Chapter 1: Introduction

1.1. Background to the survey and the statement of the job

English, an International linguistic communication, becomes really pressing in Vietnam. More and more people, particularly working people and pupils have to larn English to utilize at work, in survey or for future occupations. Learning English agencies that we have to larn all four accomplishments: Speaking, Listening, Reading and Speaking. Among these accomplishments, Talking seems the most of import one because it is said to be the best manner to assist people pass on with each other, so several linguistic communication instruction and larning methods have been applied to better pupils ‘ communicative accomplishment.

Nolasco and Arthur ( 1988 ) province that the most of import of the alterations in methodological analysis of linguistic communication learning to make natural linguistic communication activities in the schoolroom has been the usage of group work. Harmer ( 1991 ) besides points out that it may be a waste of valuable chances if instructors do non utilize group work in learning. Many other research workers have mentioned group work activities as opportunities for pupils to rehearse actively the linguistic communication they are larning. In general, these activities can assist actuate pupils ‘ engagement and increase larning effectiveness. Therefore, utilizing group work activities has been prevailing and widely used in the universe for the past decennaries. However, how to utilize this attack the most efficaciously is still a concern for many instructors in Vietnam and particularly for the instructors at VIC.

Bing founded in 1977, VIC is situated in SonTay, a metropolis about 60 kilometers from Hanoi Capital. It used to be a vocational school. In 2006, the first college class was started and so far VIC has been responsible for developing more than three 1000 pupils with different callings: economic sciences, electronics, mechanics and touristry. Since its constitution, the college has put a particular accent on English as an of import topic. Students at VIC have to larn English for 3 footings ( two footings for BE and one term for ESP ) with 75 periods for each except for pupils of touristry because pupils in this profession have to larn English for 5 footings ( two footings for BE and 3 footings for ESP ) . In the first twelvemonth ( first two footings ) , pupils at VIC portion the same English class, they study “New English File 1” ( Oxenden. et. Al, 1996 ) .

As presented above, pupils at VIC are non-English major pupils, so for them English is ever a truly hard topic. Over 90 % pupils have studied English as a compulsory topic for at least 3 old ages, but their English is still at really low levers. They have different background cognition, different acquisition manners and different intents, therefore their ability of engagement in English category is really low, particularly in English speech production activities. In add-on, most of the instructors at VIC seem to be unwilling to form group work activities in their lessons despite the tremendous benefits of utilizing these activities. They still use traditional instruction method, grammar interlingual rendition, in instruction, which means that instructors come to category with lone text edition, so they ask pupils to open the books, and explicate new words or constructions by interpreting them into female parent lingua. After that they require pupils to make exercisings in the text editions and reply their inquiries automatically. They frequently ask pupils work separately before the pupils speak. As the consequence, the pupils at VIC are non good at talking and they do non desire to take portion in speech production activities.

It is evidently that group work activities have been proved to be effectual in ELT, but have attracted relatively small attending at VIC. That is ground why I would wish to make this research on group work activities as a teaching process. A quasi- experiment will be carried out to detect the effects of group work activities compared with traditional learning method- single work on pupils ‘ engagement in speech production activities at VIC.

1.2. The purpose of the survey

This survey is aimed at researching the effects of utilizing group work activities on pupils ‘ engagement in English speech production activities at VIC.

Research inquiries:

The survey was carried out with a position to replying the undermentioned research inquiries:

1. How do pupils take part in English talking single activities?

2. What are alterations of degrees of pupils ‘ engagement brought approximately by the debut of group work activities?

1.3. The significance of the survey

Most of research on group activities has showed that group work activities used as a teaching process is really utile and effectual for pupils in an EFL context. For this ground, I expect that group work activities process can be frequently applied at VIC.

By look intoing the effects of group work activities over single work at VIC, this survey gives instructors of English at VIC an chance to acquire entree to a different instruction process in learning talking activities- the usage of group work process, particularly for pupils in touristry. It can convey pupils a good manner to pattern talking English which enables them to self- survey to keep gait with the altering universe non merely during the clip they are at college but besides for their future life.

1.4. The range of the survey

Student ‘s hapless engagement in speech production activities is a common phenomenon in categories, which may be caused by many factors and can be dealt with utilizing a assortment of attacks. This survey, nevertheless, limits itself to one major cause of hapless engagement, which is traditional learning method – single work. This means that the research worker merely focuses on researching the effects of utilizing group work activities on pupils ‘ engagement in comparing with the single work activities. This survey merely involves a group of 6 first twelvemonth pupils in a touristry category at VIC.

