MINISTRY OF EDUCATION AND TRAINING BARIA-VUNGTAU UNIVERSITY *************** NGUYEN THI CAM HONG ENGLISH TEACHING COOPERATION BETWEEN NATIVE TEACHERS AND VIETNAMESE TEACHERS AND ITS EFFECT ON IMPROVING ENGLISH SPEAKING SKILL OF PRIMARY STUDENTS AT UK ACADEMY BA RIA THESIS Baria-Vungtau, September 2023 MINISTRY OF EDUCATION AND TRAINING BARIA-VUNGTAU UNIVERSITY *************** NGUYEN THI CAM HONG ENGLISH TEACHING COOPERATION BETWEEN NATIVE TEACHERS AND VIETNAMESE TEACHERS AND ITS EFFECT ON IMPROVING ENGLISH SPEAKING SKILL OF PRIMARY STUDENTS AT UK ACADEMY BA RIA THESIS Course: MTESOL Course code: 8140111 Supervised by NGUYEN XUAN HONG, Ph. Baria-Vungtau, September 2023 i STATEMENT OF ORIGINALITY I hereby declare that, except where otherwise acknowledged, the thesis titled ENGLISH TEACHING COOPERATION BETWEEN NATIVE TEACHERS AND VIETNAMESE TEACHERS AND ITS EFFECT ON IMPROVING ENGLISH SPEAKING SKILL OF PRIMARY STUDENTS AT UK ACADEMY BA RIA is entirely my own work. This research study represents original work conducted under my supervision and in accordance with the regulations and guidelines of Baria-Vungtau University. I affirm that the ideas, concepts, data, analyses, and conclusions presented in this thesis are the result of my own intellectual efforts and have not been plagiarized or taken from other sources without proper acknowledgment.
The literature review, research design, data collection procedures, data analysis, and interpretation of findings are my contributions to English language education. Furthermore, this thesis has not been previously submitted as part of any other academic qualification or assessment. The findings and recommendations presented in this thesis are based on the research conducted at UK Academy Ba Ria. I have appropriately cited and referenced all sources used in this thesis, giving credit to the authors and researchers whose work has influenced and supported my research.
I understand that any violation of the principles of academic integrity or any misrepresentation of the originality of this work may have serious consequences. Signature Nguyen Thi Cam Hong Baria-Vungtau, September 2023 ii RETENTION AND USE OF THE THESIS The thesis will be retained in the library of Baria-Vungtau University where it was submitted. This ensures that it becomes part of the scholarly record and can be accessed by future researchers, students, and faculty members for reference and further study. In terms of the condition of a master’s degree in TESOL, I agree that the thesis can be used as a foundation for any research in the future in the field of English language education, specifically in the context of English teaching cooperation and its impact on English speaking skill.
Researchers can build upon the thesis’s findings, methodologies, and recommendations to expand knowledge and address related research questions. Signature Nguyen Thi Cam Hong Baria-Vungtau, September 2023 iii ACKNOWLEDGEMENTS I would like to express my sincere gratitude to the following individuals and organizations who have supported and contributed to the completion of this thesis: First and foremost, I would like to extend my heartfelt thanks to my supervisor, Ph. Nguyen Xuan Hong, for his guidance, expertise, and continuous support throughout the research process. His valuable insights and constructive feedback have been instrumental in shaping the direction of this study.
I am deeply grateful to the school management, native teachers and Vietnamese teachers who participated in this research, and staff granting me access to the research site and for their cooperation in facilitating data collection, especially my close colleagues at UK Academy Ba Ria for giving me valuable advice. Their willingness to participate and share their experiences has been crucial in enriching the findings of this study. I am indebted to the UK Academy Ba Ria Primary students who willingly participated in this research. Their active involvement and enthusiasm during the English lessons were essential in gathering data and understanding the impact of English teaching cooperation on their speaking skills.
