INTRODUCTION
Rationale for the research
To effectively use any language, learners must master essential skills: listening, speaking, reading, and writing Among these, speaking is often regarded as the most crucial skill in the language learning process As Nunan (1991) notes, many consider the ability to converse in a second language as the key indicator of success Consequently, enhancing speaking skills is vital in language programs, especially in English as a Foreign Language (EFL) and English as a Second Language (ESL) contexts.
Learning to speak a foreign language is often regarded as one of the most challenging tasks for students (Brown and Lee, 2015) To achieve proficiency in speaking, learners must master key elements such as pronunciation, grammar, vocabulary, fluency, and comprehension, all of which are crucial for effective communication A lack of mastery in these areas can hinder smooth interactions Additionally, various factors can impact students' performance, including limited opportunities for meaningful communication and the challenges posed by large or mixed-ability classes, which can diminish motivation to acquire English as a Foreign Language (EFL) speaking skills.
As a high school English teacher in Thai Binh for seven years, I've observed that English education primarily emphasizes grammar and vocabulary, often neglecting speaking practice This imbalance creates a disconnect between the intended speaking lesson goals and actual classroom experiences Many students struggle with pronunciation and possess a limited vocabulary, leading to misunderstandings of instructions and a lack of confidence when asked to speak Therefore, addressing the urgent issue of pronunciation is essential, highlighting the responsibility of students in their learning process.
Teachers play a vital role in providing opportunities for students to practice their speaking skills By implementing effective teaching techniques, educators can foster an active and creative learning environment in the classroom Among various approaches, the use of Kagan cooperative learning structures has been identified as a particularly effective method for enhancing student engagement and participation in speaking activities.
Kagan cooperative learning structures, implemented globally and in Vietnam, effectively enhance speaking skills by promoting teamwork among students This collaborative approach minimizes silence during speaking activities as students engage in discussions, complete tasks, and submit their work together Additionally, cooperative learning fosters bravery and confidence, allowing students to support each other and receive individual assistance By working in pairs, they can improve their vocabulary, pronunciation, and communication skills while providing and receiving valuable feedback Overall, this method significantly increases opportunities for students to practice speaking.
To enhance the speaking skills of 11th-grade students at Me Linh High School in Thai Binh, this study explores the implementation of Kagan cooperative learning structures in language teaching By focusing on cooperative learning, the research aims to demonstrate the benefits of collaborative strategies in improving students' communication abilities.
Research objectives
This research was designed to improve the students’ speaking skills by using KCLS Generally, the primary objectives of the study were set up as follows:
- Exploring how the use of KCLS in teaching English can enhance 11 th grade students’ English speaking skills
- Finding out the opinions of high school students of the use of KCLS in English speaking lessons
1 How can the use of Kagan cooperative learning structures in teaching English speaking enhance Me Linh 11 th grade students’ English speaking skills?
2 What are the students’ opinions of Kagan cooperative learning structures?
This thesis investigates the use of KCLS (Knowledge-Centered Learning Strategies) to enhance English speaking skills among 11th grade students at Me Linh High School during the first term of the 2018-2019 academic year The speaking activities incorporated in this study are carefully selected and modified from the textbook "Tiếng Anh 11."
Briefly, English teachers, students and researchers can benefit from the results of this research
English teachers, particularly those who have previously overlooked their students' speaking skills, will gain fresh insights into teaching methodologies by incorporating cooperative learning structures to enhance English speaking abilities.
The new method aims to create an engaging and dynamic environment for students during their speaking lessons, allowing them to directly benefit from the experience This innovative approach to learning enables students to practice English in a stress-free setting, while also providing valuable opportunities for self-study that enhance their speaking skills.
Finally, for the researchers, the study can provide useful information for further studies of the same topic in the future
The study was divided into three parts which are presented as follows:
Chapter 1- Introduction presents the rationale and the aims of the study, research questions, significance, scope as well as organization of the study
Chapter 2- Literature review reviews the literature relevant to the study which consists of the concept of teaching speaking, cooperative learning, the application of
Chapter 3- Methodology presents information about the context of the study, the participants, the instruments, the data collection procedure and data analysis procedure
Chapter 4 – Data analysis, findings and discussion is the main part of the study that reports and discusses the main findings according to research matter
Chapter 5- Conclusion presents the author’s reflection and the outcomes of the study as well as indicates some limitations of the study, and finally gives some suggestions for further research.
Scope of the research
This thesis examines the use of KCLS (Kinetic Communicative Language Skills) in enhancing English speaking skills among 11th grade students at Me Linh High School The study was conducted over ten weeks during the first term of the 2018-2019 academic year, utilizing speaking activities adapted from the textbook "Tiếng Anh 11."
Significance of the research
Briefly, English teachers, students and researchers can benefit from the results of this research
English teachers, particularly those who have previously overlooked the development of their students' speaking skills, will gain fresh insights into effective methodologies for teaching speaking through the use of cooperative learning structures.
The innovative approach aims to create an engaging and dynamic atmosphere for students during their speaking lessons, allowing them to directly benefit from the experience This new learning method offers students a relaxed environment to practice English, alleviating stress while enhancing their speaking skills Additionally, it provides valuable insights for self-study, further improving their English proficiency.
Finally, for the researchers, the study can provide useful information for further studies of the same topic in the future.
Structure of the research
The study was divided into three parts which are presented as follows:
Chapter 1- Introduction presents the rationale and the aims of the study, research questions, significance, scope as well as organization of the study
Chapter 2- Literature review reviews the literature relevant to the study which consists of the concept of teaching speaking, cooperative learning, the application of
Chapter 3- Methodology presents information about the context of the study, the participants, the instruments, the data collection procedure and data analysis procedure
Chapter 4 – Data analysis, findings and discussion is the main part of the study that reports and discusses the main findings according to research matter
Chapter 5- Conclusion presents the author’s reflection and the outcomes of the study as well as indicates some limitations of the study, and finally gives some suggestions for further research
LITERATURE REVIEW
Speaking
Speaking is a crucial skill that facilitates the exchange of information between a speaker and listener, particularly in educational settings It enables students to convey ideas and arguments effectively while learning a foreign language As a vital component of language acquisition, speaking helps learners build and share meaning through oral communication This skill acts as a bridge between the classroom and the outside world, allowing students to express themselves meaningfully and interact within society Therefore, mastering speaking is essential for students learning a foreign language.
When teaching speaking skills, it is essential for educators to consider four key aspects: fluency, accuracy, pronunciation, and vocabulary, as highlighted by Brown (2001) These elements are crucial for designing effective speaking activities that cater to students' needs A well-structured speaking activity should encompass all four aspects to ensure comprehensive language development.
Fluency in speech, as defined by Harris (1974:81), refers to the speed and smoothness of language use A fluent speaker communicates quickly and confidently, minimizing hesitations, unnatural pauses, and false starts To achieve fluency, speakers must understand where to appropriately pause and group their words into meaningful units, such as phrases or clauses.