1.5. The lineation of the survey

This research consists of five chapters, organized as follows:

Chapter 1: Introduction

This chapter provides the background to the survey, the statement of the job, the purposes, the significance of the survey. It besides includes the range and the lineation of the survey.

Chapter 2: Literature Reappraisal

This chapter presents a reappraisal of related literature that provides the theoretical backgrounds of speech production and general rules of group work. Some old research on this is besides mentioned.

Chapter 3: Methodology

This chapter describes the research method used in this research. It gives inside informations of the features of the participants, description of the informations aggregation tool. Detailed information about research processs is besides provided. This chapter ends with the sum-up.

Chapter 4: Datas analysis and findings

This chapter nowadayss and analyses the collected informations, discusses the consequences and major findings from this research.

Chapter 5: Recommendations and Decisions

This chapter summarizes the research, which is hoped to be of some aid to the betterment of pupils ‘ engagement in speech production activities at VIC. Restrictions and suggestions for the farther research are besides included in this chapter.

Chapter 2: LITERATURE REVIEW

2.1. Overview of learning speech production

There are many definitions about “what is talking? ” from many research workers. In an first-class reappraisal of the research, speech production is defined as “the procedure of edifice and sharing significance through the usage of verbal and non- verbal symbols, in a assortment of contexts” ( Chaney & A ; Burk,1998, p. 13 ) . When pupils are taught in the right manner with right activities, talking in category can be a batch of merriment, pupils can interact with each other easy. By contrast if pupils do non larn how to talk or make non acquire any opportunity to talk English in category they may shortly lose involvement in larning.

Nunan ( 2003 ) defines “teaching speaking” is to learn ESL scholars non merely to do the English address sounds forms be produced, words and sentences emphasis, modulation forms of the 2nd linguistic communication are used, but besides to choose words, phrases and sentences suitably harmonizing to the suited societal puting with meaningful and logical order.

To sum up, one of the most of import parts of 2nd linguistic communication acquisition is learning talking. It helps pupils both communicate expeditiously and hold success at school and subsequently life. Therefore it is indispensable that instructors should pay a great of attending to learning talking in category ( Kayi, 2006 )

2.2. Students ‘ engagement in speech production activities
2.2.1. Definitions of pupils ‘ engagement

Harmonizing to Peacock ( 1997 ) , Students ‘ engagement is defined in term of on undertaking or off undertaking in schoolroom activities. This means that pupils are on undertaking when they engage and pay attending on all activities required in category, and pupils are off undertaking when they have a “a complete deficiency of attending to the task” ( p.155 ) . They do non care what is go oning around them and disregard instructors ‘ demand.

2.2.2. The function of pupils ‘ engagement in the 2nd linguistic communication acquisition

Students ‘ engagement plays a major function in linguistic communication acquisition in the schoolroom because most of the degree of proficiency achieved by different pupils is determined by engagement. The most successful pupils are those who have both endowment and high degree of engagement in schoolroom ( Wangsa, 2004 ) . Furthermore, instructors can non learn efficaciously without pupils ‘ engagement because the end of instruction is to direct out information and transform pupils from inactive receivers of other people ‘s cognition into active 1s ( Barry & A ; King, 1993 ) . Students ‘ engagement in category is one of the facets of schoolroom interaction ( Ellis, 1994 ) . It is a procedure in which chances are created for pupils to pattern the 2nd linguistic communication and to bring forth end product.

2.2.3. Factors impacting pupils ‘ engagement in speech production activities

There are many factors impacting pupils ‘ engagement such as instructors ( e.g. , instructors ‘ methods and techniques, instructors ‘ personalities and features ) , scholars ( scholars ‘ manners ) , stuffs ( e.g. , text books, press releases ) , and environment. Among them, instructors may be the most of import factor because when instructors use suited methods with interesting subjects, pupils will experience eager to take part in given activities. That is why “group work activities” is the chief purpose of this survey to happen out its consequence to the degree of pupils ‘ engagement.

2.3. Group work activities
2.3.1. Definition of group work activities

‘Group work ‘ has been defined by a assortment of research workers. ‘Group work ‘ is a “learning activity which involves a little group of scholars working together. The group may work in a individual undertaking, or on different portion of a big task” ( Richards et al. , 1993, p.216 ) . Group work can increase the sum of pupils speaking clip and maximise the opportunities for pupils to take portion in talking activities in schoolroom. It is indicated that ‘group work ‘ is a figure of people who interact with one another and who are psychologically cognizant of one another and who perceive themselves to be a group ( Harris & A ; Firth, 1990 ) . Group work is a specially effectual activity for learning English to pupils. Peak ( 1991 ) states that group work is a good manner to actuate pupils to be more active in acquisition.