I would also appreciate the contributions of the researchers and scholars whose work and publications have informed and guided this study. Their valuable insights and findings have provided a solid foundation for this research. And lastly, I will not forget to express my deepest gratitude to my mother for her unwavering support, love, and encouragement. Her belief in me and her sacrifices have been the driving force behind my academic pursuits.
This thesis would not have been completed without the support and contributions of all the individuals mentioned above. While any omissions are unintentional, please accept my sincere thanks for your involvement and support in making this research a reality. iv TABLE OF CONTENTS STATEMENT OF ORIGINALITY. i RETENTION AND USE OF THE THESIS.
iii LIST OF ABBREVIATIONS AND ACRONYMS.vi LIST OF TABLES. vii LIST OF FIGURES. Background of the study. Statement of the problem.
Aims and objectives of the study. Scope of the study. Significance of the study. Definition of key terms.
Organization of the thesis. Co-teaching and co-teaching strategies. Role of Native English Teachers in Co-teaching. Collaboration between Native English teachers and Vietnamese teachers.
Benefits of English teaching cooperation. Young learners’ learning characteristics. English speaking skill development. Research site and participants.
Data collection procedures. Data analysis procedures. Validity and reliability of the study .49 RESULTS AND DISCUSSION. Student participants profile.
Comparison of Pre-test and Post-test Scores. Classroom observation findings. Discussion of findings. Recommendations for further research .108 APPENDICES vi LIST OF ABBREVIATIONS AND ACRONYMS NEST: Native English-Speaking Teacher NTs: Native teachers NNS: Non-native Speaker VTs: Vietnamese teachers MOET: Ministry of Education and Training OIC: Oxford International Curriculum NET: Native English Teacher LET: Local English Teacher NNET: Non-Native English Teacher UKA BR: UK Academy Ba Ria NHG: Nguyen Hoang Group vii LIST OF TABLES Table 3.2: Information about the students at UK Academy Ba Ria .1: Distribution of Participants' Proficiency Levels - Grade 3 .2: Distribution of Participants' Proficiency Levels - Grade 4 .3: Distribution of Participants' Proficiency Levels - Grade 5 .4: The Grade 3 students' performance in the different categories of the speaking rubric .5: The Grade 4 students' performance in the different categories of the speaking rubric .6: Grade 5 students' performance in the different categories of the speaking rubric .7: The frequencies and percentages of the teachers' responses .8: Participants’ assessment of progress.9: Teachers' Perceptions of the Contribution of English Teaching Cooperation to Students' Confidence in Speaking English.10: Frequency of providing feedback to students .11: Benefits of English teaching cooperation .12: Challenges of English teaching cooperation .13: Classroom arrangement, presence of visual aids, and overall organization - Pre-Intervention phase .14: Teacher practices - Pre-Intervention phase .15: Instructional strategies - Pre-Intervention phase .16: Use of materials and resources - Pre-Intervention phase.17: Classroom management findings - Pre-Intervention phase .18: Assessment and feedback practices - Pre-Intervention phase .19: Integration of speaking activities in lessons - Pre-Intervention phase .20: Classroom environment - Post-Intervention phase .21: Teacher practices - Post-Intervention phase .22: Student engagement data - Post-Intervention phase .23: Instructional strategies - Post-Intervention phase .24: Use of materials and resources - Post-Intervention phase .25: Observations for classroom management - Post-Intervention phase .26: The observations for assessment and feedback - Post-Intervention phase .27: The observations for language development - Post-Intervention phase 99 ix LIST OF FIGURES Figure 2.1: The theoretical framework of the thesis………………………….1: Age and grade distribution of study participants .2: The gender distribution of study participants .3: The grade distribution of study participants .4: Mean scores of Pre-test and Post-test assessments .5: Comparison chart: Grade 3 speaking rubric analysis .6: Comparison chart: Grade 4 speaking rubric analysis .7: Comparison chart: Grade 5 speaking rubric analysis .8: Teacher demographic information: Number of teachers .9: Teachers’ age range distribution .10: Teachers’ gender distribution .11: Educational background of teachers .12: Distribution of teachers’ teaching experience .14: Teachers’ perception of the overall effectiveness of the English teaching cooperation .15: Effectiveness of strategies and activities in improving students’ English speaking skills .16: Assessment of progress in students’ English speaking skills .17: Teachers’ perceptions of the contribution of English teaching cooperation to students’ confidence in speaking English .18: Frequency of providing feedback to students during English teaching cooperation .19: Benefits of English teaching cooperation .20: Challenges of English teaching cooperation .75 1 ABSTRACT This study investigates the impact of English teaching cooperation between native English-speaking teachers (NTs) and Vietnamese teachers (VTs) on improving English-speaking skill among primary students at UK Academy Ba Ria.