While, accuracy focuses on issues of appropriation and other formal factors
Grammar, pronunciation, and vocabulary are essential components of language learning (Brumfit, 1984) According to Nunan (2003:55), achieving accuracy in speech requires that students' language aligns with authentic usage in the target language Therefore, students must utilize correct grammatical structures to attain a high level of accuracy in their communication.
In addition to fluency and accuracy, effective pronunciation is essential for successful speaking According to Thornbury (2005), pronunciation encompasses a student's ability to produce clear and understandable utterances to meet task requirements Harmer (2001) highlights various aspects of pronunciation, including pitch, intonation, individual sounds, the relationship between sounds and spelling, and stress Proper pronunciation is crucial as it conveys meaning; incorrect pronunciation can lead to misunderstandings or even offend others in conversation.
Vocabulary plays a crucial role in assessing students' English speaking fluency, as the selection of appropriate words is essential to effectively convey ideas A proficient speaker must possess a diverse vocabulary to articulate thoughts clearly Without an adequate vocabulary, individuals struggle to communicate effectively, both verbally and in writing According to Thornbury (2005:22), speakers typically rely on three key elements when expressing their messages.
- When people speaking, they are involving high proportion of words and expressions that express their attitude (stance) to what is being said
Speakers often use language that conveys both positive and negative evaluations, as much of communication serves an interpersonal purpose By recognizing others' preferences and aversions, individuals can effectively express solidarity and build connections.
- A speech also usually employs deictic language, i.e words and expressions that point to the place, time, and participants in the intermediate or a more distant context
Vocabulary means the appropriate diction which is used in communication Therefore, it is necessary for the English teacher to put some effort in order to enrich the students’ vocabulary
The writer concludes that the four aspects of speaking are very important to be concerned by a speaker in order that the listeners can understand what the speaker says easily.
Teaching speaking
Teaching speaking can be defined as interactions of oral communication between teachers and students in the classroom Kayi (2006) says that teaching speaking has some functions to the students:
1 Teach the students to produce the English speech sounds and sound patterns
2 Use word and sentence stress and intonation patterns and the rhythm of the second language
3 Select appropriate words and sentences according to the proper social setting, audience, situation and subject matter
4 Organize their thoughts in a meaningful and logical sequence
5 Use language as a means of expressing values and judgments
6 Use the language quickly and confident with few unnatural pauses
The primary goal of teaching speaking in the classroom is to enhance students' oral communication skills and ensure they can speak effectively As noted by Harmer (2001), the focus of teaching speaking is to prepare students for successful communication.
To effectively teach speaking skills, teachers must create activities that encourage real communication among students According to Wenxia (2008), educators should focus on presenting language not just in specific contexts but as a means of communication Engaging learners in active communication makes learning to speak English more accessible Brown (1994) outlines several key principles that teachers should adhere to in their approach to teaching speaking.
To enhance speaking skills, it is essential to employ techniques that address diverse learner needs, balancing accuracy with interaction and fluency Incorporating intrinsically motivating methods and promoting the use of authentic language in meaningful contexts are crucial Providing appropriate feedback and correction is vital, as is leveraging the natural connection between speaking and listening Additionally, offering students opportunities to initiate oral communication and encouraging the development of effective speaking strategies will significantly improve their proficiency.
English teachers play a crucial role in enhancing students' speaking skills, necessitating effective teaching methods to address common challenges in learning English To foster an engaging and creative classroom environment, teachers must employ suitable techniques that encourage active participation As highlighted by Ur (1999:120), successful speaking activities rely on specific characteristics that teachers should prioritize.
- Participation is even: It is said that the students should be grouped and organized to maximize the amount of student talk for each student
High motivation among learners drives their eagerness to speak, fueled by their interest in the topic and a desire to share new insights or contribute to accomplishing a task objective.
- Language is of an acceptable level: Learners express themselves in utterance that is relevant, easily comprehensive to each other, and of an acceptable level of language accuracy
To effectively motivate students to communicate in English, teachers should focus on transforming the classroom environment into an engaging and stimulating space By fostering such an atmosphere, students are more likely to immerse themselves in the activities designed by the teacher Bailey (2003) emphasizes that an ideal teacher facilitates student interaction through group or pair work while minimizing their own speaking time.
9 should keep encouraging the students to get involved during the process of learning in the class most of the time.
Kagan cooperative learning structures
Kagan (2013) emphasized that structures are a key differentiator of the Kagan cooperative learning method, enabling the transformation of concepts into effective classroom practices These structures illustrate the social dynamics of teamwork by outlining specific interaction patterns According to Kagan and Kagan (2009), structures are defined as “content-free, repeatable instruction sequences” that facilitate student interaction and embody the core principles of cooperative learning Kagan (2013) further elaborated that Kagan Cooperative Learning Structures are instructional strategies that are versatile and can be applied across various content areas, fostering engaging and fresh learning experiences These carefully designed sequences promote meaningful interactions among students, the content, and instructors, while incorporating the essential principles of cooperative learning Additionally, Kagan Structures are user-friendly, ensuring ease of implementation for sustained educational benefits.
Kagan (2013) developed more than 200 instructional structures, each designed with specific steps and learning outcomes in mind One notable structure, the Inside-Outside Circle, is versatile and effective for groups of any size, making it suitable for students ranging from kindergarten to adults.
In 1996, it was described that students can engage in a structured activity by forming two large concentric circles, where those in the inner circle face outward and those in the outer circle face inward, pairing each student with a partner Rimmerman elaborated that the teacher presents a prompt, and the partners then discuss it, ensuring that each student has an equal opportunity to share their thoughts on the topic.
Kagan and Kagan (2009) suggest that after students engage in group discussions and share information, one circle should rotate a set number of partners to the left or right, allowing them to form new partnerships and restart the collaborative process.
In the Kagan cooperative learning approach, the focus is on selecting an effective structure rather than solely on curriculum-bound activities As noted by Davidson (1994) and Kagan (1990), teachers must learn and integrate these structures into their lessons to implement Kagan's methods effectively This approach aligns with key elements of cooperative learning identified by Johnson and Johnson (1999a) and Slavin (1990), such as positive interdependence and individual accountability Additionally, Kagan emphasizes the importance of teaching the steps of the selected structure before applying cooperative learning strategies (Davidson, 1994).
Kagan and Kagan (2009) established ten functions of cooperative structures based on the fundamental principles of cooperative learning, categorizing them into interpersonal and academic functions These structures serve various purposes, including class building, team building, social skills development, communication skills enhancement, decision-making, knowledge building, procedural learning, information processing, thinking skills, and information presentation Many of these structures are versatile and can fulfill multiple objectives, highlighting their effectiveness in fostering a collaborative learning environment A summary of Kagan and Kagan’s critical attributes and the benefits for the learning community is presented in Table 1.
