HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES --------------- NGUYEN THI ANH DAO INVESTIGATING TEACHERS’ PERCEPTIONS OF THE PRACTICES OF USING COLLABORATIVE LEARNING IN TEACHING ENGLISH SPEAKING SKILLS TO HIGH SCHOOL STUDENTS: A CASE STUDY IN VO NGUYEN GIAP GIFTED HIGH SCHOOL IN QUANG BINH PROVINCE MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING In partial fulfillment of the requirements for the degree of Master of Arts, University of Foreign Languages and International Studies, Hue University THUA THIEN HUE, 2023 HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES --------------- NGUYEN THI ANH DAO INVESTIGATING TEACHERS’ PERCEPTIONS OF THE PRACTICES OF USING COLLABORATIVE LEARNING IN TEACHING ENGLISH-SPEAKING SKILLS TO HIGH SCHOOL STUDENTS: A CASE STUDY IN VO NGUYEN GIAP GIFTED HIGH SCHOOL IN QUANG BINH PROVINCE MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 8140111 SUPERVISOR: Dr. TRAN THI THAO PHUONG THUA THIEN HUE, 2023 ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ --------------- NGUYỄN THỊ ANH ĐÀO ĐIỀU TRA NHẬN THỨC CỦA GIÁO VIÊN VỀ THỰC HÀNH SỬ DỤNG HỌC TẬP HỢP TÁC TRONG VIỆC DẠY KỸ NĂNG NÓI TIẾNG ANH CHO HỌC SINH TRUNG HỌC. MỘT NGHIÊN CỨU TRƯỜNG HỢP TẠI TRƯỜNG PHỔ THÔNG CHUYÊN VÕ NGUYÊN GIÁP, TỈNH QUẢNG BÌNH LUẬN VĂN THẠC SĨ LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH MÃ SỐ: 8140111 NGƯỜI HƯỚNG DẪN KHOA HỌC: TS. TRẦN THỊ THẢO PHƯƠNG THUA THIEN HUE, 2023 TABLE OF CONTENTS TABLE OF CONTENTS .i LIST OF ABBREVIATIONS .v LIST OF TABLES .vi LIST OF CHARTS & FIGURES .ix CHAPTER 1: INTRODUCTION.
Background and Rationale. Research aims and research questions. Scope of the study. Structure of the thesis.8 CHAPTER 2: LITERATURE REVIEW.
Definitions of key terms. Benefits of Collaborative learning in English Speaking Skills. Possible challenges of collaborative learning in foreign language learning. Collaborative learning activities.
Gaps from previous studies .22 CHAPTER 3: RESEARCH METHODOLOGY .2 Semi-structured interview. Reliability and validility.31 CHAPTER 4: FINDINGS AND DISCUSSIONS. Teachers’ perceptions of implementing collaborative learning in English- speaking classes. Teachers’ perceptions of collaborative learning.
Teachers’ perception about the benefits of implementing CL in teaching English speaking skills. Teachers’ perceptions about the challenges of implementing CL in teaching English speaking skills. Key findings on teachers’ perception about the challenges of implementing CL in teaching English speaking skills. Discussions on teachers’ perception about the challenges of implementing CL in teaching English speaking skills.
Teachers’ strategies to address challenges encountered when applying (CL). Key findings on the teachers’ common techniques to overcome challenges when applying CL. Discussions on the teachers’ common techniques to overcome challenges when applying CL. The CL techniques in improving students’ English-speaking skills.
Key finding on teachers’ CL technique. Discussions on teachers’ CL techniques. Teachers’ strategies to customize Collaborative learning technique to meet the unique needs and abilities of the students. Key findings on teachers’ strategies.
Discussions on the teachers’ strategies to customize collaborative learning techniques to meet students’ unique needs and abilities. Factors affecting teachers’ decisions on choosing specific CL strategies. Discussions on factors affecting teachers’ decisions on choosing specific CL strategies. Teachers’ suggestions on how to implement CL in English speaking classrooms.
