VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGE AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES wlles TRAN TUONG VI IMPROVING SPEAKING SKILLS FOR 8TH GRADE STUDENTS THROUGH COLLABORATIVE LEARNING: AN ACTION RESEARCH PROJECT AT A SECONDARY SCHOOL IN HAI PHONG (Cải thiện kỹ nang nói cho hoc sinh lớp 8 thông qua phương pháp học tập cộng tác: một nghiên cứu hành động tại một trường trung học cơ sở ở Hải Phòng) MA. MINOR THESIS Field: English Teaching Methodology Code: 8140231.01 Ha Noi — 2024 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGE AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES wlles TRAN TUONG VI IMPROVING SPEAKING SKILLS FOR 8TH GRADE STUDENTS THROUGH COLLABORATIVE LEARNING: AN ACTION RESEARCH PROJECT AT A SECONDARY SCHOOL IN HAI PHONG (Cải thiện kỹ nang nói cho hoc sinh lớp 8 thông qua phương pháp hoc tập cộng tác: một nghiên cứu hành động tại một trường trung học cơ sở ở Hải Phòng) MA. MINOR THESIS Field: English Teaching Methodology Code: 8140231.01 Ha Noi — 2024 DECLARATION OF AUTHORSHIP I certify that the minor thesis entitled “Improving speaking skills for Sth grade students through collaborative learning: An action research project at a secondary school in Hai Phong” is the result of my own work and has not been submitted in any form for another degree or diploma at any universities or other institutions. I am fully aware that should this declaration be found to be dishonest, disciplinary action and penalties in accordance with University policies and rules can be imposed.
Ha Noi, 2024 The researcher Approved by SUPERVISOR (Signature and full name) Dr. Tran Thi Ngoc Lién Date:. ACKNOWLEDGEMENTS I would like to acknowledge my truthful gratitude to my supervisor, Dr. Tran Thi Ngoc Lien for her thorough reading, critical comments, invaluable guidance and precious corrections of the thesis.
It was her acute guidance that has supported me to find the right way to complete this study. I also would like to express my sincere thanks to my colleagues at the school and my students who have been willing to answer my questions. I appreciate the assistance and cooperation of the students in classes from the eighth grade at the chosen school. My special words of thanks are sent to my family, especially my husband who has given me constant encouragement and support throughout my research work.
Hanoi, 2024 1 ABSTRACT This research sought to investigate the effects of implementing collaborative activities on enhancing the speaking abilities of eighth-grade students enrolled in a secondary school in Hai Phong. Moreover, it aimed to uncover the attitudes of these students towards the utilization of collaborative activities (CA). The study's participant pool consisted of 30 students, who were involved in the collaborative learning process. To gauge students’ perceptions of the effectiveness of the collaborative learning (CL) approach, the research employed a combination of pre-tests, post-tests, and a Likert scale questionnaire.
The findings of this investigation underscored the positive impact of the collaborative learning method on eighth-grade students' speaking skill development. The results indicated a statistically significant disparity (p < 0.05) between the pre-test and post-test scores, with the latter demonstrating a notable improvement, thus affirming the efficacy of the collaborative learning method. Additionally, the study revealed that eighth- grade students displayed a favorable and supportive attitude towards the incorporation of collaborative activities as a means to enhance their speaking proficiency. 11 TABLE OF CONTENTS DECLARATION OF AƯTHOR.
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Aim and objectives of the Study. Scope of the 2. Method of the Study. Significance of the Study 11.
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Characteristics of a successful speaking aCfIVIYY. Factors affecting students’ speaking performance.- c1 TH ng II 2. Key factors of successful CÌU.-- cc LH HS SH ng ng kg 16 2. Review of the previous Studies .--- Ă 5 3+3 1S ng re 22 iv P ®ui di) 0ì ái c0.
SG 1111 9 1 ng ren 26 3. Restatement of research qU€SfIOTNS. Principles of action r€S€aTCÌ. Models of action research .-- s1 v19 9v vn ng ng riết 29 3.
Context Of the StUdY .- Ăn TH TH HH nh nh nrưệt 36 3. Data collection 1nSfTUIT€TIS. Pre-test and Post- f€SK.- «cv nnrưệt 40 E609) (0:1 e. Data analysis Methods 0.
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Data analysis of teaching diary. The improvement of the students’ speaking competence through COlIabOTafIV€ ACTIVILICS oo. The attitudes of 8th grade students at a secondary school in Hai Phong towards collaborative activities in English-speaking lessons.- Ác TH TH TH TH HH TH Hư 68 CHAPTER 5: CONCLUSION. c1 ng HH ng 70 h A00: 00)00)0 000i c7.- --- «¿<1 vn ng nếp 73 5.
Limitations of the Study. - óc 119199191 v1 nh ng ngư 74 5. Suggestions for further S{UCÏI©S. I APPENDIX 1: SAMPLES DESCRIPTION OF A PROJEC T.-- SG cà HT TT nh nh nh nu nh nh nh nh nàn VI Part A: Personal InformafÏ0I.
- 5 (G11 ng ngư VỊ Part B. Talking about the given topic .-- 5S 3S sseeereeeerersee VI Describe an environmental problem you’ve heard about. - --- VI Part A: Personal InformafÏonn.- 5 <1 si, VI Part B. Talking about the given topic .- 552cc sSss+sereeersses VI Describe a natural disaster that affected your COUnTV.-- ---««+s« VI APPENDIX 3: QUESTIONNAIRES.- Án SH, Vil APPENDIX 4: TABLUES.- -- Gà HH HH TH TH ng nh XI APPENDIX 5: WRITING A TEACHING DIARY.