Students out of seats interacting with all members in the class
Improved class climate with the resultant feeling that this is “our class”
Teambuilding Students interact with their Enthusiasm, trust, and support
Interpersonal assigned teammates in a pleasant and productive manner which produces more efficient academic work
Students obtain and refine social skills, character virtues, and emotional intelligence
More polite, cooperative, respectful, responsible students who are able to understand different viewpoints
Equalize communication and encourage positive communication patterns
Improved oral, written, and non- verbal communication among members of the community Decision
All students are given time to verbalize and hear other points of view before making a consensual decision for the team
Creation of more unified teams due to increased skills with conflict resolution, win-win, and consensual decision making Knowledge building
Students work together to gain knowledge and comprehension
Produces a high level of mastery of academic content and basic skills
Students work together to gain and refine skills and procedures
Students work together to talk about or review presented information
Allows content to move to long- term memory and clean the working memory
Students create and exchange novel, unique, and set-breaking ideas
Fosters an environment in which students questions, reflect, evaluate, and apply information Presenting
These structures allow for the sharing of information and ideas among teams or the class as a whole
Engages the community in higher level thinking and understanding multiple points of view
KCLS fosters teamwork among students, encouraging them to collaborate with partners and classmates in their language learning journey This collaborative environment alleviates frustration, as students support one another in overcoming language challenges By engaging in KCLS, learners discover various strategies to tackle language problems collectively, creating a positive atmosphere that prevents fatigue and promotes deep understanding of language concepts The following are some favored KCLS strategies, as identified by Kagan (2001), that researchers can utilize to enhance student interaction and develop speaking skills.
The Three Step Interview involves students pairing up to conduct interviews on a designated topic In the first step, one student interviews the other, after which they switch roles for the second step Finally, in the third step, the pairs come together to share insights from their interviews in a Round Robin format, fostering collaborative learning and knowledge exchange.
Think-Pair-Share is a collaborative learning strategy that consists of three key steps First, participants individually reflect on a question provided by the instructor Next, they partner up to discuss and exchange their ideas Finally, the pairs share their insights with other pairs, teams, or the entire class, fostering a rich dialogue and collective understanding.
In the corners activity, students engage in decision-making by choosing one of four labeled corners in the classroom—strongly agree, agree, disagree, or strongly disagree—based on their opinions about a specific problem or question After moving to their chosen corner, they discuss their thoughts with peers and work towards reaching a consensus Finally, a representative from each group presents their collective insights to the entire class.
The "Two Stay, Two Stray" learning method involves dividing students into small groups of four to discuss a given assignment Two members from each group visit other groups to share their findings, while the remaining two students receive visitors from other groups to exchange information After the interaction, the visiting students return to their original group, facilitating collaborative learning and knowledge sharing among peers.
Each group conducts their own analysis and shares the findings Following this, the groups engage in discussions to compare their results Finally, a representative from each group presents their conclusions to the entire class.
The Jigsaw method involves dividing the curriculum into sections assigned to different group members, who then collaborate to share their knowledge Each learner gains access to their specific part of the material, and after successfully working together, they will take a quiz that encompasses the entire curriculum.
The inside-outside circle strategy involves the teacher posing a specific question or problem to students, who are divided into two equal groups One group forms the inner circle, facing the outer circle, while the teacher facilitates and guides the discussion Students in the inner circle share their opinions with their outer circle partners, and after a brief discussion, they shift one position to the left to engage with a new partner This process allows students to exchange ideas and gather new information, which they can record in their notebooks, fostering collaborative learning and critical thinking.
Principles of Kagan cooperative learning structures
Kagan & High (2002) suggest that all the cooperative learning structures are carefully structured and designed to implement four basic principles of cooperative learning (PIES) The four basic elements are:
1) Positive interdependence occurs when gains of individual or teams are positively correlated For example, there is not positive interdependence when the teacher is working with the whole-class, the teacher makes a question, and student responds it, students are not on the same side, they are competing for the attention of the teacher Besides, Jacobs (2006) asserts that positive interdependence is a
14 perception among group members, he explains it with a good phrase “What helps one group member helps all, and what hurts one group member hurts all”
2) Individual accountability is observed when all students in a group of held accountable for doing a share of the work and for mastery of the material to be learned The element of individual accountability teaches the students to perform higher as individuals by learning as a team For example, if the teacher lets students know that following a discussion they will be asked to list ideas they have heard from others, then there is individual accountability for listening and the group will be less likely to have everyone talking and no one listening
3) Equal participation is noticed when each member of group is afforded equal shares of responsibility When Kagan structures are used, the interaction is very carefully designed so there is far more equal participation (Kagan & High,
2002) As a rule, the structures are constructed so that everyone can contribute equally, with no one being forgotten or opting out (Stenlev, 2003)
4) Simulations interaction is allowed when class time is designed to allow many student interactions during the period According to Kagan & High (2002), when the teacher calls on one student in a whole-class, the teacher has only one of thirty students producing language, this is a little over 3% of the class When teachers use Kagan structures 50% of the class is producing language For example, when the teacher makes a question, instead of calling on 3 students and each one giving one answer, with one of the structures everybody is participating.
Advantages of Kagan cooperative learning structures
In general, KCLS have a number of advantages for ESL students, including:
Collaborative learning enhances comprehensible input as students adapt their language to match their peers during group activities This adjustment fosters a richer understanding and facilitates effective communication, ultimately improving the learning experience.
Language thrives in natural contexts, where it facilitates genuine interactions and minimizes issues of transference This approach encourages a diverse group of students with varying functional ideas to collaborate effectively towards a shared objective in real-life scenarios.
- Negotiation of meaning: Students have the opportunity to adjust their language output to make sure they understand each other
- Lowered affective filter: Whereas it is frightening to speak out in front of the class, it is easy for students to talk with supportive teammate
- Peer support: Students encourage and support each other in language use
- Enhanced motivation: Because the structures are engaging interaction sequence and students need to understand each other there is high motivation to speak and listen for understanding
Teachers are enhancing language use in the classroom by allowing students more opportunities to speak Unlike traditional whole-class question-and-answer sessions, which require teachers to engage with each student individually, this approach promotes greater student participation and interaction.
Cooperative learning enhances a variety of essential social skills, such as listening, taking turns, speaking, conflict resolution, leadership, and teamwork Students in cooperative learning environments tend to be more polite and considerate of others This approach fosters effective team learning, particularly in language acquisition, allowing students to express their ideas and attitudes toward a second language.
Diversity skills are crucial in the 21st century, as students develop the ability to understand and collaborate with individuals from diverse backgrounds through their experiences in heterogeneous cooperative teams Embracing these skills prepares them for a world that is increasingly varied and interconnected.
These and many other advantages of the Kagan structures are documented and detailed at length in three publications: (Kagan, 1995; Kagan, Kagan, & Kagan, 2000; Kagan & McGroarty, 1993).
Role of the teacher in cooperative learning
Kagan (2008) emphasizes that while teachers may initially find it challenging to learn new structures, mastering them ultimately simplifies the teaching process Similarly, Johnson et al (1994), as referenced by Richards and Rodgers (2001), highlight the importance of cooperative learning, stating that teachers must establish a highly structured and organized environment to facilitate effective learning.
