researcher by refining her problem-solving abilities For English teachers at Pho Yen High School, the findings serve as a resource for enhancing student engagement in speaking activities Additionally, the research is designed to motivate 10th-grade students to learn and communicate more effectively in English, and it lays the groundwork for future studies in this area.
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 for communication purposes This includes selecting the appropriate vocabulary, arranging words correctly according to grammatical rules, ensuring proper pronunciation, and adhering to social norms and cultural contexts.
When teaching speaking skills, teachers must consider key aspects outlined by Brown (2001), which include fluency, accuracy, pronunciation, and vocabulary These elements are essential for designing effective speaking activities that enhance students' communication abilities A well-structured speaking activity should incorporate all four aspects to promote comprehensive language development.
A fluent speaker is characterized by the ability to communicate quickly and confidently, with minimal hesitation or unnatural pauses (Nunan, 2003) It is essential for speakers to know when to appropriately pause or stop during their speech Additionally, fluency involves not speaking word by word; instead, effective speakers should group words into meaningful units, such as phrases or clauses, to enhance their overall communication.
According to Nunan (2003), accuracy in language learning occurs when students' spoken language aligns with the target language This concept encompasses various grammatical structures, including speech, tense, phrases, and sentences To attain accuracy, students must utilize correct grammatical forms and appropriate word choices in their speech Additionally, proper pronunciation plays a crucial role in effective communication.
At the beginner level, the primary aim of teaching pronunciation is to ensure clear and comprehensible speech, enabling students to differentiate between various English sounds, including vowels and consonants As learners progress to advanced levels, pronunciation instruction shifts to more complex elements that improve communication, such as stress patterns, intonation, voice quality, sound reduction, and linking sounds.
Vocabulary is crucial for language learning and significantly impacts students' English speaking fluency A rich vocabulary allows learners to construct sentences effectively, making fluent speech impossible without it Many students struggle to express themselves due to a limited vocabulary Therefore, it is essential for English teachers to actively work on enhancing their students' vocabulary.
Teaching Speaking
2.2.1 Principles of Designing Speaking Activities
Speaking skills are essential for second language acquisition, yet they are often undervalued in teaching practices, where methods frequently rely on rote memorization of dialogues (Nunan, 2003) In today's diverse social contexts, it is vital for speaking instructors to create activities that enhance learners' ability to communicate effectively, taking into account the social and cultural nuances of various communicative environments According to Richard (2006), developing communicative competence—which encompasses grammatical, sociolinguistic, strategic, and discourse competencies—is crucial for effective language use.
Teaching speaking in English aims to help learners express their feelings, opinions, and ideas while using essential English expressions like greetings and apologies (Brown & Yule, 1983) However, EFL learners often struggle to enhance their speaking skills due to limited opportunities for immersion in English-speaking 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 the importance of providing students with practices that enhance both fluency and accuracy in the target language Fluency and accuracy are crucial for effective communication, so educators must ensure that students engage in suitable exercises to develop these skills Teachers should avoid interrupting students during their speaking practice, even if the intention is to correct mistakes, as frequent interruptions can hinder the development of fluency.
To enhance student speaking skills, teachers should create diverse activities that promote communication, such as group work, pair activities, and role-playing, rather than dominating class discussions Many students hesitate to speak due to fear of making mistakes, especially when speaking alone By incorporating group activities, students can feel more supported and less isolated in their learning Teachers should initiate speaking activities with group performances instead of individual presentations Their primary role should be to facilitate discussions, encourage participation, and provide constructive feedback, ensuring students have ample opportunities to practice speaking while receiving guidance on corrections.
The fourth principle emphasizes the importance of planning speaking tasks that facilitate negotiation for meaning in communication Effective communication requires both understanding and being understood, highlighting the need for a process of negotiating meaning Teachers should design speaking activities that encourage students to practice this negotiation, including skills such as asking for clarification, repetition, and explanation By the end of the lesson, students will be equipped to clarify their understanding and confirm that their messages have been comprehended in the target language.
The fifth principle emphasizes the importance of designing classroom activities that promote both transactional and interactional speaking skills Interactional speech focuses on social communication, helping to establish and maintain relationships, while transactional speech is goal-oriented, aimed at accomplishing specific tasks like exchanging goods or services Incorporating these two types of oral production into role-playing activities allows students to practice and enhance their spoken language skills effectively.