Key findings on the teachers’ suggestions on how to implement CL in English speaking classrooms.71 CHAPTER 5: CONCLUSION, LIMITATIONS AND IMPLICATIONS. Summary of Key Findings. Implications for further research.89 APPENDIX 2: INTERVIEW PROTOCOL .96 iv LIST OF ABBREVIATIONS CL Collaborative learning EFL English as foreign language ESL English as Second language ICT Information Communication Technology v LIST OF TABLES Table 1: Background information of research participants .24 Table 2: Description of the questionaire.27 LIST OF CHARTS & FIGURES Figure 1: Teachers’ familiarity with the concept of Collaborative learning.36 Figure 2: The frequency of using collaborative learning techniques in English- speaking classes .36 Figure 3: Teachers’ opinions of benefits of implementing CL .37 Figure 4: Methods to measure the effectiveness of collaborative learning.37 Figure 5: Teachers' challenges in implementing collaborative learning.43 Figure 6: Teachers' strategies to overcome challenges .47 Figure 7 : The most effective techniques to improve students’ English speaking skills .50 Figure 8: Teachers' strategies to customize collaborative learning techniques to meet students’ unique needs and abilities.53 Figure 9: Factors influencing teachers’ decisions on choosing specific CL strategies .58 Figure 10: Teachers’ reasons for selecting certain CL techniques in English-speaking classes .60 Figure 11: Factors contributing to the success of collaborative learning .63 Figure 12: Teachers’ recommendations to implement collaborative learning.67 vi Statement of Original Authorship The work contained in this thesis has not previously been submitted for a degree or diploma in any university. I certify that, to the best of my knowledge and belief, my thesis contains no material previously published or written by another person except where due reference is made in the thesis itself./…………… vii ABSTRACT This study investigates teachers' perceptions of the benefits and challenges associated with collaborative learning (CL) in EFL (English as a Foreign Language) classes.
The primary objective is to explore the potential impact of CL in order to gain a deeper understanding of teachers' attitudes toward it. The research employed a qualitative case study design to gather the data for the study. Data was collected from 12 English teachers at Vo Nguyen Giap Gifted High School. Initially, teachers were asked to complete online questionnaires, and subsequently, they participated in face- to-face interviews to provide more in-depth insights.
The questionnaire assessed teachers’ general perceptions of CL, while the interviews delved into the questionnaire findings. The questionnaire was distributed to the teachers in advance, allowing them time to reflect on the research topic before participating in in-depth interviews. The findings indicate that the majority of teachers maintain a positive attitude towards collaboration, highlighting its advantages in three key areas: social, psychological, and academic aspects. However, the study also identified challenges, primarily related to learners' behaviors and learning conditions, which can hinder cooperative group work.
In conclusion, this research contributes to a better understanding of both the benefits and obstacles associated with Collaborative Learning in English classes. Keywords: Collaborative learning; speaking skills; teacher perspectives; student empowerment; high school students viii ACKNOWLEDGEMENTS I would like to begin by expressing my heartfelt gratitude to Dr. Tran Thi Thao Phuong for her unwavering support and guidance throughout my academic journey. Her invaluable suggestions and encouragement have been instrumental in the successful completion of this study.
I am also deeply thankful to the dedicated teachers who have imparted their knowledge and wisdom during the two-year course. Their lectures, instructions, and insightful suggestions have greatly contributed to the clarity and depth of my research. In the course of my work, I have drawn upon the ideas and concepts of numerous authors in this field, whose contributions have enriched and expanded upon my own work. To these authors, I extend my gratitude, and I also acknowledge the authors listed in the bibliography for their significant influence on my research.
I wish to express my sincere appreciation to all the teachers in the English department at Vo Nguyen Giap Gifted High School for their invaluable contributions to this thesis. Finally, my deepest thanks go to my family and colleagues, whose unwavering support has been indispensable in the fulfillment of this thesis. ix CHAPTER 1: INTRODUCTION 1. This chapter serves as the foundational framework for our exploration of collaborative learning practices in teaching English-speaking skills to high school students at Vo Nguyen Giap Gifted High School in Quang Binh Province, Vietnam.
The chapter consists of the rationale, research gaps, research aims and questions. The study's scope, its contributions to language education and structure of the thesis are also focused on. Background and Rationale. Collaborative learning (CL) is an educational approach where learners actively engage with their peers to achieve shared learning goals, often through group activities, discussions, and problem-solving tasks.