Using a mixed methods approach, the study employed pre-tests, post-tests, questionnaires, and classroom observations to gather data. The findings indicate a significant improvement in students' English speaking skill after implementing the cooperative teaching strategies, including team teaching, role plays, and interactive activities. Students reported increased confidence and motivation in speaking English. The qualitative data highlighted the positive experiences and benefits of the cooperative teaching approach, while also acknowledging challenges such as language barriers and varying teaching styles.
This study contributes to the existing literature by demonstrating the effectiveness of English teaching cooperation in enhancing primary students' English speaking skill. The findings have implications for curriculum development, teacher training, and educational policies promoting collaboration between NTs and VTs. Further research is recommended to explore the long-term effects and sustainability of cooperative teaching practices. Keywords: English teaching cooperation, native teachers, Vietnamese teachers, primary students, English speaking skill, cooperative learning, co-teaching.
2 CHAPTER 1 INTRODUCTION English language proficiency is essential for individuals to succeed in today's globalized world. In many non-English speaking countries, such as Vietnam, efforts are being made to improve English language instruction to teach students the necessary skills for international communication and academic success. In this regard, the UK Academy Ba Ria has implemented an English teaching cooperation program between native teachers and Vietnamese teachers to enhance Primary students’ English speaking skill. This chapter presents the study overview, consisting of the background, statement of the problem, objectives, significance, and organization of the thesis.
Background of the study Nowadays, English is used as an official language in at least 60 countries and territories over the world, making it the most common language on this planet (Crystal, 2012). According to the World Economic Forum's statistics, by 2016, in the world, there were about 400 million people who spoke English as native speakers and about 1.5 billion people who spoke it as a second or foreign language. Knowing one more foreign language is proof of a candidate's intellectual strength. (Ely, 1986) mentioned that learning a second language will make us more desirable job applicants and help us find different sources of motivation.
It shows employers how much time and effort they have invested in mastering a new language. English is widely spoken at universities. Top universities require fluency in foreign language skills from the UK to the US (Crystal, 2012). Therefore, if a student intends to study abroad, equipping his/her English ability is the first thing he/she must consider.
In addition, Kachru (1992) found most international events and shows use English as the official language, similar to other global conferences and events. In order to be immersed in events like these, students need to know and learn English, not only for listening comprehension, but also for immersing themselves in countless 3 activities during the event, taking advantage of opportunities for personal or professional development. According to Statista (2023), as of January 2023, 59% of the world's websites are written in English, more than all other languages combined, far ahead of the second most used language, Russian, with 5. We can find anything we need to know by typing keywords in English.
Also, English appears a lot in daily life: on product packaging, on the names of famous corporations, and in communicative English. The more life develops, the more deeply this language is ingrained in every aspect of our lives. Therefore, learning English is extremely necessary for everyone, especially students, to understand modern communication, read labels and uses of foreign products, and make the most of tools such as Google, Facebook, and Grab, etc. Krashen (2019), a linguistic expert from the University of Southern California, USA, states that there is a significant difference between a second language and a common foreign language, so they should not be equated.