Kayi (2006) provides essential guidance for English language teachers in enhancing oral language skills Teachers should create diverse opportunities for students to practice speaking through collaborative activities, authentic materials, and teamwork Encouraging participation in group discussions rather than individual tasks fosters engagement It is crucial for teachers to allow students ample time to speak while observing and offering constructive feedback Starting with positive reinforcement can motivate learners, and utilizing follow-up questions can further stimulate conversation and enhance speaking proficiency.
To enhance student speaking skills, teachers should encourage dialogue by asking questions like, “Who do you mean by that?” and “Could you give us some examples?” Additionally, providing positive spoken feedback, such as acknowledging a well-prepared presentation, can motivate students It’s important to wait until students finish speaking before offering constructive feedback Beyond classroom activities, teachers should create speaking opportunities in various environments to foster communication skills Moving around the classroom allows teachers to monitor student progress and offer support during group work Introducing relevant vocabulary prior to speaking activities can also aid students in expressing themselves more effectively Lastly, teachers should identify and address any difficulties students face in their verbal communication to provide appropriate assistance.
Nunan (2003) and Kayi (2006) share similar foundational principles for teaching speaking in English They emphasize the importance of providing students with ample opportunities for speaking practice, which is essential for enhancing both fluency and accuracy in their spoken English.
2.2.2 Teacher’s Roles during the Speaking Lesson
Teachers are essential in the teaching and learning process, as students rely on their guidance to effectively learn English To foster motivation and engagement, teachers must encourage students in their language journey According to Harmer (2001), during speaking activities, teachers assume various roles, one of which is the role of a prompter, helping students gain fluency in their speaking skills.
In this scenario, the teacher supports students by providing encouraging words or phrases to stimulate creative thinking when they struggle with fluency This supportive approach helps alleviate frustration when students hit a language or idea dead-end, ensuring the discussion remains uninterrupted Additionally, teachers often need to prompt students in monolingual groups to communicate in English instead of their native language.
Teachers play a crucial role in discussions and role-plays by actively participating without dominating the activity It is essential for teachers to observe from a distance while students engage in tasks, allowing them to listen and provide support without overshadowing the learners This approach fosters a balanced environment where students can practice and receive constructive feedback effectively.
The teacher's role as a feedback provider is crucial, as they can offer insights on students' speaking skills based on their tact and the context Feedback can be delivered immediately after an activity or summarized at the end of the meeting, addressing both the content and language used during the lesson.
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”
Cooperative learning, as defined by Jordan (2010), is an effective educational strategy that has often been suggested as a potential solution to the ongoing debates in education.
Cooperative learning is a teaching technique where students work in groups on activities and tasks to enhance their understanding of the subject matter Each member is responsible for their own contributions as well as supporting their peers, fostering a collaborative environment This approach encourages all team members to work together towards common goals, regardless of their 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 a classroom approach where students of varying abilities collaborate in structured groups to achieve a shared goal This method fosters a learning community where every student actively engages and contributes, moving away from individual competition to promote meaningful participation among all learners.
Cooperative learning is well-grounded by three famous theories:
Social interdependence theory exemplifies interaction theory in research and practice, focusing on the structure of goals and the nature of individual interactions This framework, developed by Johnson and Johnson, highlights how these interactions lead to specific outcomes.
Social interdependence can be classified into two types: positive and negative Positive interdependence occurs when individuals recognize that their collective goals can only be achieved through cooperative efforts, while negative interdependence arises when individuals believe they can succeed only if others fail, leading to obstruction of each other's objectives.
Positive interdependence fosters collaborative interaction among team members, encouraging them to support and motivate one another in achieving shared goals, while negative interdependence hinders such cooperation.
Cooperative learning enhances effort and determination among group members, fostering positive relationships through interdependence in group activities Social Interdependence Theory indicates that cooperation motivates students to exert more effort and achieve better outcomes compared to competitive or individual tasks The success of cooperative learning hinges on clear and positive interdependence, which includes individual responsibility and effective social skills within the group work process Research supporting this theory demonstrates its diversity and applicability, affirming its relevance in educational settings However, a validated approach does not guarantee effective practice; sound ideas can yield effective methods, but practitioners must accurately interpret these ideas to implement successful procedures.
Classical learning theory encompasses four dimensions: reinforcement, correction opportunity, practice opportunity, and transference a Reinforcement
Kagan and Miguel (2009) suggest that behavior is more likely to be repeated when it is followed by a reward This indicates that students are more motivated to complete their assignments promptly if teachers offer small prizes for their efforts, even when the number of tasks remains the same.