In brief, group work is one of attacks to assist pupils with motive and willingness to interact with each other to carry through communicative undertakings successfully.

2.3.2. Advantages and disadvantages of utilizing group work activities
2.3.2.1. Advantages of utilizing group work activities

Bing explored by many research workers, group work activities have been found to be able to used as one good manner to increase pupils ‘ motive to take portion in speech production activities. It is clear that when pupils work in a group, they feel more confident and be given to be less embarrassed when they make errors ( Jacobs, 1998 ) . Kramsch ( 1987 ) states that if instructors organize group work activities, pupils will hold a opportunity to utilize linguistic communication with the least fright of fring face. Furthermore, pupils can avoid fring their faces when take parting in a group conversation even if when pupils do non hold anything new to state, they can notice, paraphrasis or spread out on their group-mates.

Working in groups means that more pupils have more chance to speak more. Group work activities non merely give pupils far more opportunity to talk the mark linguistic communication but besides promote them to be more involved and to concentrate on the undertaking. Students feel more confident when they are working in groups than when they are on show in forepart of the whole category.

Group work helps pupils increase the relationship between pupils and promote them to collaborate and negociate in English. Harris ( 1991 ) says that “By planing more group assignments, we can work the benefits of group-work, where the weaker pupils will larn by holding others help” and he besides claims that “the pupils who teach each other will larn better than if they were larning alone” . In add-on, group work activities enable instructors to make and supply pupils with as many chances to pass on and pattern what they have learnt as possible. A great figure of research workers such as Nolasco and Arthur ( 1988 ) , Harmer ( 1991 ) , Brown ( 1994b ) , ( Gower et al. , 1995 ) , Ur ( 1996 ) , and Davies & A ; Pearse ( 2000 ) besides portion the same determination that group work activities provide pupils the best opportunities for pattern.

In group- work, scholars perform a acquisition undertaking through little group interaction. It is a signifier of scholars ‘ activation that if of peculiar value in the pattern of unwritten eloquence: scholars in a category that is divided into five groups get five times as many chances to speak as in full category organisation. ( Ur, 1996, p. 232 )

Furthermore group work helps pupils have a good ambiance to work and pattern with their friends.

Group work have the advantage that scholars are working at the same time and, hence, non merely is linguistic communication pattern clip greatly increased, but kids are less likely to go world-weary or lose involvement because they are actively involved. ( Nolasco & A ; Arthur, 1988, p. 17 )

In short, group work activities are utile to pupils in larning foreign linguistic communication. However there are besides jobs when utilizing group work activities in category.

2.3.2.2. Disadvantages of utilizing group work activities

Apart from above indicated advantages, group work activities can non avoid holding a few disadvantages.

Group work activities have a spot disputing to instructors because the purpose of working in groups is to supply pupils chances to interact with each other without instructor ‘s break, so the instructor has less control over what is being done in transporting out group activities than when making whole category activities. When the instructor does non maintain an oculus on pupils, they may disregard their present undertaking to chew the fat or sink into native linguistic communication. Therefore native effects may ensue if group work activities are carried out in the incorrect manner with a deficiency of instructor ‘s inadvertence and control ( Harris and Firth, 1990 ) .

Furthermore, in each group there are both strong pupils and weak pupils, and every bit usual strong pupils are normally active and rule the group ‘s work, ensuing in decreased opportunities for hebdomad pupils to show their thoughts due to their inactive mode. In add-on, each member of the group has to conform to the norm established by all group members, so sometimes struggles may happen within a group because of an unacceptable person ‘s sentiment. Malamah ( 1988 ) states that struggle frequently appears in interaction state of affairs which leads to interrupt communicating.

From mentioned disadvantages, it is of import to form group work activities in a right manner and the instructor ‘s function in transporting out these activities is highly necessary.

2.3.3. The instructors and pupils ‘ functions in transporting group work activities

2.3.3.1. The instructors ‘ functions

In schoolroom, instructors are people who have duty for the direction of the schoolroom activities ( Widdowson, 1990 ) , or are in a place of “dominance” the procedure of interchanging information between pupils ( Wright, 1987 ) . Some research workers have stated different functions of instructors in group work activities at the same clip: an organiser, a accountant, and a participant.

Harmonizing to Harmer ( 1991 ) , being an organiser is one of the most hard functions of a instructor in group work activities. The organisers have to state pupils what activities they are traveling to make, give them clear instructions and information of the activities.

As accountants, instructors have to command what activities pupils do, what linguistic communication they use and make certain that all pupils take portion in their undertaking ( Sheils, 1993 ) . Besides, instructors are expected to travel unit of ammunition and take notes of troubles and errors for late remark ( Brown, 1994b & A ; Harmer, 1991 ) .

