VIETNAM NATIONAL UNIVERSITY, HANOL UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES *##goELIGa### USING SMALL-GROUP ACTIVITU FO COMPEKNSATE FOR THE LIMITATION OF LARGE CLASSES: TIIE CASE OF EFL CLASSES IN QUANGNINH UNIVERSITY OF INDUSTRY Sử dụng các hoạt động nhằm bú đấp cho những hạn chế của lớp học đông: Một trường hợp nghiên cứu lớp tiếng Anh đông sinh viên tại trường Đại học Công nghiệp Quảng Ninh M. MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 Ilanoi - 2015 VIETNAM NATIONAT, UNIVERSITY, HANOT UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES seo sate USING SMALL-GROUP ACTIVITIES TQ COMPENSATE FOR THE LIMITATION OF LARGE CLASSES: THE CASE OF EFL CLASSES IN QUANGNINH UNIVERSITY OF INDUSTRY Sử dụng các huạt động nhúm bù đắp cho những hạn chế của lớp hoc đông: Một trường hợp nghiên cứu lớp tiếng Anh đông sinh viên tại trường Dại học Công nghiệp Quảng Ninh M. MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 Supervisor: Nguyén Thi Minh Tam, PhD Hanoi - 2015 DECLARATION I hereby declare that the paper is my own original work and is neither copied from another source without proper acknowledgement, nor written for me by another person, in whole or in part, though I may have discussed the paper with others and used advice and suggestions from others in writing it. This minor thesis 1s the fulfillment of the requirement for the Degree of Master of Arts at Faculty of Post-Graduate Studies - University of Languages and Intemational Studies, VNU, Hanoi and it has not been submitted for any degrees at any other universities or institutions.
(3u— Nông Thị Len Hanoi, October 2015 ACKNOWLEDGEMENTS First of all, T woukl like to express my deep gratitude to my supervisor, Dr. Nguyễn Thị Minh Tâm, for her invahwble guidance, critical feedback, and especially, her enormous encouragement, without which my thesis would be far from completion. My sincere thanks also go to all the lecturers and the staffs of the aculty of Post-Graduate Studies for their useful lessons ancl precious lickps: Moreover, I am greatly thankful to all my colleagues and students at Quangninh University of Tudustry for their assistance during the process of dala collection. Tn addition, my iigh appreciation extends to all the authors whose materials have been used in the study.
‘I'hanks to them, | could accomplish my study. Last but not least, the whole-hearted (hanks and debt gratitude are reserved for any dear family, friends and relatives who have supported and helped me to overcome the difficulties during my study. ABSTRACT This never casy to teach Fnglish as a Second / Foreign Language (RSI EFL) effectively because of so many common reasons. Among them, one of the objective reasons causing ISL/ LI'L teaching a lot of difficulties is large classes.
In Vietnam, large ESL/ BFL classes are unavoidable, especially in highor education, because of the increasing Jinglish-leaming needs associated with the limitations of class facilities (limited number of classrooms), limited number of teachers and so on In order to overcome the disadvantages of large classes, this study makes clear on how properly the small-group activities can compensate for the limitations of big size EFL classes. In other wards, this minor thesis examines students’ perceptions regarding the effootiveness of small-group work in large FFL classes. More specified, it considers and illustrates how small-group activities could reduce students’ anonymity connected with large classes and promote students’ accountability. In addition, stralogics to use hese types of activilics lo compensate Lor the limitations of a big size EFL class are worked out.
ABSTRACT This never casy to teach Fnglish as a Second / Foreign Language (RSI EFL) effectively because of so many common reasons. Among them, one of the objective reasons causing ISL/ LI'L teaching a lot of difficulties is large classes. In Vietnam, large ESL/ BFL classes are unavoidable, especially in highor education, because of the increasing Jinglish-leaming needs associated with the limitations of class facilities (limited number of classrooms), limited number of teachers and so on In order to overcome the disadvantages of large classes, this study makes clear on how properly the small-group activities can compensate for the limitations of big size EFL classes. In other wards, this minor thesis examines students’ perceptions regarding the effootiveness of small-group work in large FFL classes.