Transforming delayed reinforcement into frequent reinforcement, along with boosting low motivation to high motivation, can be achieved through cooperative learning that incorporates immediate rewards and prizes This approach significantly enhances students' desire to accomplish their tasks and goals, providing them with valuable correction opportunities.
Cooperative learning fosters an environment where students receive feedback and suggestions from their peers more naturally than from teachers This approach encourages frequent peer corrections, making the feedback more contextually relevant and supportive As a result, students have ample opportunities to practice and improve their skills through collaboration.
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, restrict opportunities for teamwork and do not reflect real-life social interactions In contrast, cooperative learning fosters social engagement and mirrors the collaborative environments students will encounter outside of school This approach not only enhances skill acquisition but also positively impacts student interaction, bridging the gap in learning Through cooperative activities, students simultaneously develop vital life skills essential for their future.
Individual differences refer to the variations among individuals in aspects such as personality, learning styles, motivation, cognitive abilities, and multiple intelligences Each student possesses a unique approach to learning, with the most noticeable variations typically found in their intelligence types and preferred learning styles.
Freeman (2000) suggests that students with strong visual learning abilities may outperform those who primarily rely on auditory learning This variation in learning styles is linked to the concept of multiple intelligences, particularly highlighting the strengths of linguistic and verbal learners who thrive in 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 the importance of recognizing diverse learning styles among young learners, urging teachers to create varied learning activities For instance, while some students excel in engaging conversations, others may be more persuasive, highlighting the need for differentiated teaching methods in the classroom.
Joliffe (2007) explains that it is dangerous to consider individuals as having fixed learning styles
The current study emphasizes the importance of integrating diverse teaching strategies and techniques, alongside valuable concepts from previous research, to create opportunities for students to practice the language and improve their fluency.
Attitude in language learning
In common, attitude is constructed by some different aspects Wenden
Attitude consists of three key components: cognitive, affective, and behavioral The cognitive component involves beliefs and thoughts about various objects, people, and events, significantly influencing learning through perception The affective component encompasses emotions and feelings towards an object, shaping preferences and attitudes, whether positive or negative Lastly, the behavioral aspect pertains to an individual's actions and tendencies to exhibit specific behaviors in particular situations.
According to Ajzen and Fishbein (1980), attitudes are shaped by beliefs, where positive expectations about a task foster favorable attitudes, while doubts lead to negative ones For instance, if students believe that cooperative methods enhance their reading comprehension, they are likely to view these methods positively Once established, attitudes influence students' thoughts, feelings, and behaviors In the context of language acquisition, attitudes can be categorized into three types: towards the language itself, towards native speakers, and towards language learning, with this study focusing specifically on attitudes towards language learning The researcher adopted Ajzen and Fishbein’s (1980) definition to investigate students' attitudes towards cooperative learning.
2.4.2 Importance of attitude in language learning
Language attitudes significantly influence second language acquisition, making the evaluation of these attitudes essential in language teaching and learning As Smith (1971) notes, attitudes are learned behaviors that can be unlearned and taught, indicating that a student's affinity for a foreign language is not innate Ellis (1994) further emphasizes that both positive and negative attitudes towards a second language are acquired, highlighting the need for teachers to focus on their students' attitudes These attitudes can be altered and play a crucial role in either facilitating or hindering the learning process.
Nunan (1991) emphasized that students can achieve success in language learning when they are encouraged to adopt positive attitudes, motivation, and interests in the language and its culture Furthermore, transforming negative attitudes into positive ones can enhance learning outcomes Cultivating a positive mindset is considered a crucial first step in the language learning journey.
In conclusion, students' attitudes significantly impact the effectiveness of learning and teaching, serving as a crucial factor in the success of second language acquisition Researchers can enhance this process by fostering and sustaining positive attitudes among students in language classrooms through cooperative learning strategies.