When pupils are making their undertakings, instructors can play a function of a “co- communication” ( Littlewood, 1981 ) , or a “competent speaker” and “a good listener” ( Sheils, 1993 ) .

In decision, there are many demands on instructors when they organize group work activities. They have to recognize and understand their functions to do the group activities the most effectual.

2.3.3.2. The pupils ‘ functions

Working in groups, pupils have to take portion in the given activities, so they besides have particular functions.

First, pupils are existent actors in the activities. This mean that they need to alter their inactive attitude into active one. They should take charge of their ain acquisition by actively working with other pupils in group work to finish their undertakings ( Nolasco & A ; Arthur, 1988 ) .

Second, pupils are hearers in effectual group work. Students non merely pay attending to instructors ‘ given information, but listen to friends as good ( Davies & A ; Pearse, 2000 ) . When the activities are in advancement, it is necessary for them to listen to their friend in groups to interchange information and learn from them.

Last, pupils are besides co-operators. When working in groups, pupils are expected to portion the duty for their acquisition, cooperate with each other and their instructor in all phases of the undertakings ( Sheils, 1993 ) .

2.4. Previous surveies on the usage of group work activities

Recent research workers have made above mentioned premise clearer. In their surveies, group work activities are surely agencies of increasing pupils ‘ pattern chances in linguistic communication acquisition. Tran ( 2001 ) and Zhenhui ( 2001b ) portion sentiment that group work activities help cut down the component of instructors ‘ domination and make more opportunities for interaction within the category. Nuun ( 2002 ) one time once more confirms the advantages of increasing pattern chances that brought when get downing group work activities. They encourage both weak and strong pupils to widen themselves to their full endowment.

Kemaloglu, Aydin, & A ; Tepiroglu ( 2005 ) stress that group work activities promote pupils ‘ duty and liberty. They have more duty in the group to carry through the assigned action and have more opportunity of pull offing their ain acquisition procedure ( cited in Brown, 2001 ) .

In short, group work activities provide great chances for pupils to pattern the linguistic communication they are larning in a relaxed environment, which will take to better quality of linguistic communication production.

Drumhead

From the theoretical background to talking accomplishments, group work activities every bit good as old survey, it is clear that group work activities can convey approximately many benefits to pupils in their speech production lesson, particularly to actuate pupils to take part in speech production activities.

However the usage of group work activities has non been popular at VIC. In this survey, I would wish to make this research on the usage of group work activities in talking lesson with a quasi- experimental design with a position to happening out the effectivity of utilizing group work activities to the degree of engagement of the first twelvemonth pupils at VIC. The method of the research is discussed in elaborate in chapter three.

Chapter 3: Methodology

In this chapter, the description of research methods, the topics, informations aggregation instruments and processs are provided. This chapter ends with the sum-up.

3.1. Research inquiries

This survey is aimed at look intoing the undermentioned inquiries:

1. How do pupils take part in English talking single activities?

2. What are alterations of degrees of pupils ‘ engagement brought approximately by the debut of group work activities?

The present survey trades with the first twelvemonth pupils at VIC.

3.2. The participants of the survey

3.2.1. The research worker

The research worker has been a instructor of English at VIC for seven old ages. She is presently working on Master ‘s grade in TESOL from Victoria University, Australia. She understands pupils rather good.

3.2.2. The perceivers

The two perceivers have been instructors of English at VIC for 5 or 6 old ages. They are interested in learning English, particularly talking accomplishment. Both of the perceivers were given farther preparation in detecting and entering informations utilizing the observation sheet in speech production Sessionss.

3.2.3. The pupil topics

The topics of this survey are the first twelvemonth pupils at VIC. There are six pupils in this survey ( four male childs and two misss ) . They are in a category of touristry with other 40 two pupils. Most of them are at the age of 18. They come from different countries in the North of Vietnam. The six pupils who I selected for this survey have learned English for 7 old ages, but they have different degrees and ability of talking English. However, they were all really helpful and were to the full encouraged to take part in this survey.

3.3. Data aggregation instrument processs

In order to reply the research inquiry of this survey, two sorts of informations aggregation instruments including observation and interview will be used.

3.3.1. Observation
3.3.1.1. Rationale behind the usage of observation

Classroom observations are used wildly for measuring instruction. Observational method is defined as processs and techniques that are based on systematic observation of events and frequently used in analyzing linguistic communication usage and schoolroom events ( Richards et al. , 1992 ) .