Creating an effective learning environment in the classroom involves setting clear goals, structuring tasks, and arranging the physical space In Vietnam, teachers face challenges as many students come from a traditional, teacher-centered educational background, leading to reluctance in group work This resistance stems from their belief that memorization is the best way to learn When introduced to cooperative learning, students may struggle as their past experiences conflict with new approaches Additionally, group dynamics can lead to distractions and negative interactions To address these issues, Kagan (1994) emphasizes the importance of helping students recognize that successful relationships—whether with teammates, friends, or colleagues—depend on effective communication and understanding Thus, fostering cooperative learning is crucial for their development.
In cooperative learning environments, teachers serve as essential resources, guiding and encouraging students to stay focused on their tasks They provide a wealth of materials and information that students can utilize to reach their goals Motivated to foster creativity, critical thinking, and collaborative problem-solving, teachers play a pivotal role in facilitating student engagement and success.
Roles of students in cooperative learning
In cooperative learning, students take on significant responsibilities similar to those of a teacher, ensuring their peers contribute examples and alternatives, while also confirming that all group members meet their learning objectives and suggesting tasks or procedures As noted by Richards and Rodgers (2001), students are encouraged to plan, monitor, and evaluate their own learning Kagan (1994) further supports this approach, highlighting the importance of student involvement in the learning process.
The process of teaching enables educators to deepen their understanding of the subjects they instruct, as they seek effective methods to facilitate student comprehension It is essential for teachers to leverage their experiences and encourage students to engage in activities they are passionate about, fostering interaction with their peers.
How is cooperative learning applied in Vietnam?
The National Foreign Language 2020 Project in Vietnam emphasizes the need to reform foreign language teaching and learning, aiming for all learners to effectively communicate in foreign languages, especially English, by 2020 To enhance students' communicative abilities, English classes must move away from traditional methods like comprehension questions and vocabulary tests Recent years have seen significant changes in instructional approaches, focusing on speaking skills and incorporating various techniques to foster meaningful and communicative use of the target language This shift aims to improve students' oral production in English as a foreign language Extensive research has produced numerous strategies, advice, and resources for teachers to create a supportive learning environment and optimize student learning outcomes.
The application of cooperative learning in teaching speaking skills has also been implemented in many universities, college and schools in Vietnam
The study "Applying Cooperative Learning to Develop Speaking Skills for First-Year EFL Students at Vinh University" by Hoang Thi Lan (2005) highlights the common challenges faced by Vietnamese learners of English and offers targeted methods to address these issues Additionally, other researchers, such as Le Thi Bich Thuy (2006), have also explored the difficulties students encounter in developing their speaking skills, emphasizing the importance of innovative teaching strategies in overcoming these barriers.
In a study conducted with second-year students at Gia Lai Teachers’ Training College, the researcher explores the impact of cooperative activities on enhancing student participation and motivation in speaking classes The findings highlight the positive effects of collaborative learning on learners' engagement and enthusiasm during speaking exercises.
Research by Phi Thanh Tra (2006) demonstrated that cooperative learning significantly enhances student motivation in speaking lessons compared to traditional teaching methods, influenced by factors such as real-life goals and practical materials Quach Thi Tuyet Thanh (2010) applied cooperative learning to improve participation among second-year English college students at Thanh Do University, emphasizing the importance of empowering students through cooperative teams, which also led to improved speaking and listening skills Additionally, Nguyen Thi Xuan Huong (2012) found that cooperative learning techniques effectively enhance speaking skills in large university classes, highlighting its overall effectiveness in language competence development.
The literature review indicates that previous researchers aimed to determine the impact of cooperative learning on enhancing students' speaking skills through direct observation, student interviews, and speaking test assessments Their findings revealed that such activities significantly boost students' motivation and interest in learning However, these studies were confined to university students, leaving a gap in understanding the potential benefits for younger learners and failing to address challenges faced in rural high schools Consequently, the researcher intends to investigate the effectiveness of Kagan cooperative learning structures within the context of Me Linh High School.
Summary
This chapter has explored key issues related to the study topic, emphasizing the importance for language teachers to grasp theories and strategies for teaching speaking skills By integrating concepts such as speaking skills, cooperative learning, and the benefits of KCLS, the study effectively plans activities and materials that enhance student learning The next chapter will focus on action research, which is a crucial component of this study.
METHODOLOGY
The context of the study
The study was conducted at Me Linh High School, a small school with above
In the Dong Hung district of Thai Binh province, 1,300 students from underprivileged and low-educated backgrounds attend a school that reflects common challenges faced by educational institutions across Vietnam Class sizes typically range from 40 to 50 students, and the classrooms are minimally equipped, featuring only blackboards and shared desks for four students Additionally, the school has just two language laboratories to support language learning.
3.1.1 The 11 th grade English program
English is one of the compulsory subjects in every high school There are three forty-five minute English lessons for each grade per week The textbook
The "Tiếng Anh 11" textbook, published by the Educational Publishing House, serves as the official English teaching material for grade 11, comprising 16 units organized into 6 themes: Personal Information, Education, Community, Health, Recreation, and The World Around Us Each unit introduces language through five sections—reading, speaking, listening, writing, and language focus—allowing for focused teaching within a single period These theme-based sections are interconnected to ensure seamless transitions The textbook is enhanced with vibrant illustrations, pictures, and audio resources, all aimed at fostering learners' communicative competence, particularly in speaking skills.
In this textbook, the learning objectives are clear and concise A detailed
21 overview of the topics, functions, structures/grammar, and skills within each unit can be found in the introductory table of contents
The course book is designed to enhance learners' language skills, particularly in speaking Each speaking lesson includes 3 to 4 tasks, with the first two tasks concentrating on language input and developing competencies in specific functions such as expressing preferences, discussing hobbies and social issues, sharing opinions, and making comparisons Tasks 3 and 4 encourage students to synthesize these skills and create a 1-2 minute speaking practice, either independently or with teacher guidance.
At Me Linh High School (MLHS), most students hail from local villages, facing significant challenges in learning English, particularly in developing speaking skills Many students show a lack of interest in English, resulting in limited speaking abilities that persist over the years Additionally, the students' reluctance to engage with cooperative learning strategies further complicates the improvement of their speaking skills The large class sizes, averaging around 45 students, also hinder effective English instruction.
In terms of school staff, there are five English teachers of different ages from
At MLHS, a dedicated team of 30 to 40 educators is known for their friendliness and strong educational backgrounds, with many receiving accolades at provincial teaching festivals Despite their qualifications, these teachers often rely on traditional teaching methods, primarily utilizing textbook tasks and neglecting to create engaging activities that promote frequent speaking practice As a result, students exhibit a lack of interest in English lessons, leading to passive learning experiences and limited improvement in their speaking abilities.
22 basis The implementation of the research was carried out in 10 weeks (from September 10 th to November 18 th , 2018).
Research method: Action research
Regarding the aims of solving students’ problem in learning speaking skill and improving their speaking competence, this research was undertaken on the basis of a classroom action research design
Action research is a method that informs applied research by implementing actions based on findings, following a cyclical process of planning, acting, observing, and reflecting This iterative process, known as the action research spiral or cycle, emphasizes continuous improvement and adaptation in research practices.