Previous Studies
Over the past few decades, many different types of researches in cooperative learning had been regularly discussed
Nugroho’s research (2013) focused on investigating the effectiveness of cooperative learning in enhancing students’ speaking competence and detailing its application within a classroom setting Conducted as a classroom action research at Class 8C of Sekolah Menengah Pertama Negeri 1 Karangdowo, Klaten, from January to March 2013, the study utilized both qualitative and quantitative data Qualitative insights were gathered through questionnaires, interviews, and observations, while quantitative data were obtained from a series of tests, including pre-tests and post-tests The findings indicated that cooperative learning significantly improved students’ speaking competence across four key indicators: grammar, discourse, sociolinguistic, and strategic competence Additionally, the effective application of cooperative learning principles was shown to greatly enhance students’ speaking abilities.
Sekti's research (2014) utilized both qualitative and quantitative data to assess the effectiveness of cooperative learning activities on students' speaking skills Qualitative data were gathered through observations, interviews with students and teachers, field notes, and discussions, while quantitative data were derived from pre-test and post-test scores The research process involved identifying problems, planning actions, implementing and observing those actions, and reflecting on the outcomes Results indicated that the implementation of cooperative learning strategies, such as Think-Pair-Share and Numbered Heads Together, alongside supportive measures like using classroom English and providing rewards, significantly enhanced students' speaking abilities Improvements were noted in students' understanding of lessons, involvement, and participation in the speaking process, with average speaking scores rising from 68.38 in the pre-test to 71.32 in the post-test.
Lucena (2016) explored the impact of cooperative learning on enhancing students' speaking skills through a phenomenological approach at Vicente Hizon Sr Elementary School in Davao City The study utilized focus group discussions to gather insights, revealing that cooperative learning fosters increased interaction and self-expression among students This method proved particularly beneficial for hesitant students, motivating them to share their thoughts and understanding of class concepts Consequently, students gained confidence as they recognized their role in representing their groups in front of peers and teachers.
A study by Jepkosgey (2018) explored the impact of cooperative learning on the speaking skills of secondary school students in Nandi Central Sub-County, Kenya The research involved mixed public secondary school learners from two classrooms, focusing on how cooperative learning affects their English-speaking abilities Utilizing both a learners' questionnaire and an English speaking achievement test with pre-tests and post-tests for each group, the study also incorporated an observation guide to monitor group activities The findings provide valuable insights for language learners, educators, curriculum developers, and the Ministry of Education.
A study by Alrayah (2018) investigated the impact of cooperative learning on the fluency of EFL learners Utilizing a descriptive approach, the research involved recorded interviews and data analysis through SPSS software The sample comprised 48 first-year English language students from the Faculty of Education at Omdurman Islamic University in Sudan, divided into experimental and control groups Over one month, the experimental group engaged in cooperative learning activities aimed at enhancing their fluency A key recommendation from the study emphasized the need for training EFL teachers to implement cooperative learning strategies effectively across various educational institutions.
A study by Namaziandost (2019) investigated the impact of cooperative learning on the oral proficiency and motivation of intermediate EFL learners in Iran, involving 90 participants divided into experimental and control groups Pretests and post-tests of speaking skills were conducted to assess the effectiveness of cooperative learning activities Additionally, a seven-point Likert scale questionnaire measured students' motivation levels before and after the course The results revealed a significant improvement in students' speaking performance and a notable increase in intrinsic motivation, although other types of motivation showed no change The findings suggest that incorporating cooperative learning activities in English classrooms can enhance both speaking skills and student motivation.
Previous studies, despite differing in methodology and tools, have consistently highlighted the significance of cooperative learning in education, particularly in enhancing English speaking skills They have contributed valuable theoretical insights into the effects of cooperative learning on various aspects of English language acquisition This research builds upon those findings, utilizing a scientific design and similar tools while focusing on a different sample and employing distinct materials and strategies Notably, previous studies primarily targeted ELF learners and secondary school students, whereas this study specifically evaluates the impact of the cooperative learning approach 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 focused on examining the impact of a cooperative language learning approach on the speaking competence of 10th-grade students at Pho Yen High School Additionally, it aimed to explore the students' attitudes towards utilizing cooperative learning to enhance their speaking skills The research specifically addressed key questions related to these objectives.
- 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 utilized an action research approach to investigate the impact of cooperative learning 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, as defined by Nunan (1992), involves posing a question, problem, or hypothesis, followed by data collection and analysis Wallace (2000) emphasizes that this type of research is conducted by teachers for their own benefit, focusing on small-scale investigations to enhance teaching practices Mertler (2009) reinforces this idea, stating that action research is primarily undertaken by teachers to reflect on and improve their classrooms, instructional strategies, assessment methods, and student interactions, ultimately aiming to enhance educational quality and effectiveness.