--«+-«« XIV APPENDIX 6: TEACHING DIARIES. ce cececeeseeeeseeeeeeeeeeeeeeeeeeeeeeeeeeaeens XV vi LIST OF TABLES AND FIGURES Table 1. 10 Units in Tieng Anh 9 textboOKS. - - 55555 +<**+s++eexsserss 37 Table 2: IETLS speaking CTIT€TI4.
-- <5 53325 13231 E +2 EESeeererreerrreererree 42 Table 3: Speaking assessment criteria in the Project .- 5 «+55 «£++s<+++ 43 Table 4: The results of pre-test and post —test of the first cycle (cycle 1).54 Table 5: The significant difference of the pretest and posttest mean scores of the first cycle (Cycle Ì). - 2G G1 119101111 901 vn ng cưy 54 Table 6: The results of pre-test and post —test of the second cycle (cycle 2).57 Table 7: The Significant difference of the pretest and posttest mean scores of the second 0a/4I10(a/9Is20 10175. 57 Table 8: Grade 8 Students’ opinion on learning English speaking through collaborative activities in number and percenfage€.- --- - --«++-««++s<+++ 58 Figure 1: Collaborative learning OUfCOIN6S,.- 5 55+ svssessseees 16 Figure 2: The 4-Stage Action Research Cycle by Burns (2010). 30 Figure 3: The pre-test and post-test mean scores in cycle Ì.
52 Figure 4: The pre-test and post-test mean scores of four criteria in cycle 1.53 Figure 5: The pre-test and post-test mean scores in cycle 2 .-- 55 Figure 6: The pre-test and post-test mean scores of four criteria in cycle 2.56 Figure 7: The percentage of students who shared their positive attitudes on learning English speaking with collaborative activities (Agree & strongly vii LIST OF ABBREVIATIONS CA Collaborative activities CL Collaborative learning EFL English as a Foreign Language CLL Collaborative language learning Vili CHAPTER 1: INTRODUCTION This section provides a comprehensive overview of the study, covering the rationale for conducting the research, the research aims and objectives, the research questions, the scope of the study, its significance, the research methods used, and the organization of the thesis. Rationale for the research Since English is now seen as a medium of worldwide communication in the age of globalization, there is a growing demand for English language instruction both globally and in Vietnam. Speaking is one of the four primary abilities that matters while teaching English (Bygate, 1987). But for a lot of EFL students, this is the hardest skill to master.
Students can improve their academic language competency and foundational interpersonal communication skills by cooperating in speaking classes (Johnson, D. However, based on the researcher's experience teaching and observing classes, there are a few issues with learning to speak English, including students' disinterest in engaging in class activities, disparities in their participation in group speaking, the overabundance of Vietnamese usage in English discussions, students' attitudes toward tedious or repetitive assignments, their lack of cooperative skills, etc. As a result, it is extremely difficult for a young instructor like the author of this research to plan and direct speaking classes for eighth graders in an efficient manner. For these reasons, I attempted to include collaborative activities into my own EFL speaking courses as the researcher, with the goal of improving the learning environment for students and giving them more opportunity to participate in speaking sessions.
Collaborative activities, according to Johnson & Johnson (1989), enhance students’ attitudes by fostering a positive attitude toward 1 the learning process through individual relevance and choice. One of the main advantages of CA is that it raises students’ self-esteem, which encourages them to engage in the educational process. It is still exceedingly difficult, nevertheless, for both educators and learners. It is crucial for teachers to create this kind of climate in the classroom so that students who are strong team players will be more likely to support and encourage the weaker members of the group.
Additionally, there are excellent possibilities for less proficient individuals to contribute to group discussions with greater assurance, zeal, and inventiveness. Accordingly, the author of this study takes it into consideration and conduct an action research titled "Improving speaking skills for 8th grade students through collaborative learning: An action research project at a secondary school in Hai Phong". Aim and objectives of the study The thesis is aimed at improving English speaking skills for 8th grade students at a secondary school in Hai Phong. Two objectives are hereby set forth for the fulfilment of the above-mentioned aim.
These objectives are: () To investigate the improvement of the students’ speaking competence through collaborative learning. (ii) To investigate the attitudes of 8th grade students at a secondary school in Hai Phong when learning speaking with collaborative learning. Research questions To make it easier to understand, the objectives can be reformulated as the following two research questions: 1) To what extent has colaborative learning improved English-speaking skills for 8th grade students at a secondary school in Hai Phong? 2) What is the attitude of grade 8th students toward the application of collaborative learning in English speaking lessons at this school? 2 1. Scope of the study The thesis investigates the effectiveness of the collaborative learning method in improving speaking skills of 8th grade students at a secondary school in Hai Phong.
Hence, it meticulously explores the multifaceted dimensions of the collaborative learning method and its impact on enhancing speaking skills among 8th grade students. The comprehensive scope of this research encapsulates the following key factors: Participants: The study focuses on a specific group of participants “8th grade students”. The participants, drawn from a secondary school in Hai Phong, represent a critical cohort in the early stages of language acquisition, offering valuable insights into the efficacy of the proposed method. Location: The secondary school the research chose is increasingly focusing on enhancing its strengths in foreign language instruction, aiming to train a new generation of global citizens to confidently advance towards integrating into international education.
The unique cultural context and educational landscape of the school contribute a distinctive layer to the study, influencing the dynamics of language learning and shaping the outcomes of the collaborative learning method.