MINISTRY OF EDUCATION AND TRAINING BUI VAN HOI PHENIKAA UNIVERSITY GRADUATION PAPER A STUDY ON THE USAGE OF GROUP WORK TO IMPROVE SPEAKING SKILLS OF THE THIRD-YEAR ENGLISH MAJORS AT PHENIKAA UNIVERSITY Nghiên cứu về việc sử dụng hoạt động nhóm nhằm nâng cao kỹ năng Nói của sinh viên năm thứ ba chuyên ngành Ngôn ngữ Anh tại Trường Đại học Phenikaa Student: Bui Van Hoi ENGLISH LANGUAGE Student ID No: 20010009 Course: 2020 - 2024 Field: English Language Mode of study: Full-time Supervisor: Le Thi Thanh Mai, M.A Ha Noi – 2024 MINISTRY OF EDUCATION AND TRAINING PHENIKAA UNIVERSITY GRADUATION PAPER A STUDY ON THE USAGE OF GROUP WORK TO IMPROVE SPEAKING SKILLS OF THE THIRD-YEAR ENGLISH MAJORS AT PHENIKAA UNIVERSITY Nghiên cứu về việc sử dụng hoạt động nhóm nhằm nâng cao kỹ năng Nói của sinh viên năm thứ ba chuyên ngành Ngôn ngữ Anh tại Trường Đại học Phenikaa Student: Bui Van Hoi Student ID No: 20010009 Course: 2020 -2024 Field: English Language Mode of study: Full-time Supervisor: Le Thi Thanh Mai, M.A Ha Noi – 2024 i DECLARATION I hereby declare that the content of this essay titled "A Study on the Usage of Group Work to Improve Speaking Skills of the Third-year English Majors at Phenikaa University" is my own original work and has not been copied from any other source except where cited. This work has been submitted for assessment in accordance with the guidelines and regulations of Phenikaa University. I have acknowledged all sources of information, ideas, and data used in the completion of this essay. Any assistance received during the process of writing has been fully disclosed and referenced in the bibliography.
I understand that any breach of this declaration may lead to disciplinary actions as per the university's academic integrity policies. Hanoi, 1st July 2024 Supervisor Student Le Thi Thanh Mai, M.A Bui Van Hoi ii ACKNOWLEDGMENT First and foremost, I would like to express my deepest gratitude to Lecturer Le Thi Thanh Mai, who has guided and supported me throughout the research and writing of this essay. Their insightful feedback and dedicated supervision have been invaluable in helping me complete this work. I also wish to extend my heartfelt thanks to the faculty and staff of Faculty of English, Phenikaa University, who have provided me with the necessary knowledge and resources throughout my studies and research.
A special thanks to my family and friends, whose unwavering support and encouragement, both emotionally and materially, have been crucial during this journey. Your belief in me has been a great source of motivation and strength. Finally, I would like to express my gratitude to those who have stood by me and encouraged me throughout the process of writing this thesis. I deeply appreciate everyone's contributions, no matter how small, as they have motivated me to complete this thesis to the best of my ability.
iii ABSTRACT Among the four language skills, specifically, auditory comprehension, oral expression, perusing, and written communication, verbal expression is frequently perceived as the most pleasurable by learners due to its pragmatic utilization in their everyday lives. Notwithstanding, students face substantial obstacles in cultivating their oral communication proficiencies. The primary aim of the current investigation is to evaluate the effectiveness of employing group tasks to enrich the English- speaking adeptness of college students. Utilizing a diversified methodology, the inquiry collects quantitative information through preliminary and subsequent engagement appraisals, alongside qualitative data from learner discussions and classroom observations.
The collaborative tasks integrated encompass a variety of activities like group dialogues, role-playing scenarios, deliberations, and critical-thinking drills, executed over the span of a semester. The outcomes disclose a remarkable amelioration in learners' verbal competencies. Particularly, learners displayed heightened assurance in public speaking, refined precision in articulation and sentence organization, and enriched conversational interchange proficiencies. Furthermore, learners conveyed an escalated sense of ease in exercising English within a collaborative context, reaping benefits from peer encouragement and constructive critique.
In conclusion, the investigation accentuates the significance of group tasks as a potent pedagogical tactic for amplifying college learners' English-speaking efficiency. The integration of collaborative undertakings into the syllabus nurtures an interactive and encouraging learning milieu, thereby assisting learners in refining their verbal proficiencies. Subsequent studies could delve into the enduring repercussions of collaborative activities and modify this methodology to varied educational contexts. iv TABLE OF CONTENT DECLARATION.
iii LIST OF CHARTS. vi LIST OF ABBREVIATIONS. Background to the study .1 The importance of learning speaking skills .2 The importance of group work. Aims and objectives of the study.
Scope of the study. Significance of the study. Design of the study. 9 CHAPTER 1: LITERATURE REVIEW.
The definition of Speaking Skill. Speaking Skill in Life. Speaking Skills at University. The definition of Group Work.
Activities of group work in class. Advantages of group work. Disadvantages of group work. Success of group work.
The principles of the organizing group work. Some Related Previous Study. The context of the study. The location and time of the research.