In add-on, observations are most frequently used to roll up informations about the instructors ‘ cognition of the capable affair, to analyze linguistic communication acquisition, learning methods and procedures of existent lesson in the category. Observations are besides effectual when approached as a coaction means to profit all involved. Observations can give perceivers utile feedback that might non be revealed by other assessment methods.

Classroom observations were carried out with an observation sheet ( Appendix 1 ) which was used by Hopkins ( 1985 ) , Peacock ( 1997 ) , and Trinh ( 2004 ) . It has proved to be a good tool for roll uping informations on category behavior in linguistic communication instruction. This focal point on pupils ‘ on- undertaking behavior to mensurate pupils ‘ engagement and continuity with speech production activities.

3.3.1.2. Procedures

Classroom observations were carried out in my category of touristry with 6 pupils ( among sum of 48 pupils ) . It was observed four times with two phases: two times with single work ( lesson 2- C, and lesson 2- D ) and two times with group work ( lesson 3- B, and lesson 3-D ) . One observer observed the six pupils by entering, and the other perceiver observed the same pupils by utilizing observation sheets. All the six pupils were asked for consent to be observed. There are 10 columns and the line figure was the same as the figure of pupils who were observed in the observation sheet. The perceivers started to enter or make full in the sheet when the whole category were working in talking activities in 10 proceedingss ( single work and group work ) . The pupils were observed one after another, clockwise around the ascertained pupils. Every five seconds, the perceiver wrote down the class best depicting the ascertained pupil ‘s behavior at that moment. , and so base on balls to following pupil. Number 1 would be entered if the pupils were on-task ( or were engaged in the pedagogic work ) and figure 2 would be entered if they were non on- undertaking ( wholly deficiency of attending to the undertaking ) . The perceiver continued this procedure until all pupils were observed 10 times. After each lesson, the on- undertaking per centum could be calculated. The other perceiver records all four lessons and so they will be watched and analyzed by the research worker with combination of observation sheets.

3.3.2. Interview
3.3.2.1. Rationale behind the usage of interview

Beside observations, interviews are utile to roll up informations about interviewees ‘ sentiments and feelings. Patton ( 1990 ) states that “Opinions and feelings are likely to be more accurate and meaningful one time the respondent has merely verbally relived the experience” ( p.294 ) . Interviews besides help us happen out the things that we can non detect.

3.3.2.2. Procedures

In this survey, interviews with the six pupils were conducted in the afternoon on the same twenty-four hours at a peaceable topographic point outside the category Three inquiries were constructed to acquire qualitative information on interviewees ‘ engagement in English speech production activities in category and their attitudes towards group work activities which may alter the degrees of their engagement in speech production activities. The interview lasted 5 proceedingss with each interviewee. The interviews were tape recorded and transcribed ( Appendix 2, 3, 4, 5, 6, 7 ) with the consent of interviewees.

Chapter 4: Data ANALYSIS AND FINDINGS
4.1. Datas of single work
4.1.1. Students ‘ on- undertaking behavior

To capture how involved pupils were in English speech production activities, two instructors were scheduled to observer with the observation sheet ( Appendix 1 ) and records. They focused on the six pupils and the consequence of their engagement is shown below.

In lesson 2-C, the consequence showed that during the ascertained lesson, the pupils were by and large uninvolved. Their engagement was non equal and low: the pupils were on-task less than half of the given clip. On mean pupils were on-task 38.33 %

Among 6 pupils observed, merely one pupil ( S1 ) had 7 times scanned and recorded to be on-task, she seemed to be the best pupil paying attending on the undertaking. Two other pupils ( S2, S3 ) had 5 times, they besides focused on the undertaking but non much. One pupil ( S4 ) had 4 times, one pupils ( S5 ) had two times. Particularly, one pupil ( S6 ) had no clip scanned or recorded to be on- undertaking. He looked out of the window and paid no attending on the undertaking. When being asked to show what he had worked, he instantly said “I ‘m regretful. I can’t” even though he knew that he was being observed.

In lesson 2- D, the consequence was a small better, There was no uninvolved pupil in the undertaking. However the mean per centum of pupils ‘ engagement in undertaking was still under the half of the clip given: 41.67 %

There was one pupil ( S1 ) affecting in the undertaking 7 times. She seemed to work harder and understood the undertaking better than others. Two pupils ( S2 and S3 ) had 5 times scanned to be on-task, one pupil ( S5 ) had 4 times, one pupil ( S4 ) had 3 times, he merely worked when the instructor kept an oculus towards him, and the last pupil ( S6 ) who had no clip last lesson had one time at the first two proceedingss, so he lay down on the desk and did nil.