Action research is a systematic inquiry conducted by teacher researchers to collect information about their school's operations, teaching methods, and student learning outcomes This process aims to gain insights, enhance reflective practices, implement positive changes in the school environment, and improve overall educational practices, ultimately benefiting student performance (Mills, 2003).
(1988) identify three characteristics of an action research, which are: “carried out by practitioners”, “collaborative” and “aimed at changing things”
Action research begins with a specific idea aimed at enacting change during the intervention, typically articulated as an objective Understanding the various stages of action research is crucial, as these stages form the foundation of the research methodology.
Steps in action research vary from different points of view as Creswell
Action research is characterized as a dynamic and flexible process, as noted by (2005), which means there is no definitive blueprint to follow Consequently, it is challenging to determine whether any researcher is correct in outlining a specific number of steps—be it four, five, six, seven, or eight—in their action research methodology Additionally, the boundaries between these steps can often be unclear.
23 number of steps in action research may vary depending on different points of view held by researchers
Lewin’s (1946) model of action research outlines a cyclical process consisting of two main phases: diagnosis and therapeutic, which are further divided into seven substages Building on this concept, Kemmis (1991) simplifies the action research cycle into four steps: plan, act, observe, and reflect In contrast, Susman (1978) proposes five steps: diagnosing, action planning, taking action, evaluating, and specifying learning Nunan (2001) expands the cycle to seven steps, including initiation, preliminary, hypotheses, intervention, evaluation, dissemination, and follow-up Meanwhile, Creswell (2005) details the action research process with eight steps: determining the suitability of action research, identifying a problem, locating resources, identifying necessary information, implementing data collection, analyzing data, developing an action plan, and reflecting on the implementation.
The various processes of action research differ in complexity, ranging from basic to elaborate models For the current research context, the action research model by Kemmis and McTaggart (1988, as cited in Burns, 2010, p 7) is deemed most appropriate This model encompasses four essential stages: planning, action, observation, and reflection.
- Identifying problem and causes of the problem
- Designing strategies for improvement (plan for action)
- Trying out the techniques of using Kagan cooperative learning structures in
English lessons and making records of what happened in class
The teacher's journal documented observations during the initial stage, while a post-test was conducted for students after the trial phase, highlighting the improvements in English speaking skills among Me Linh's eleventh-grade students.
- Get information from students on the extent to which the use of Kagan cooperative learning structures has helped improve students’ English speaking skills
- Conclusion and commendations were made
This research utilized an action research design to effectively address the specific needs of improving students' speaking skills at Me Linh High School through the application of KCLS Action research prioritizes practical significance over statistical analysis, focusing on immediate issues faced by students and facilitating the development of practical solutions Additionally, the swift timeframe associated with action research allows for timely completion of the study, making it a suitable choice given the research's goals and constraints Overall, action research emerged as the most appropriate approach for this investigation.
Participants
An action research study was conducted in a grade 11 class of 48 students, comprising 33 girls and 15 boys, who exhibit varying levels of language proficiency, learning styles, and attitudes towards English Despite beginning their English education in grade one, the students demonstrate inadequate proficiency, particularly in speaking skills This deficiency arises from a predominant focus on grammatical structures, vocabulary, reading comprehension, and writing skills during lessons, which often neglects the development of oral communication abilities.
Only a small number of students are interested in taking university entrance exams in English, indicating a lack of genuine interest in learning the language Many of these students come from farming families and low-income backgrounds, which significantly hinders their ability to focus on their studies Additionally, they have limited opportunities to interact with English speakers, further impeding their language acquisition.
Data collection techniques and instruments
Data collection techniques are determined by the research questions outlined in the Introduction In this classroom action research, the data is gathered through various methods, including teacher's journals, questionnaires, and tests, which are detailed as follows.
Journal writing serves as a reflective tool for teachers, allowing them to analyze their teaching experiences and express their emotions and thoughts on innovative teaching methods The structured journals focus on research-related issues, providing valuable insights into changes in student participation and behavior during cooperative learning activities in speaking lessons.
A survey questionnaire is a written tool that includes a series of questions for respondents to answer or choose from (Brown, 2001) It is highly regarded in social science research for its effectiveness in data collection According to Dornyei (2001), questionnaires can yield three key types of information: demographic (participant backgrounds), behavioral (past actions), and attitudinal (beliefs and values) This technique allows researchers to efficiently gather large-scale numerical data in a short timeframe, making it an ideal choice for this study.
The researcher collected reliable data by administering two survey questionnaires to students at the beginning and end of the research cycle The pre-questionnaire aimed to identify challenges students faced in developing speaking skills, while the post-questionnaire assessed changes in students' motivation and attitudes towards KCLS following a series of cooperative learning structured speaking lessons Utilizing a 3-point Likert scale with smiley face elements, participants rated their agreement with each statement, with options ranging from 1 (agree) to 3 (disagree).
A test is defined as a method for measuring an individual's ability, knowledge, or performance in a specific area (Brown & Abeywickrama, 2004) In this study, the researcher implemented two speaking tests: a pre-test at the start of the teaching process and a post-test at the end Acting as the examiner, the researcher utilized online speaking tests divided into three parts The first part involved general conversation, where candidates exchanged personal information for three minutes, fostering a comfortable atmosphere The second part required students to respond to visual prompts, allowing them to demonstrate fluency and discourse management within 5-7 minutes Finally, the simulated situation section tasked students with making and responding to suggestions, agreeing or disagreeing, and engaging in conversations in pairs to evaluate their speaking skills.
In this study, student performance was evaluated using the speaking rubric developed by Gall, Borg, and Gall (2003), which assesses four key aspects: fluency, accuracy, vocabulary, and pronunciation Each aspect was rated on a scale from 1 to 10, with higher scores indicating more complex indicators and lower scores reflecting simpler criteria.
Despite certain limitations, such as the inability to effectively capture student participation in larger cooperative learning groups and the presence of only one examiner, the quantitative data obtained from the speaking tests remained valid and reliable This reliability stemmed from the test design, which aligned closely with standard speaking test evaluation criteria Additionally, pair work, as a form of small group collaboration, required students to cooperate effectively to achieve optimal performance in the test.
The data collected from the teacher's journal were systematically organized and classified according to the framework established by Burns (1999) and updated in Burns (2010) This process involved five key stages: assembling the data, coding it, comparing the findings, building interpretations, and reporting the outcomes.
The questionnaire responses were quantified and presented as percentages, with the researcher rounding the figures to ensure they do not always total 100% Furthermore, a comparison of students' pre-test and post-test scores was conducted to assess the improvements in their speaking skills.
Research procedure
This study employed the action research model established by Kemmis and McTaggart, as referenced in Burns (2010) The researcher engaged in a reflective cycle comprising four key processes: planning, action, observation, and reflection.