More specified, it considers and illustrates how small-group activities could reduce students’ anonymity connected with large classes and promote students’ accountability. In addition, stralogics to use hese types of activilics lo compensate Lor the limitations of a big size EFL class are worked out. TABLE OF CONTENTS DECLARATION. csi nneeeriirrirdieeese TỶ ABSTRACT - - ni TABLE OF CONTINTS sả.
chi heherreesreiedirerenio TY 1IST OF ABBREVIATION. - - vii LISTS OF TABLES AND FIGURES - viii PART A: INTRODUCTION.à on ree snesseereoul 1. Rationate for the study. Aim of the study - - - - 2 3.
The significance of the siudy,. se Methods of the study 2 uw 6. Scope of the. Design of the study - - - 3 PARFH: DEVELOPMBÌT.
cu ch the Hee CHAPTER 1: LITERATURE REVIEW 5 1.1, Small-group activities. Definition of small group - - 5 1. Common types of small-group activities. Benefits of small-group activites - 8 1.
Challenges of small-group activities.5 Prneiples lo uác small-group sctiviies 9 1. se nnărrirrrrriiraroeeru. Class size and students” performaneo. Definition of large classes.
Limitations of large classes.4, Managing large classes 1.3, Review of previous studies.1, Rationale for the use of action research. Conlext of the study 1. General introduction of QUI and English Division at QUL. The current situation of tage FFT.
classes al QUT 2.4, Subjeols of the study.3, Semi-structured interview 2.1, Phase 1: Pre-action. ác lạ ilÐ mớ 2. Phase 3: Post-action. Data analysis, CHAPTER 3: DATA ANALYSIS AND FINDINGS wu.1, Analysis of preliminary investigation data 3.
Class size and students” performaneo. Definition of large classes. Limitations of large classes.4, Managing large classes 1.3, Review of previous studies.1, Rationale for the use of action research. Conlext of the study 1.
General introduction of QUI and English Division at QUL. The current situation of tage FFT. classes al QUT 2.4, Subjeols of the study.3, Semi-structured interview 2.1, Phase 1: Pre-action. ác lạ ilÐ mớ 2.
Phase 3: Post-action. Data analysis, CHAPTER 3: DATA ANALYSIS AND FINDINGS wu.1, Analysis of preliminary investigation data 3. cà no ABSTRACT This never casy to teach Fnglish as a Second / Foreign Language (RSI EFL) effectively because of so many common reasons. Among them, one of the objective reasons causing ISL/ LI'L teaching a lot of difficulties is large classes.
In Vietnam, large ESL/ BFL classes are unavoidable, especially in highor education, because of the increasing Jinglish-leaming needs associated with the limitations of class facilities (limited number of classrooms), limited number of teachers and so on In order to overcome the disadvantages of large classes, this study makes clear on how properly the small-group activities can compensate for the limitations of big size EFL classes. In other wards, this minor thesis examines students’ perceptions regarding the effootiveness of small-group work in large FFL classes. More specified, it considers and illustrates how small-group activities could reduce students’ anonymity connected with large classes and promote students’ accountability. In addition, stralogics to use hese types of activilics lo compensate Lor the limitations of a big size EFL class are worked out.
LIST OF ABBREVIATION VNU: Vietnam National University, [lanoi KEL: English as a Foreign |anguage ESL: English as a Second Language QUI: Quangninh University of Industry WTO: World Trade Organization CLT: Communicative Language Teaching ICT: Information and Communications Technology MA: Master of Arts CEFR: Common European Framework of Reference ESP: English for Specific Purposes vũ LISTS OF TABLES AND FIGURES Tables Table 1 Types of small-group activities Table 2. The action phase. Sununary of Studonts’ self assessment aboul their participation. Table 4 Summary of Factors make students reluctant ‘Table 5.