It is characterized by the exchange of ideas, experiences, and knowledge among students, promoting mutual learning and enhancing critical thinking and problem-solving skills. Collaborative learning encourages students to work together and take collective responsibility for their learning outcomes. Dillenbourg (1999) provided a widely cited definition of collaborative learning as a situation in which two or more individuals engage in learning or attempt to learn something collectively. This definition emphasizes the fundamental concept of cooperation and collective effort in the learning process.
Similarly, Bruffee (1993) emphasized the social aspect of Collaborative learning, defining it as an arrangement in which students are mutually committed to one another's learning, where each recognizes that the success of all is essential, and where students are responsible not only for their own learning but also for their peers' learning. This definition underscores the interdependence among students and their shared responsibility for the learning of the entire group. Collaborative learning often takes various forms, such as group projects (Johnson & Johnson, 2009), problem-based learning (Savery & Duffy, 1995), and Collaborative learning structures (Dillenbourg, 1999). It is widely recognized for its 1 ability to promote active engagement, critical thinking, communication skills, and a deeper understanding of the subject matter through interaction and collective effort among learners (Bruffee, 1993; Michaelsen, Knight, & Fink, 2002).
Collaborative learning, a widely recognized instructional approach, has garnered significant attention in recent years, particularly in the global, Asian, and Vietnamese educational context. CL promotes active participation and engagement among students through small-group work, fostering mutual learning, enhancing academic performance, and nurturing problem-solving skills and social abilities (Johnson & Johnson, 2014; Panitz, 2010). Recently, collaborative learning practices have emerged as a transformative force in English language education, particularly in the teaching of speaking skills. The global landscape has witnessed the widespread adoption of collaborative learning to teach English speaking skills, leading to remarkable improvements in learners' speaking proficiency, fluency, accuracy, and motivation (Kuo, Chen, & Chen, 2017; Li & Li, 2018).
Specifically, a study by Kuo, Chen, and Chen (2017) revealed that collaborative learning enhanced high school students’ speaking fluency, accuracy, and complexity. Similarly, a study by Li and Li (2018) in China found that collaborative learning improved high school students’ speaking ability, motivation, and confidence. These findings emphasize the effectiveness of collaborative learning in teaching English speaking skills. Similarly, in the Asian context, collaborative learning has proven successful in teaching English speaking skills.
Research conducted by Yunus, Nordin, Salehi, and Embi (2012) in Malaysia reveals how collaborative learning improves students' speaking fluency, accuracy, ability, and motivation. In Vietnam, the Ministry of Education and Training has undertaken significant efforts to modernize Foreign Language Teaching (FLT), shifting from traditional teacher-centered approaches to learner-centered and communicative methodologies (Ministry of Education and Training, 2017). This transformation aligns with the global shift towards a more dynamic and interactive approach to education, 2 emphasizing the development of 21st-century skills. According to the Ministry's official website (https://moet.vn/giaoducquocdan/giao-duc-trung- hoc/Pages/default.aspx?ItemID=4733), this shift is driven by the vision of creating a friendly learning environment where learners actively participate in shaping their educational journey.
While this shift encompasses various aspects of education, one significant facet is the incorporation of collaborative learning into the English language teaching curriculum in Vietnam. As affirmed by the Minister of Education and Training, Phung Xuan Nha, in the ASEM Conference in 2017, the aim is to foster comprehensive human development aligned with the demands of industry 4.0 and international integration. Collaborative learning has shown promising results in the Vietnamese educational context. A study conducted by Nguyen (2017) specifically highlighted the positive impact of collaborative learning on students' speaking fluency, accuracy, and confidence.
Furthermore, collaborative learning has been found to encourage active participation and engagement in speaking activities (Dang & Nguyen, 2019), nurture social and emotional development (Nguyen, 2016), and enhance critical thinking and teamwork skills (Nguyen & Tran, 2020). These findings underscore the potential of collaborative learning to address the evolving educational landscape in Vietnam. Despite the evident benefits, Vietnamese teachers have expressed concerns regarding the effective design and implementation of collaborative learning activities (Nguyen & Tran, 2020). This raises critical questions about the readiness and capacity of teachers to employ collaborative learning strategies effectively.