During the speaking lessons, the researcher observed that students faced significant challenges in their speaking competence, including issues with pronunciation, fluency, and limited vocabulary, which hindered their ability to express ideas effectively While some students demonstrated better skills, they often lacked confidence in using English for communication Additionally, the classroom atmosphere was not engaging, with many students distracted by conversations with peers, while others remained silent or resorted to speaking Vietnamese when prompted Overall, a sense of boredom and inactivity prevailed among the majority of students in the speaking class.
During the initial week of the research cycle, a pre-test was conducted where students collaborated in pairs to engage in a conversation based on a specific scenario (refer to ANNEX D) This pre-test aimed to assess their speaking proficiency, resulting in a mean score of 5.50 on a scale of 1 to 10.
A pre-questionnaire survey was conducted to identify the difficulties students face in speaking lessons and the underlying causes of their low English speaking skills The findings from this survey are presented in the table below.
Table 2: The results of the pre-questionnaire
1 I don’t have enough vocabulary and grammar to express my ideas
2 I lack motivation in speaking English with classmates
3 I have limited chances to involve speaking activities
4 I feel afraid of making mistakes and being criticized by classmates
5 My teacher did not usually give clear instruction
6 My teacher did not usually give English speaking communicative and interactive activities
7 My teacher focuses on teaching grammar and vocabulary
8 Some of better students dominate speaking English in class
9 The topics for speaking in the textbook are not interesting
10 The class time for English speaking is limited
11 The assessment of speaking practice was not regularly applied
The current study identifies several challenges students face in developing their speaking skills, as shown in Table 1 Notably, 79.2% of participants reported a significant lack of vocabulary and grammar as a primary internal factor hindering their ability to speak English Additionally, nearly 67% expressed that limited opportunities for engaging in speaking activities further exacerbates this issue A lack of motivation to speak English with peers was also highlighted, with 66.6% of respondents acknowledging it as a challenge Furthermore, many students cited fear of making mistakes and being criticized by classmates as significant barriers to their speaking proficiency.
In the current study, various external factors influencing speaking learners were examined According to Table 1, a significant majority of student respondents acknowledged these external issues.
A significant number of students reported difficulties stemming from their teachers' teaching methods, with responses indicating a higher level of agreement than disagreement Notably, 64.5% of respondents felt that their teachers failed to provide clear instructions, while 70.9% expressed dissatisfaction with the lack of engaging and interactive speaking activities Furthermore, 62.4% of participants identified challenges related to their teachers' approaches to teaching grammar and vocabulary.
In a recent analysis of students' perceptions regarding speaking topics in textbooks, it was found that challenges related to these topics elicited more disagreement than agreement Only 31.3% of students found the textbook topics uninteresting However, a significant concern emerged regarding the in-class English learning environment, with nearly 68.7% of students acknowledging the limitations of speaking tests and 66.6% noting the dominance of more proficient peers Additionally, 75% of students felt that the allocated time for speaking practice was insufficient.
The study identified that students' difficulties in speaking skills stem from both internal factors, such as their own limitations, and external factors related to teaching methods, curriculum, and the classroom environment Key inhibiting factors include a lack of vocabulary and grammar, inappropriate teaching methods, and limited opportunities for speaking and interactive activities These findings emphasize that the effectiveness of speaking lessons is heavily influenced by the teaching approaches employed Many students reported experiencing negative impacts from current teaching methods, highlighting the need for a reassessment of how English speaking skills are taught to better align with students' preferred learning styles.
The researcher addressed the identified issues by planning targeted efforts to enhance students' speaking skills through cooperative learning Drawing from feedback and suggestions from students, colleagues, professional literature, and personal teaching experiences, several strategies were developed, including the implementation of classroom English during the teaching and learning process.
The researcher aimed to enhance students' familiarity with English by incorporating classroom English throughout the teaching process This included greeting students, explaining materials, providing task instructions, giving feedback, and concluding lessons However, to ensure comprehension during complex explanations and instructions, the researcher utilized Vietnamese translations Additionally, the use of teaching media was employed to engage students' attention in learning English effectively.
To enhance the teaching and learning experience, the researcher utilized various media, including PowerPoint slides, recorded dialogues, videos, situation cards, and pictures PowerPoint slides served as supplementary materials alongside the course book, while pictures and situation cards illustrated real-life contexts related to the lessons Recorded dialogues provided practical examples, and videos demonstrated dialogues to aid student understanding Additionally, the implementation of KCLS strategies and group organization further enriched the learning environment.
KCLS was utilized in every meeting, promoting collaboration among students who worked in pairs and groups This cooperative learning approach involved tasks such as creating and practicing dialogues, enhancing their overall educational experience.
The article discusses the implementation of various collaborative learning strategies, such as the Three Steps Interview, Think-Pair-Share, Corners, Two Stay Two Stray, Jigsaw, and Inside-Outside Circle, to address information gaps among students These activities encourage students to work in pairs and groups to complete assigned tasks To enhance peer tutoring and positive modeling, groups are formed with a diverse range of ability levels, based on students' pre-test scores and previous academic performance in English This strategic grouping aims to foster an inclusive learning environment that supports all students' proficiency development.
The researcher executed meticulously planned activities over six meetings held on September 18, October 1, October 11, October 22, November 1, and November 13 Each session was structured around three key phases: pre-activities, while-activities, and post-activities The pre-activities involved greeting students, taking attendance, and introducing the material along with vocabulary in engaging ways, lasting approximately five minutes each During the while-activities phase, the researcher employed six Kagan cooperative learning structures to enhance students' speaking skills The final phase, post-activities, allowed students to engage in discussions to summarize what they had learned during the session.
The following is the detailed description of each meeting in which 6 Kagan cooperative learning structures were used:
Table 3: The application of KCLS in speaking lessons
1 Friendship Talk about a famous friend Three steps interview
-Talk about friend experiences Think-Pair-Share
3 A party Asking for and giving opinions about parties and how to plan them
Talk about different kinds of activities related to volunteer work
Two stay two stray activity
Asking for and giving information about TV contests
List the problems facing poor and overpopulated countries and find out the solutions to the problems of overpopulation
Observation was done while the researcher was teaching to see whether or not the KCLS can improve the students’ ability in speaking English
Summary
This chapter outlines the study context and the procedures of the action research, which includes identifying students' difficulties in speaking classes, implementing KCLS, and utilizing students' questionnaires alongside the teacher's observation journal It also covers the evaluation of students' speaking proficiency and data analysis, highlighting the rationale for employing action research The following chapter will present a detailed analysis of the data collected.
DATA ANALYSIS, FINDINGS AND DISCUSSION
Data analysis
4.1.1 Analysis of the teacher’s journal
The researcher conducted observations throughout the study, documenting changes in the teaching and learning process in a narrative format within a teacher’s journal after each session (see ANNEX C) The journal revealed both strengths and weaknesses in the implementation of KCLS in the classroom.
Initially, students were hesitant to engage in lessons, preferring to listen rather than participate During the first two meetings, some groups assigned only one student to complete activities, but soon realized the importance of collective involvement After three weeks, their perception of cooperative learning shifted, recognizing that it was essential for all members to contribute Over six structured speaking lessons, participation in English improved significantly, with most students responding to questions in English The successful implementation of classroom English enhanced their speaking skills, while engaging tasks and competitive games motivated students to participate more actively.