4.1.2. Students ‘ feeling towards single work

All pupils ( a sum of six ) thought that single work was deadening and it did non heighten pupils to take part in the undertaking. They needed to be in cooperation with other pupils to complete their undertakings. Some of the pupils ( S5, S6 ) said that they met many troubles when working entirely, and frequently kept soundless because they had nil to state. The pupil 6 ( S6 ) showed that he did non like English and did non desire to talk English. When working entirely, he did non cognize anything to state,

4.2. Data of group work activities
4.2.1. Students ‘ on- undertaking behavior

After roll uping informations from 2 lessons utilizing single work, two other lessons with group work were conducted to happen out the alterations of degrees of pupils ‘ engagement.

In lesson 3- B, the consequence showed that pupils were willing to affect in the undertaking when working in groups. Their battle in this lesson was higher than the old lessons. Cipher had scanned to be on-task less than twice. and the mean per centum increased: 65 % . One pupil ( S1 ) could involved in the undertaking 9 times. She was eager to make the undertaking and helped weaker pupils in her group. S2 had 8 times, S4 had 7 times. He was more active and did the undertaking more excitedly. Two pupils ( S3 and S5 ) had 6 times and merely one pupil ( S6 ) had 3 times. He started wage attending to the undertaking, and asked other member for their aid. On norm, the pupils were on-task 65 % of the given clip.

In lesson 3-D, the degree of the pupils ‘ engagement increased a little more. Most pupils had more than 5 times scanned and recorded to be on-task. One pupil ( S2 ) had 10 times, S1 had 9 times, S3 had 7 times. Two pupils ( S4 and S5 ) had 6 times, and the last pupils who normally kept soundless when working separately had 4 times. On norm, the pupils were on-task 70 % of the given clip.

It is clearly shown that the mean per centum of clip to be on-task of the pupils increased bit by bit, from 65 % to 70 % . Based on these figures, it can non be denied that the degree of the pupils ‘ engagement in talking activities increased significantly when the usage of group work activities applied.
4.2.2. Students ‘ feelings after utilizing group work activities

Beside the information roll uping from observations, the consequence from 6 interviews one time confirmed that group work activities enhanced pupils to take part in speech production activities. All pupils ( 100 % ) realized the of import of speech production and reported that they would instead work in groups than work separately or whole category. When being asked about engagement in speech production activities, most pupils said that they met troubles and did non desire to talk when working entirely. However when the instructor allow them work in groups, all of them felt happy and willing to affect or assist each other.

Student 1 ( S1 ) said that she was normally on-task when working separately or working in groups, but she preferred working in groups. She thought that in groups pupils were non diffident and did the undertaking more actively for illustration they could discourse and shared sentiments when run intoing a hard undertaking.

Student 2 ( S2 ) had about the same thoughts with S1 and he said working in groups made him more self-assured and comfy than working in whole category or separately.

Student 3 ( S3 ) considered that she felt easier to talk when working in groups and she involved in the activities better than working separately.

Student 4 ( S4 ) showed that he had barely of all time spoken English and frequently kept soundless when he was at high school, but when he studied at VIC he found that talking English was really interesting, particularly working in groups.

Student 5 ( S5 ) said he was afraid of talking English although he liked English and knew that It was really of import to his future occupation. He used to participated in English speech production activities reluctantly, but when working in groups he was on-task more frequently with better quality.

Student 6 ( S6 ) shared that when working in groups, he participated in the undertaking excitedly. He hoped that he would talk English in category better when working in groups.

4.3. Summary of major findings

Based on the consequence above, I could reply the two research inquiries mentioned in chapter 2 and pull out two major findings as follows:

1. The pupils participate in English talking single activities ill and reluctantly.

2. The debut of group work activities can alter the degrees of pupils ‘ engagement in speech production activities significantly ( from 38.3 and 41.6 % to 65 and 70 % )

Chapter 5: Recommendation AND CONCLUSIONS
5.1. Recommendations

On the BASIC of theoretical stance of the usage of group work activities, and old surveies on it, a research on the usage of group work was done to compare with the single work for the first twelvemonth pupil at VIC, This research has obtained some findings which prove that the usage of group work activities is better than single work at bettering pupils ‘ engagement in English speech production activities.

5.2. Restrictions

The survey has attained some important success in increasing degrees of engagement in English speech production activities of the first twelvemonth pupils at VIC. However, there are besides some inevitable restriction bing.

First, as the survey has been done as a little figure of topics and in a short clip, the generalisation of the consequence is limited. The survey would be more dependable if it was done with longer period of clip.

Second, within the range of the survey, I merely focused on the alterations of degrees of pupils ‘ engagement in English speech production activities with the usage of group work activities.