Action research is essential for identifying and addressing classroom challenges, enhancing teaching practices, and improving student engagement It allows educators to gain insights into students' thoughts, feelings, and reactions, enabling them to pinpoint areas for development and adapt their instructional strategies for more effective course organization.
This action research was conducted logically to address the speaking competence issues observed in students The researcher identified the need for an effective method to enhance students' speaking performance The following sub-sections will provide a detailed overview of the action research design and procedures implemented.
Action research encompasses various models, with Burns (2010) presenting a classical action research model that consists of four key stages: Planning, where a problem is identified and an action plan is developed; Action, which involves implementing the intervention in a teaching context over a specified duration; Observation, the phase dedicated to data collection; and Reflection, where the effects of the action are evaluated and assessed.
In this study, the researcher adopts Burns’ action research cycles due to their flexibility and focus on essential phases, making them more suitable than other rigid models Given the long-standing issues faced by students and teachers in speaking classes, the initial step of an elaborate framework can be bypassed, allowing for the use of a basic action research model This approach aligns well with the time constraints of the research.
Figure 1 An action research cycle (Burns, 2010)
This study encompasses four critical components of action research, beginning with the identification of a specific issue: students' poor performance in speaking classes Subsequently, an action plan was devised to explore the impact of cooperative learning on improving students' speaking skills The third stage involved gathering both quantitative and qualitative data to assess the situation effectively Lastly, the reflective phase allowed the researcher to evaluate successful strategies and identify areas for improvement in future cycles.
Subjects of the study
At Pho Yen High School, the researcher taught English to four 10th-grade classes (10C1, 10C3, 10C6, and 10C8), but due to time constraints, she selected only class 10C1 for her study This class comprised forty students, consisting of 19 males and 21 females, all aged 15 to 16 years.
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, derived from the National Geographic Oral Placement Test, features an interview format utilizing conversational prompts presented by the interviewer Accompanied by Oral Assessment Guidelines, this test aids interviewers in accurately assessing the student's proficiency level.
The selected students were assessed on their speaking competence by answering nine topics ranging from Elementary to Pre-intermediate levels This choice aligns with the Vietnamese six-level framework for foreign language proficiency, which designates Level 2 (A2 of CEFR) as the requirement for secondary school graduates and Level 3 (B1 of CEFR) for high school graduates.
The test lasted approximately 10 minutes and did not assess grammar or other language skills The researcher utilized the Oral Assessment Guidelines to evaluate the students' speaking abilities, and the resulting scores were converted into a 10-point system, as detailed in Table 2 below.
Table 2 Converted marks for assessing speaking competence
Table 2 categorizes speaking competence into six distinct levels: 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 in assessing students' speaking competence at Pho Yen High School, an additional English teacher was invited to participate in the evaluation process This teacher received training on the Oral Assessment Guidelines prior to the assessment During the speaking tests, both the researcher and the invited teacher served as examiners, carefully listening to the candidates' responses and assigning scores The content of the speaking tests was recorded, allowing the examiners to review and verify the results for accuracy.
The speaking test served as both a pre-test and post-test to evaluate students' speaking competence One week prior to the intervention, students completed the pre-test, and after nine weeks of sessions, the same test was administered again as the post-test.
The National Geographic Oral Placement Test was chosen to assess students' speaking competence due to its focus on familiar topics such as personal information, family, home, studies, and work Its format closely resembles the students' everyday experiences, making it accessible and easy to understand.
To maintain consistency, the same test was administered for both pre-test and post-test, eliminating the need for different forms A ten-week interval between the tests was established to mitigate any short-term memory effects, ensuring that students' recollections of their initial responses did not influence the results Additionally, this approach ensured that any experience gained from the test was uniform across all participants.
The research utilized a questionnaire adapted from McLeish's 2009 version to collect participant feedback on cooperative learning, aiming to explore their attitudes toward this educational approach.
The questionnaire utilized a mixed format featuring 5-point Likert scale statements, allowing students to express their level of agreement with twelve statements regarding their attitudes towards cooperative learning in English-speaking classes Responses ranged from "strongly disagree" to "strongly agree." This assessment was conducted at the conclusion of the intervention.
Questionnaires are a widely utilized tool among educational researchers due to their ability to gather data from numerous participants while remaining easy to analyze (Brown, 1995) According to Gillham (2000), the advantages of questionnaires include low costs in both time and money, straightforward analysis of closed-ended questions, reduced pressure for immediate responses, and the ability to maintain respondents' anonymity.