Summary of Students’ responses after action. Resull of Classroom Observation Evaluation Sheets Figures Figure 1. The action research oycle (Stephon Kemmis, 1988: 6) 18 Figure 2. Detailed action research mode 18 vill LIST OF ABBREVIATION VNU: Vietnam National University, [lanoi KEL: English as a Foreign |anguage ESL: English as a Second Language QUI: Quangninh University of Industry WTO: World Trade Organization CLT: Communicative Language Teaching ICT: Information and Communications Technology MA: Master of Arts CEFR: Common European Framework of Reference ESP: English for Specific Purposes vũ ABSTRACT This never casy to teach Fnglish as a Second / Foreign Language (RSI EFL) effectively because of so many common reasons.
Among them, one of the objective reasons causing ISL/ LI'L teaching a lot of difficulties is large classes. In Vietnam, large ESL/ BFL classes are unavoidable, especially in highor education, because of the increasing Jinglish-leaming needs associated with the limitations of class facilities (limited number of classrooms), limited number of teachers and so on In order to overcome the disadvantages of large classes, this study makes clear on how properly the small-group activities can compensate for the limitations of big size EFL classes. In other wards, this minor thesis examines students’ perceptions regarding the effootiveness of small-group work in large FFL classes. More specified, it considers and illustrates how small-group activities could reduce students’ anonymity connected with large classes and promote students’ accountability.
In addition, stralogics to use hese types of activilics lo compensate Lor the limitations of a big size EFL class are worked out. ACKNOWLEDGEMENTS First of all, T woukl like to express my deep gratitude to my supervisor, Dr. Nguyễn Thị Minh Tâm, for her invahwble guidance, critical feedback, and especially, her enormous encouragement, without which my thesis would be far from completion. My sincere thanks also go to all the lecturers and the staffs of the aculty of Post-Graduate Studies for their useful lessons ancl precious lickps: Moreover, I am greatly thankful to all my colleagues and students at Quangninh University of Tudustry for their assistance during the process of dala collection.
Tn addition, my iigh appreciation extends to all the authors whose materials have been used in the study. ‘I'hanks to them, | could accomplish my study. Last but not least, the whole-hearted (hanks and debt gratitude are reserved for any dear family, friends and relatives who have supported and helped me to overcome the difficulties during my study. The findings from the questionnaire.
The findings from classroom observation.3, The findings of the semi-struetured interview. Suggestions for further study. TH KH 1110 1g al Appendix1: Pre-action Questionnaire for Studenls. cesses Appendix 2: Post-action Questionnaire for Students II Appendix 3: Classroom Observation Evaluation Sheel.
- TV Appendix 1: Group Observation Evaluation Sheet. —- Appendix 5: Questions for student interview VI Appendix 6: Results from Questionnaire 1 - - VI Sunamary of S6adenis" profile. Summary of Students’ purposes ofleaming English. - VII Sumamary of Smadents` learning style.Ô: Appendix 7: Results from Group Observation Evaluation Sheets.
VII vi ACKNOWLEDGEMENTS First of all, T woukl like to express my deep gratitude to my supervisor, Dr. Nguyễn Thị Minh Tâm, for her invahwble guidance, critical feedback, and especially, her enormous encouragement, without which my thesis would be far from completion. My sincere thanks also go to all the lecturers and the staffs of the aculty of Post-Graduate Studies for their useful lessons ancl precious lickps: Moreover, I am greatly thankful to all my colleagues and students at Quangninh University of Tudustry for their assistance during the process of dala collection. Tn addition, my iigh appreciation extends to all the authors whose materials have been used in the study.
‘I'hanks to them, | could accomplish my study. Last but not least, the whole-hearted (hanks and debt gratitude are reserved for any dear family, friends and relatives who have supported and helped me to overcome the difficulties during my study. ABSTRACT This never casy to teach Fnglish as a Second / Foreign Language (RSI EFL) effectively because of so many common reasons.