The implementation of KCLS significantly transformed student participation in speaking lessons, fostering a supportive environment where each member felt safe to express themselves without fear of criticism As students engaged in group activities, they became more willing to share ideas and collaborate effectively, motivated by the desire to compete for good marks This cooperative approach not only enhanced their speaking skills but also encouraged teamwork, leading to a more dynamic and interactive learning experience.
The students' speaking skills improved significantly over time, boosting their confidence, particularly among the shy and lower-level participants By engaging in speaking activities alongside their peers, the weaker students received support from more capable classmates, which also contributed to the successful completion of group tasks.
Before participating in KCLS, many students lacked confidence in public speaking and had no prior experience with presentations A significant challenge they faced was their limited background knowledge on the topics discussed However, after several CL speaking lessons, most students successfully delivered presentations within their groups They effectively collaborated by sharing ideas, organizing them logically, and incorporating essential additional information.
Having stated the analysis above, it is found that KCLS had a very important implication in teaching and promoting speaking skills among the 11 th grade students
The successful implementation of KCLS and its associated actions significantly enhanced students' speaking skills, as indicated by the teacher's observation diaries throughout the teaching and learning process This improvement is further corroborated by the results of the pre-test and post-test assessments.
37 students’ speaking skills The students’ speaking scores in the pre-test and post-test could be seen in chart below:
Chart 1: The Comparison between the Average Scores of Students’ Pre-test and Post-test in Terms of Fluency, Accuracy, Pronunciation, and Vocabulary
The research findings indicate a significant improvement in the speaking skills of class 11A1 students at Me Linh High School, as evidenced by higher average scores in all four aspects—fluency, accuracy, pronunciation, and vocabulary—during the post-test compared to the pre-test Specifically, the mean scores for fluency and vocabulary increased by 1.12 and 1.13 points, respectively, while pronunciation and accuracy saw increases of 0.95 and 0.85 points Overall, the students’ speaking skills improved from a mean score of 5.46 in the pre-test to 6.47 in the post-test, demonstrating the effectiveness of the KCLS method in enhancing their English speaking abilities.
Fluency Pronunciation Accuracy Vocabulary pre-test post-test
4.1.3 Analysis of students’ post- questionnaire
The questionnaire data provided valuable insights into students' feelings, responses, and behaviors regarding the implementation of KCLS A total of 48 students completed the questionnaires, and the researcher analyzed the responses by rating their frequency and converting them into percentages, which were rounded off, resulting in totals that may not always equal 100%.
Table 4: The results of the post questionnaire
1 I really enjoy learning English speaking through cooperative learning
2 I think my English speaking class is interesting
3 I feel free to speak English in my group
4 I always try to finish my English speaking tasks on time
5 I want to improve my English after watching my friend’ performance
6 I would like to spend my time on English speaking as much as possible
7 I am relaxed when I do hard, challenging English speaking tasks in groups
8 I make a point of trying not to speak to much in Vietnamese in speaking lessons
9 I wish I could speak English like a native speaker
From the students’ responses of the questionnaire, the researcher could draw some conclusions:
Students initially felt bored about learning speaking, but after the implementation of KCLS, 79.2% reported enjoying cooperative learning, and 85.5% found the lessons more interesting Over 70% expressed enjoyment in collaborating with friends during speaking tasks This indicates that most students embraced cooperative learning, aided by engaging teaching media and activities Their curiosity about the topics led to increased excitement and interaction with peers, highlighting a significant success in teaching speaking skills.
Students displayed a significant positive motivation towards learning and practicing speaking skills through Collaborative Learning (CL) An impressive 83.3% of students aimed to complete their speaking tasks on time, while 72.9% reported increased confidence in using English within group settings The implementation of KCLS fostered a willingness to engage in speaking activities, as each member was responsible for their own contributions, creating a safe environment for open communication without fear of criticism This competitive spirit among groups encouraged students to share ideas and support one another in achieving their tasks Notably, 75% of students refrained from using Vietnamese during speaking lessons, and 72.9% aspired to speak English like native speakers, reflecting a remarkable shift in their motivation.
Most students demonstrated effective learning through cooperative group work, with 62.4% motivated to enhance their English skills after observing their peers' performances Additionally, 56.2% reported feeling more relaxed during challenging speaking tasks within their groups The implementation of rewards, punishments, and engaging activities by the teacher fostered a sense of responsibility among students, leading to increased collaboration and proactive reminders among teammates regarding their assigned tasks.
After implementing KCLS in speaking lessons, students experienced significant academic improvements in their speaking skills while also fostering positive attitudes and increased motivation for learning and practicing English speaking.
Discussion of the findings
This action research addresses significant challenges faced by 11th graders in speaking lessons, particularly unequal participation and slow improvement in speaking activities Data analysis indicates that the KCLS application has led to notable enhancements in students' speaking skills, with many expressing satisfaction in a collaborative learning environment Weaker students felt encouraged to seek help from their peers, fostering a supportive atmosphere that enabled collective goal achievement and skill improvement through active engagement, such as asking questions and clarifying ideas Stronger students also benefited by enhancing their oral communication and critical thinking skills while assisting their classmates Overall, the findings reveal a positive shift in student confidence, independence, and responsibility in learning, confirming the effectiveness of the implemented strategies.
4.2.1 How can the use of Kagan cooperative learning structures in teaching English speaking enhance Me Linh 11 th grade students’ speaking skills?
The analysis of tables and charts indicates that KCLS has positively impacted student participation in speaking lessons After KCLS sessions, students demonstrated increased involvement and accountability within group tasks, leading to improved speaking abilities The data shows that most students had more opportunities to speak English in small groups, highlighting the effectiveness of KCLS's individual accountability principle Additionally, a greater number of students reported paying increased attention during lessons, further enhancing their focus on speaking tasks.
The implementation of KCLS significantly enhanced student participation and speaking test results, as evidenced by a quantitative increase in achievement measured through pre-test and post-test scores The pre-test mean was 5.46, while the post-test mean rose to 6.47, indicating clear improvement KCLS effectively developed students' speaking skills in areas such as fluency, vocabulary, and pronunciation by providing opportunities for peer interaction and feedback The structured approach of KCLS encouraged students to practice and boosted their motivation to speak English, resulting in a more engaging and dynamic classroom environment.
4.2.2 What are the students’ opinions of Kagan cooperative learning structures?
Data analysis reveals that nearly all students exhibited positive attitudes towards KCLS The implementation of KCLS significantly enhanced students' interest and willingness to participate in class, a notable improvement from their previous engagement levels.
Many students struggle with speaking up due to a lack of confidence, especially in front of their peers However, through the implementation of the KCLS program, they had numerous opportunities to engage with partners and groups This increased interaction not only encouraged them to practice speaking English more but also helped alleviate their shyness, as they realized that all students were in the same position of practicing together.