The researcher utilized McLeish’s questionnaire for this study due to its alignment with the research objectives and its accessibility for students at Pho Yen High School, facilitating easy understanding and response.
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 evaluate the impact of cooperative learning on students' attitudes in speaking classes, the researcher conducted observations during the first, fifth, and ninth sessions of a 9-week intervention Acting as the instructor, the researcher delivered English speaking lessons while an invited English teacher from Pho Yen High School served as an observer, documenting the teaching-learning process Prior to the observations, the invited teacher received training from the researcher on how to effectively utilize a checklist for class observation.
Observation is an effective method for gathering information in second language classrooms, encompassing aspects such as language types, activities, interactions, and instructional methods (Mackey & Gass, 2005) This approach enables researchers to collect reliable data through direct observation, enhancing the accuracy of research findings and reducing reliance on respondents (Marshall & Rossman, 1989).
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 utilized the book "Tieng Anh 10," published by the Ministry of Education and Training, as the primary teaching material for the action research The syllabus included one English speaking session each week, with each session lasting 45 minutes For this study, the researcher focused on nine speaking sessions drawn from units 8 to 16 of the textbook.
The speaking lessons enabled the teacher to effectively showcase the use of cooperative learning, enhancing students' speaking skills The implementation schedule for 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 from the English 10 textbooks incorporate cooperative learning activities to enhance student engagement Key strategies include allocating specific time for each task, providing support during implementation by answering questions, and offering encouragement Additionally, the plans feature supplementary or alternative speaking activities aimed at boosting student participation.
Data collection procedure
This study utilized Burns’ action research procedure, which consists of four key stages: (1) Planning, where a problem is identified and an action plan is developed; (2) Action, involving the implementation of interventions in the teaching context over a specified duration; (3) Observation, which focuses on collecting data; and (4) Reflection, where the outcomes of the actions are evaluated and assessed (Burns, 2010).
An action plan was created based on analyzed data regarding speaking problems identified in classroom interactions The researcher meticulously planned the materials needed and outlined the implementation of a cooperative learning approach for teaching speaking lessons, including the duration of the intervention Additionally, the teacher-researcher communicated the proposed process to the headmaster to secure his support and collaboration Ultimately, lesson plans were developed utilizing the cooperative learning model.
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 initial five weeks, students engaged in English speaking lessons from units 9 to 13 through the online platform Zoom, prompted by the Covid epidemic Subsequently, they participated in English speaking classes from units 14 to 16, utilizing cooperative learning strategies in the classroom at Pho Yen High School.
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 utilized whole-class instruction to present vocabulary and useful structures for student communication Empirical studies, such as those by Xuan (2015), indicate that traditional teaching methods can effectively clarify language concepts prior to implementing cooperative learning.
Phase 3: Student organizing into a study group
Students were organized into diverse groups of five, considering factors like achievement and gender, and these groups were restructured every two to three weeks throughout the study Initially, the teacher formed groups based on shared interests or backgrounds, particularly to support introverted and low-achieving students Each group was assigned a unique number, and students were labeled with letters (e.g., 3B), ensuring individual accountability in both personal and group learning As they worked with different peers, students had the opportunity to choose roles based on their preferences, with the teacher encouraging role changes to help them become familiar with various responsibilities in a cooperative learning environment This approach fostered discussions about the lessons, ensuring that every group member comprehended the material presented.
The teacher assigned group tasks to the students, promoting collaboration and teamwork The students effectively coordinated their efforts to successfully complete the assignments given by the teacher.
Phase 5: Guiding/ Helping groups on work and study
The teacher guided the group members who understood the material, enabling them to assist their peers in achieving a complete understanding By encouraging students to share their opinions, the teacher fostered a supportive atmosphere that reduced stress Group members collaborated effectively, ensuring everyone had the chance to contribute and support one another They worked diligently on their tasks, which were based on textbook materials or team assignments due within a specified timeframe, such as group presentations To succeed, teammates agreed on meeting times and locations, assigned tasks based on individual strengths and interests, and incorporated additional learning resources as necessary.