Last, I have merely mentioned but non cover with factors that affect pupils ‘ engagement.

Bing cognizant of the restriction, I have two suggestions for farther surveies

1. What are chief factors impacting pupils ‘ engagement in English speech production activities at Colleges in Vietnam?

2. How are group work activities organized and used successfully in schoolroom?

5.3. Decisions

This survey aims at researching the effects of group work activities on the degrees of engagement of the first twelvemonth pupils at VIC. A research was carried out with 6 pupils of touristry. Observations and interviews were used as informations aggregation instruments. Finally, the method of descriptive statistics was applied to analyse the consequence collected.

The consequences show that working in groups is better than working separately in actuating pupils to take part in English speech production activities.

It is hoped that the findings of this research will supply utile information for instructors who want to hold better and more effectual English speech production activities in schoolroom. I besides hope that based on the consequence of this survey, group work activities will be applied widely in learning English, particularly talking activities at VIC.

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APPENDIX 1
Observation sheet

Students ‘ on-task behavior

( Adapted signifier Hopkins. 1985, p. 95 )

Perceiver: …………………………..

Teacher: ……………………………

Dates: ………………………………

Time of category: ………………………

Number of pupils present: …………

* Classs: 1 = pupil on-task ; 2 = pupil off-task.

on-task: speak in English in group work or single work.

off-task: make non talk anything in group work or single work.

* Start the observation when the pupils are working.

* Observe pupils one – by – 1. Identify pupils by name.

* Every five seconds write down the class best depicting the ascertained pupils ‘ speech production times at that minute, so base on balls on the following pupils.

* Write the Numberss in sequence down the observation sheet.

* Continue until all pupils have been observed 10 times, so complete observation sheet.

Student figure

Scan figure

1

2

3

4

5

6

7

8

9

10

S1

S2

S3

S4

S5

S6

APPENDIX 2
Transcription of the interview- Student1 ( S1 )

Thymine: Good afternoon. How are you today?

S1: Good afternoon, instructor. I ‘m all right thank you. And you?

Thymine: I ‘m really good, thanks. Can I have a talk to you about your English acquisition?

S1: Yeah…

Thymine: Do you believe that English speech production activities in category are of import? Why or Why

non?

S1: Yes, really of import because when I speak English good I can pass on with foreigners….uh… I am traveling to be a tourer usher, so I need to talk English more.

Thymine: Do you frequently participate in English talking single activities in category?

S1: Very frequently, ah … when instructor state me talk about a subject …um I normally speak and pattern and I frequently speak before category.

Thymine: What do you believe about group work activities?

S1: Fantastic. I like working in groups because I have chance to assist my friends. uh ….. I frequently speak when I work entirely but …um… I still prefer group work. Ah … my friends do non shy and… uh … can inquire each other when …they do n’t cognize.

Thymine: Great! Thank you really much for your speaking. Good pass!

S1: Good pass, see you subsequently!

APPENDIX 3
Transcription of the interview- Student2 ( S2 )

Thymine: Good afternoon. Are you Ok?

S2: Good afternoon, instructor. I ‘m All right.

Thymine: Great! Are you willing to speak to me about your English acquisition?

S2: Yes, I am.

Thymine: Do you believe that English speech production activities in category are of import? Why or Why

non?

S2: Oh, of class I think it is really really of import because …..a..a… speech production activities help me ….er….practice construction and er… vocab and many things I learn.

Thymine: Do you frequently participate in English talking single activities in category?

S2: Yes, I do. I frequently participate in the undertaking in category.

Thymine: What do you believe about group work activities?

S2: Uh …… I think group work activities is really good for me and my friend er….there are many my friend can non talk English and…ah … so they do n’t desire er… talk alone ah.. er… . they want speak with some er.uh… . good pupils. When I speak in group I can inquire my friend if I do n’t cognize and er..er … sometimes I help they if they er.. do n’t cognize. I feel confident and er… comfy when I speak with friend than when uh Er I speak entirely or all category.

Thymine: Sooner state! . Thank you really much for your aid. Good pass and see you once more!

S2: Good pass, instructor!

APPENDIX 4
Transcription of the interview- Student 3 ( S3 )

Thymine: Good afternoon. How are you?

S3: Good afternoon, I ‘m so so..thank you. And you?

Thymine: I ‘m all right thanks. Can I inquire you some inquiries about your English acquisition?

S3: Yes, you can.

Thymine: Do you believe that English speech production activities in category are of import? Why or Why non?

S3: Yes, English speech production activity is of import. Ah … u… I in the hereafter a tourer guider …and… so … I need to talk English.