The subject of the study.1 The context and planning .1 Questionnaires and Surveys .3 Interviews and Observations` .4 Data Collection Procedure. 31 CHAPTER 3: RESEARCH RESULTS AND DISCUSSION .1 Analysis of online survey data .2 The results of the interview .2 Discussion and recommendation. A summary of research. A summary of recommendations.
xii vi LIST OF CHARTS Number of Title of charts Page charts Chart 3.1 The frequency of students practicing English speaking 35 skills Chart 3.2 Pronunciation level of students 36 Chart 3.3 Vocabulary level of students 36 Chart 3.4 Frequency of participation in group work of students 37 Chart 3.5 Types of group work of students participate 38 Chart 3.6 Aspects to improve speaking skills 40 Chart 3.7 Challenges of students face group work 43 Chart 3.8 The effectiveness of group work 44 LIST OF ABBREVIATIONS Abbreviations Full term EFL English Foreign Language ESL English Second Language 1 INTRODUCTION 1. Background to the study The proficiency in oral communication is deemed crucial in the acquisition of a second language, notably English, as highlighted in academic discourse. Despite its significance, a considerable number of tertiary-level learners encounter difficulties in honing this skill set, primarily attributed to the absence of conducive settings for practice and limited exposure to authentic conversational contexts. Collaborative learning activities, such as group work, have been identified as a viable pedagogical approach that holds promise in facilitating the improvement of students' speaking abilities by fostering sustained engagement and interpersonal communication.1 The importance of learning speaking skills The acquisition and teaching of vocabulary are fundamental aspects in the process of language acquisition and the advancement of literacy.
Improved comprehension and communication are outcomes of possessing an extensive vocabulary. Those with a wide range of words at their disposal are better equipped to comprehend and analyze written materials, resulting in heightened involvement and enhanced learning. Furthermore, a strong vocabulary empowers individuals to articulate their thoughts, feelings, and concepts with clarity and accuracy, thereby enhancing both written and spoken discourse. Rudolf Flesch stated that vocabulary is the most important factor in learning to read.
It is not a supplement; it is the heart of learning to read. A broad lexicon enhances opportunities for sophisticated cognition and intellectual growth. [1] It enables individuals to discern fine distinctions among ideas, thereby fostering analytical thinking and resolution of complex issues. Moreover, acquiring novel vocabulary enriches cognitive development through the enhancement of the brain's ability to handle and retain data.
2 According to Eyüp Yaşar KÜRÜM, teaching speaking skills when we talk of a person who knows a language, we usually tend to mean that that person is able to produce meaningful sentences in that language; in other words (s)he can speak that language. [2] The instruction of a second or foreign language inevitably encompasses the instruction of speaking abilities in some manner. It can be reasonably posited that a significant number of learners embarking on the journey of acquiring a foreign language typically aspire to enhance their proficiency in their productive skills, specifically in writing and speaking. These learners evaluate their advancement in the language being studied based on their capability to engage in fluent verbal communication.
It is evident that the development of speaking skills holds a central position in the language learning process, serving as a pivotal indicator of linguistic competence and communicative effectiveness.2 The importance of group work For optimal outcomes to be achieved through group work among students, it is imperative that everyone within a group plays an active role in the related tasks. Nonetheless, diversity is inherent among students present in a classroom, characterized by distinctions in their learning preferences, personalities, extracurricular interests, academic proficiency, and cultural backgrounds, thereby resulting in a varied mix of individuals seated together. Richards and Loc Khart point out that students not only play more active roles in the learning process but also get the benefits of sharing ideas with their team members through taking part in groups. [3] How can students at Phenikaa University enhance the efficacy of utilizing dyke group activities to enhance their English-speaking proficiency? Truly, students display a high level of anxiety when it comes to speaking English in the classroom, even when responding to queries posed by their instructors.
The challenge of articulating thoughts in English is perceived as formidable, and interpersonal communication with peers is hindered by disparities in perspectives, knowledge, and problem-solving 3 approaches. To address these challenges, the implementation of structured group work is proposed. Aims and objectives of the study. When engaging in an academic investigation pertaining to the utilization of collaborative activities as a pedagogical tool aimed at enhancing oral communication abilities, it is of paramount importance to meticulously articulate and delineate the core aims and objectives of the research endeavor.
These articulated aims and objectives serve as a compass, providing a clear direction for the research trajectory, facilitating the establishment of research protocols, and enabling a robust framework for evaluating the efficacy and outcomes of the study. In order to effectively accomplish the objectives of this study, it is imperative to unambiguously delineate the overarching goal, which pertains to utilizing group activities as a means to enhance the English-speaking proficiencies of students. From this point, it is essential to establish four distinct and specific goals for the research endeavor: Firstly, the investigation into the efficacy of group collaboration in augmenting speaking abilities. The principal objective here is to ascertain whether the utilization of group work constitutes a viable approach for ameliorating the speaking aptitudes of the participants involved.
Secondly, the exploration of the precise facets of speaking skills that exhibit enhancements through the implementation of group activities. This particular goal is centered on pinpointing the exact elements of speaking such as fluency, accuracy, pronunciation, vocabulary utilization, and interaction skills that experience the most significant positive transformations due to group work. Thirdly, the scrutiny of the perceptions and attitudes held by the participants towards group work. Gaining an understanding of the sentiments and viewpoints of the participants regarding group activities can offer valuable insights into the efficacy of such methods and potential avenues for enhancement.
Lastly, the comparison between group work and alternative pedagogical approaches. This task entails a thorough evaluation of how group work measures up against other 4 instructional methodologies concerning the enhancement of speaking skills among the learners. With the aim of conducting this research, the third-year students in the English language departments at Phenikaa University are dedicated to enhancing their speaking skills by focusing on the development of their linguistic abilities while engaging in English communication. Through this scholarly investigation, there are six overarching objectives established for utilizing group activities effectively: Firstly, the intention is to create and execute an intervention centered around group work, aimed at refining speaking skills through a meticulously structured program or a series of activities that emphasize collaborative learning.