The teacher initiated an interactive session by calling out a letter, prompting all students in each group assigned that letter to stand and respond to the posed questions Following this, the teacher provided valuable suggestions to the students Subsequently, a selection of students was 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 of the study, the teacher-researcher focused on systematically collecting data regarding the actions taken To gather this information, the researcher employed various data collection instruments, including a speaking test, a questionnaire, and an observation sheet.
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 conclusion of the intervention, a post-test evaluating oral performance and a questionnaire assessing students' attitudes towards cooperative learning will be conducted Throughout the intervention, the teacher actively engaged with the students to facilitate their learning experience.
(the researcher) used the observation checklist to observe, analyze, and assess students’ attitudes in the cooperative speaking lessons
At this stage, the researcher reflects on the implementation of actions based on data analysis, determining the success or failure of the action research Consequently, these reflections lead to valuable recommendations for teachers.
Data analysis
For the statistical analyses of the results of the tests obtained, the Statistical Package for Social Sciences (SPSS) was used
The study examined students' attitudes toward cooperative learning through questionnaire results collected during instruction Data was systematically gathered and analyzed, with findings presented in tables and figures for clarity and better understanding.
The researcher gathered observation checklists from three specific speaking lessons (the 1st, 5th, and 9th) to assess the implementation of cooperative learning strategies in the classroom This analysis aims to evaluate the effectiveness of these teaching methods.
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 assess the impact of cooperative learning on students' speaking skills The results from these tests were analyzed and reported in detail.
The analysis of pre-test and post-test results aimed to assess the improvement in students' speaking competence following the intervention Detailed descriptions of both the pre-test and post-test outcomes were provided to highlight the progress made.
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 data indicates that 55% of participants achieved average scores, while 45% scored below average, with no individuals attaining higher band scores Overall, the pretest results demonstrate that students' speaking competence falls 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 indicate that students achieved higher mean scores, demonstrating significant improvement in their speaking competence This enhancement suggests that the implementation of cooperative learning strategies effectively facilitated better speaking skills among the students.
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
Before the intervention, students exhibited low English speaking competence, with 45% scoring Below Average However, this figure significantly dropped to 20% after the treatment Additionally, the data indicated an increase in the number of students achieving Good and Average scores in the post-test Notably, there was a significant improvement in the number of students reaching Good levels, with 15% obtaining 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 illustrates that the pre-test scores for students' speaking competence ranged from 4.0 to 5.8, with an average of 4.880, indicating insufficient levels before the implementation of cooperative learning In contrast, post-test scores, following the application of cooperative learning activities, ranged from 4.0 to 7.2, with a mean of 5.565 This demonstrates a significant improvement in students' speaking performance, highlighting the effectiveness of cooperative learning in enhancing their skills.
4.1.2 Data from the student questionnaire
A quantitative analysis was conducted on the responses of 40 students from class 10C1 at Pho Yen High School to address the second research question, with all questionnaire papers completed and returned.
A study involving forty 10th-grade students from Pho Yen High School was conducted to assess their attitudes toward cooperative learning in speaking classes Participants completed a questionnaire featuring a 5-level perception scale ranging from Strongly Agree to Strongly Disagree For analysis purposes, these responses were consolidated into three main categories: Disagree, Undecided, and Agree.
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 indicated that students generally held a positive attitude towards cooperative learning, as it provided them with more opportunities to speak and enhance their confidence and communication skills through group discussions This approach motivated students to engage in English speaking activities, leading to significant improvements in their speaking competence However, some students did not find this method beneficial; 17.5% felt they achieved more when working alone, while 12.5% struggled to collaborate with peers who were different from them Additionally, 10% expressed reluctance to participate in cooperative activities, found the material less enjoyable in group settings, and disagreed that cooperative learning organized their work, fostered creativity, or increased class participation Furthermore, 5% disagreed with the notion that cooperative learning helped them socialize more effectively.
“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 initial lesson, six out of ten assessed criteria were positively noted, highlighting effective group dynamics Each student was assigned a specific role, ensuring full participation in activities Most students displayed enthusiasm by engaging closely with their peers and maintaining eye contact Additionally, many sought assistance from teammates without hesitation and actively shared ideas, fostering a collaborative environment Encouragement and support among group members were prevalent, and the cooperative learning approach led to a more enjoyable and comprehensible lesson compared to previous stressful speaking exercises However, challenges arose as some students became frustrated with difficult tasks, and a lack of seriousness and responsibility from certain individuals hindered timely task completion.