Thymine: Do you frequently participate in English talking single activities in category?

S3: Yes, but non many …..er……er…….. because I feel hard speak by English…..er…..er… . and I sometime do n’t cognize new words ah… or … grammar. Er… I afraid of brands error.

Thymine: What do you believe about group work activities?

S3: Er… group work activity for me … . Good and er….. I like group work because I feel more easy than when I myself speak English. And ah….. I speak more in group work than I myself speak. And….good pupil can assist me to talk more… . That ‘s all.

Thymine: Ok. Thank you really much for your speaking. Good pass!

S3: Good pass!

APPENDIX 5

Transcription of the interview- Student 4 ( S4 )

Thymine: Good afternoon. How are you today?

S4: Good afternoon, . I ‘m all right thank you. And you?

Thymine: Not bad, thanks. Can I inquire you some inquiries about your English acquisition?

S4: Yes, you can.

Thymine: Do you believe that English speech production activities in category are of import? Why or Why non?

S4: I think that it is…..it is …er… of import because if I speak English good ah…ah… ( long intermission ) …… . I can gain a batch of money ( laugh ) …

Thymine: Do you frequently participate in English talking single activities in category?

S4: Sorry ….. participate… ? I do n’t understand

Thymine: Participate agencies you have to talk in English when the instructor asks you.

S4 Ah… ( He spoke in Vietnamese ) When I was at high school … . I ne’er spoke English because I thought that er ….It was non of import and deadening. But Since I studied in this school, I have spoken in English in category.

Thymine: What do you believe about group work activities?

S4: ( He spoke in Vietnamese ) . Ah… I like working in groups because…er…… . There are many things I do non know…and….. if I ask teacher, she has no clip to reply, .er….so I have to inquire members in my group. And I…..feel more confident, more active, I learn better and…..and I speak English more.

Thymine: All right! Thank you really much for your speaking. Good pass!

S4: Good pass!

APPENDIX 6
Transcription of the interview- Student 5 ( S5 )

Thymine: Good afternoon. How are you today?

S5: Good afternoon, instructor. I ‘m so so. Thank you. And you?

Thymine: OK, I ‘m all right thanks. Can I inquire you some inquiries about your English acquisition?

S5: Yes, Ok.

Thymine: Do you believe that English speech production activities in category are of import? Why or Why non?

S5: Yes, I do er ……because I think, I think… . It help me….help me…um….um… . I learn every body..er….English.er… I study English now…er…English really of import for my job…er….future occupation.

Thymine: Do you frequently participate in English talking single activities in category?

S5: Yes, I do…er…..but non many …um….because….I want speak but.er….um… I ca n’t talk. Er when instructor ask me… Er I afraid and..er… talk but… non good.

Thymine: What do you believe about group work activities?

S5: Group work activities ah….er…..oh … in group we..er…I speak with my friend….er assist me a batch. And and …practice English a lot…u…..ah………better pupil can assist bad student…… and and ( He spoke in Vietnamese ) I have a opportunity to talk English to other members of my group and as the consequence, I pattern new words and constructions better. When speak in group I speak more and better.

Thymine: Good! Thank you really much for your information. Good pass!

S5: Good pass, instructor!

APPENDIX 7

Transcription of the interview- Student 6 ( S6 )

( This pupil wholly spoke in Vietnamese because He could non reply to my inquiries in English. I had besides spoke to him in Vietnamese, so translated into English )

Thymine: Good afternoon. How are you today?

S6: Good afternoon, instructor. I ‘m all right thank you.

Thymine: OK. Can I inquire you some inquiries about your English acquisition?

S6: Yes

Thymine: Do you believe that English speech production activities in category are of import? Why or Why non?

S6: Yes, I think that…English speech production activities are really of import. They help me interact with aliens when I meet them.

Thymine: Do you frequently participate in English talking single activities in category?

S6: ( hesitate for 30 seconds ) … No, I do n’t. ….I…… I ‘m afraid of talking English in category. Um … . ( intermission ) …… When the instructor called me and asked me to talk before the category er..er…I do n’t cognize what to talk and..er….I frequently say “I ‘m regretful I can’t” . I do n’t wish English er…er…because I ca n’t larn English good.

Thymine: What do you believe about group work activities?

S6: Ah….Yes, I like work in groups..ah…ah… because my friends can assist me when I do n’t cognize new words, constructions. Er … and I think if I can work in groups more frequently, I will talk English better and I..er… frequently participate in speech production activities in category.

Thymine: Sooner state! Thank you. I hope you will affect in talking activities in category better when working in groups. Good pass!

S6: Good pass, see you subsequently!