The students' reflections on the KCLS highlighted its positive impact on their speaking skills, affirming that its implementation was a wise choice by the researcher They expressed high motivation and interest in working within collaborative learning groups, as indicated by their positive feedback in questionnaires Most students acknowledged that KCLS enhanced their engagement in speaking classes and emphasized the effectiveness of cooperative activities in facilitating question-and-answer sessions, group work, and constructive feedback Consequently, this approach fostered greater enthusiasm and improved their understanding of English.
In conclusion, the positive effects of KCLS on students' attitudes can be attributed to several factors Firstly, the learner-centered approach of Collaborative Learning (CL) fosters self-awareness among students By creating a supportive community, students enhance each other's performance and strive to achieve group goals, which boosts their motivation Additionally, engaging in activities that recognize their abilities and appreciate their contributions leads to increased satisfaction and motivation to learn Ultimately, the implementation of KCLS not only improves students' speaking skills but also cultivates a more positive attitude towards the CL approach.
Difficulties in KCLS application in speaking classes
The implementation of the KCLS application in language teaching is not a novel concept; however, translating this idea into effective classroom practice has presented several challenges for both educators and learners Teachers encounter various limitations when managing multiple groups within a single class, which complicates the teaching process.
The fixed arrangement of classroom furniture limits both teachers and students, preventing any adjustments or reconfigurations during lessons As a result, when students are required to switch partners for group work, the lack of space hinders their ability to move freely and collaborate effectively.
Effective class control is essential for implementing KCLS, yet teachers face significant challenges due to large class sizes and noise levels With 48 students, managing discipline becomes difficult, especially when dividing them into groups of four or five, resulting in 10-12 groups working simultaneously This setup limits the teacher's ability to monitor each group effectively Additionally, the noise generated from many students speaking at once can disrupt neighboring classes Students who finish tasks early often engage in off-topic conversations in Vietnamese, which can distract others if not addressed promptly The initial and final moments of lessons can also be chaotic, requiring time to regain control and focus.
Class sizes for language learning are often 2-3 times larger than ideal, making it challenging for teachers to effectively manage lessons, particularly speaking activities, within just three 45-minute sessions each week This large class size hampers student participation and timely completion of assignments, while also limiting the teacher's ability to provide individual support to shy or struggling students, who may fall behind Additionally, discrepancies between the planned lesson duration and actual class dynamics can lead to either excessive downtime, resulting in student boredom, or an overload of activities that cannot be completed within the allotted time.
Low level students: It is not easy for the researcher to train the low level students to adapt to cooperative learning situations After about 3 weeks, she
If low-level students are not given careful instruction, they may resort to copying their peers' work, resulting in rote learning This often leads to difficulties in identifying supported ideas and expressing their own opinions Additionally, the teacher's high expectations can create a misunderstanding, as she may assume certain materials are easy for these students, which does not reflect the actual classroom reality.
Students often hesitate to express their opinions or challenge their peers during group work, prioritizing group harmony over open dialogue This reluctance to voice uncertainties can lead to misunderstandings, as students may agree with explanations they don't fully comprehend to avoid disrupting the group's positive atmosphere Such behavior undermines the core objective of KCLS, which seeks to foster face-to-face discussions that encourage collaborative problem-solving and the pursuit of optimal solutions.
Workload envy highlights the inequalities in task distribution among learners, leading to issues such as free riding in collaborative learning groups Teachers have observed that some students are unwilling to contribute, leaving more active participants to dominate discussions, while quieter students miss opportunities to engage Additionally, the lack of guidance on effective small group learning strategies exacerbates these challenges, as educators often lack resources to help students address issues related to workload sharing, mutual teaching, and reducing "social loafing."
During group activities, teachers often find it challenging to monitor all the language used by students, leading to unnoticed mistakes that occur during speaking lessons.
In conclusion, the researcher highlighted several challenges that impede the effective implementation of KCLS in speaking classes Many of these issues are deeply rooted in cultural heritage, making them difficult to address and overcome.
To effectively implement KCLS in the MLHS context, the teacher acknowledges the need to adapt certain principles rather than impose Western practices Recognizing that some barriers are institutional and beyond the control of both teachers and students, she aims to tailor KCLS to better suit her students' needs.
Some cautions concerning KCLS application in speaking classes
To successfully implement KCLS in speaking lessons, teachers must consider several key factors identified through the data collected during the application process.
(i) Giving students time to be trained and get familiar with KCLS
The teacher recognized that students required time to adapt to Kagan's cooperative learning structures, as they were accustomed to traditional classroom settings where the teacher's role dominated Initially, during the first three weeks, students exhibited minimal improvement and hesitance towards the new cooperative learning approach, particularly in developing their speaking skills However, with continued training and support using Kagan structures, students gradually became more comfortable with the method and ceased to express complaints about the cooperative learning activities This experience highlighted the importance of allowing students the opportunity to acclimate to new teaching methods and activities.
Sufficient experience in facilitating group activities is essential, as KCLS mandates frequent collaboration among students The teacher plays a crucial role in managing these group dynamics, particularly during the initial formation of groups Some students expressed dissatisfaction when assigned to groups without their preferred partners To foster cooperation, the teacher must clarify her rationale for selecting appropriate partners, ensuring a more effective and harmonious working environment.
(iii) Maximal use of English in the whole process of KCLS
Implementing strategies to enhance students' speaking abilities is crucial; thus, teachers should foster an English-rich classroom environment Research indicates that when teachers establish rules encouraging English use, students engage more actively in the language Additionally, employing simple instructions and gestures can facilitate communication, making the English classroom more dynamic and interactive.
Effective scaffolding by teachers is essential for supporting weaker learners throughout the KCLS process It is crucial for educators to identify and nurture the individual strengths of each student, as every learner possesses unique talents and abilities that can contribute to collaborative learning.
To enhance students' responsibility and address their short attention spans, the teacher implemented a system of rewards for good performance over the last three weeks This approach effectively motivated students to engage more actively in learning and participate in required activities While rewarding students was not a new strategy, it proved to be particularly effective in encouraging active participation and high-quality work By establishing appropriate disciplinary measures alongside a system of rewards, the teacher fostered student engagement in the learning process, ultimately guiding them to develop effective learning habits and a sense of responsibility.
To enhance the effectiveness of KCLS, the teacher skillfully adapted various materials throughout the action research cycles She strategically selected and reordered activities to suit her students' needs, incorporating cooperative techniques where applicable Additionally, some tasks required significant modifications or supplementary guiding instructions to facilitate understanding For instance, the textbook occasionally positioned pair work in a way that necessitated adjustments to better support student collaboration.
47 make a conversation related to the lesson topic in task 3, the researcher could turned them into the group activities and apply KCLS in this task.
Summary
This chapter provides a comprehensive analysis of the data using both quantitative and qualitative methods The findings indicate that the majority of students exhibited positive attitudes towards the implementation of KCLS in their speaking lessons KCLS significantly enhanced student participation in speaking activities, leading to notable improvements in their speaking performance Furthermore, students effectively used the language to communicate and collaborate with one another.