In lesson five, the class received six positive evaluations, building on previous lessons while addressing weaknesses Group members increasingly shared their perspectives and contributed ideas openly, which fostered a collaborative environment for tackling assigned tasks Consequently, students approached challenging activities with confidence rather than discouragement Additionally, their heightened seriousness and sense of responsibility enhanced the effectiveness of group activities compared to earlier sessions.
Feedback from students led to effective adaptations in cooperative learning activities during the ninth speaking lesson, enhancing learner engagement and motivation Remarkably, all criteria in the observation checklists met expectations, suggesting that the implementation of cooperative learning in speaking lessons had a positive impact.
Discussion
The study demonstrates that cooperative learning significantly enhances speaking competence among 10th-grade students at Pho Yen High School, with learners expressing positive attitudes towards this instructional strategy The analysis of pre-tests, post-tests, questionnaires, and observation checklists highlights key findings pertinent to the research questions addressed.
4.2.1 Research question 1: To what extent does cooperative learning approach improve the students' speaking competence?
The analysis of data from pre-tests and post-tests indicates that cooperative learning significantly enhanced students' speaking performance The results demonstrate a notable improvement in participants' speaking competence after implementing cooperative learning strategies in their English speaking lessons.
The cooperative learning approach significantly enhances students' speaking competence by fostering positive interdependence among team members Unlike traditional group work, where only a few high-achieving students dominate discussions, cooperative learning encourages all students, including lower-level learners, to support and motivate each other in achieving common goals This collaborative environment boosts confidence, allowing students to practice speaking English more effectively Higher-level students benefit from taking on leadership roles, explaining concepts to peers, and receiving valuable feedback not only from teachers but also from classmates during various activities This frequent and context-relevant peer feedback promotes corrections and motivates students to engage more actively in speaking Additionally, cooperative learning reduces teacher talk time, maximizing opportunities for students to communicate in English.
This finding was consistent with the findings of Nugroho’s research
A study conducted in 2013 revealed notable differences in scores from pre-tests to post-tests following a cooperative learning intervention These findings align with the research of Sekti (2014) and Namaziandost (2019), 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 cooperative learning environment, students exhibited increased oral participation in class, which correlated with a significant improvement in their speaking proficiency This suggests 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 findings from the questionnaire indicate that participants held positive attitudes towards cooperative learning for improving English speaking skills Most students agreed that this approach not only enhances their work attitude and class participation but also fosters socialization, strengthens relationships, and creates a more enjoyable learning environment.
The observation checklist findings indicated that the majority of students in class 10C1 displayed a positive attitude towards cooperative learning and expressed a strong interest in group activities, highlighting their belief in the benefits of this learning approach.
The findings suggest that cooperative learning environments foster student interaction and self-expression, particularly benefiting weaker students by motivating them to share their thoughts This approach enhances self-confidence as students recognize their role in representing their groups, while meaningful peer feedback boosts their sense of value and recognition Consequently, this support may increase interest in speaking lessons In such classrooms, students understand that their success contributes to their teammates' achievements, promoting enthusiasm and intrinsic motivation for improvement and collaboration.
The questionnaire findings revealed that not all students found cooperative learning satisfactory, with factors such as shyness, learning style, and low motivation in English speaking playing a role Nevertheless, the results indicated that cooperative learning positively influenced students' attitudes, aligning with the established view that it fosters higher levels of intrinsic motivation (Johnson & Johnson, 2003; Kagan & Kagan, 2009) Compared to traditional teaching methods, cooperative learning is more effective in enhancing students' positive attitudes towards English as a Foreign Language (EFL) learning, which can boost their interest and intrinsic motivation This positive relationship is largely due to cooperative learning creating a supportive and enjoyable environment, making the learning experience fun and motivating for students to achieve their goals.
The study demonstrated that cooperative learning significantly improved students' oral performance and positive attitudes towards English speaking instruction at Pho Yen High School The data strongly suggested that this method is more effective than traditional teaching approaches for enhancing English speaking skills Consequently, the implementation of cooperative learning at Pho Yen High School presents a promising opportunity for students to boost their 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 study revealed that cooperative learning activities significantly improved students' speaking competence, as evidenced by the positive changes in their pre-test and post-test scores Additionally, the findings from the questionnaire and observation checklist indicated that students held positive attitudes towards cooperative learning While the research yielded important insights, it also faced certain limitations Future recommendations and suggestions for further studies will be discussed in the next chapter to address these limitations.
