BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC QUẢN LÝ VÀ CÔNG NGHỆ HẢI PHÒNG ------------------------------- ISO 9001:2015 KHÓA LUẬN TỐT NGHIỆP NGÀNH: NGÔN NGỮ ANH Sinh viên : NGÔ THỊ HIỀN Giảng viên hướng dẫn: Th.S BÙI THỊ MAI ANH HẢI PHÒNG 07– 2020 i Luan van BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC QUẢN LÝ VÀ CÔNG NGHỆ HẢI PHÒNG ----------------------------------- HOW TO INCREASE STUDENTS’ PARTICIPATION IN COMMUNICATIVE ACTIVITIES IN LARGE CLASSES BY USING GROUP WORK AND QUESTIONING TECHNIQUE IN HAI AN HIGH SCHOOL, HAI PHONG KHÓA LUẬN TỐT NGHIỆP ĐẠI HỌC HỆ CHÍNH QUY NGÀNH: NGÔN NGỮ ANH Sinh viên : NGÔ THỊ HIỀN Giảng viên hướng dẫn: Th.S BÙI THỊ MAI ANH HẢI PHÒNG 07 – 2020 ii Luan van BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC QUẢN LÝ VÀ CÔNG NGHỆ HẢI PHÒNG -------------------------------------- NHIỆM VỤ ĐỀ TÀI TỐT NGHIỆP Sinh viên: NGÔ THỊ HIỀN Mã SV: 1312401166 Lớp : NA1701 Ngành : NGÔN NGỮ ANH Tên đề tài: How to increase students’ participation in communicative activities in large classes by using group work and questioning technique in Hai An High School, Hai Phong iii Luan van NHIỆM VỤ ĐỀ TÀI 1. Nội dung và các yêu cầu cần giải quyết trong nhiệm vụ đề tài tốt nghiệp ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… 2. Các tài liệu, số liệu cần thiết ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… 3. Địa điểm thực tập tốt nghiệp CÔNG TY TNHH Thực phẩm T&Q Hải Phòng iv Luan van CÁN BỘ HƯỚNG DẪN ĐỀ TÀI TỐT NGHIỆP Họ và tên : Bùi Thị Mai Anh Học hàm, học vị : Thạc sỹ Cơ quan công tác : Trường Đại học Quản lý và Công nghệ Hải Phòng Nội dung hướng dẫn: How to increase students’ participation in communicative activities in large classes by using group work and questioning technique in Hai An High School, Hai Phong Đề tài tốt nghiệp được giao ngày 30 tháng 03 năm 2020 Yêu cầu phải hoàn thành xong trước ngày 30 tháng 06 năm 2020 Đã nhận nhiệm vụ ĐTTN Đã giao nhiệm vụ ĐTTN Sinh viên Giảng viên hướng dẫn Hải Phòng, ngày 01 tháng 07 năm 2020 HIỆU TRƯỞNG v Luan van CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập – Tự do – Hạnh phúc PHIẾU NHẬN XÉT CỦA GIẢNG VIÊN HƯỚNG DẪN TỐT NGHIỆP Họ và tên giảng viên: BÙI THỊ MAI ANH Đơn vị công tác: Khoa Ngoại ngữ Đại học Quản lý và Công nghệ Hải Phòng Họ và tên sinh viên: NGÔ THỊ HIỀN Chuyên ngành: Ngôn ngữ Anh Đề tài tốt nghiệp: How to increase students’ participation in communicative activities in large classes by using group work and questioning technique in Hai An High School, Hai Phong Nội dung hướng dẫn: Tăng cường sự tham gia của học sinh vào các hoạt động trong lớp có sĩ số lớn bằng việc sử dụng phương pháp làm việc nhóm và đặt câu hỏi tại trường THPT Hải An, Hải Phòng 1.
Tinh thần thái độ của sinh viên trong quá trình làm đề tài tốt nghiệp. Đánh giá chất lượng của đồ án/khóa luận (so với nội dung yêu cầu đã đề ra trong nhiệm vụ Đ.N trên các mặt lý luận, thực tiễn, tính toán số liệu…). Ý kiến của giảng viên hướng dẫn tốt nghiệp Được bảo vệ Không được bảo vệ Điểm hướng dẫn Hải Phòng, ngày …… tháng …… năm …… Giảng viên hướng dẫn (Ký và ghi rõ họ tên) vi Luan van CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập – Tự do – Hạnh phúc QC20-B18 PHIẾU NHẬN XÉT CỦA GIẢNG VIÊN CHẤM PHẢN BIỆN Họ và tên giảng viên: Đơn vị công tác: Khoa Ngoại ngữ Đại học Quản lý và Công nghệ Hải Phòng Họ và tên sinh viên: NGÔ THỊ HIỀN Chuyên ngành: Ngôn ngữ Anh Đề tài tốt nghiệp: How to increase students’ participation in communicative activities in large classes by using group work and questioning technique in Hai An High School, Hai Phong 1. Phần nhận xét của giáo viên chấm phản biện.
Những mặt còn hạn chế. Ý kiến của giảng viên chấm phản biện Được bảo vệ Không được bảo vệ Điểm phản biện Hải Phòng, ngày … tháng … năm. Giảng viênchấm phản biện (Ký và ghi rõ họ tên) QC20-B19 vii Luan van ACKNOWLEDGEMENT During the process of doing the graduation paper, I have received a lot of help, assistance, guidance and encouragement from my teachers, family and friends. First and foremost, I would like to express my deepest gratitude to my supervisor Ms.
Bui Thi Mai Anh, M.A, the lecturer of foreign language faculty, Haiphong Management and Technology University, for her whole-hearted guidance and support. Without her invaluable recommendations and advice, I could not finish this thesis. My sincere thanks are also sent to all the teachers of English Department at Haiphong Management and Technology University for their precious and useful lessons during my four year study which have been then the foundation of this research paper and all the students of NA1701, NA1801 and NA1802 who enthusiastically help me complete the survey questionnaires. Last but not least, I would like to give my heartfelt thanks to my family, my friends who always encourage and inspire me to complete this graduation paper.
Hai Phong, June 2020 Ngo Thi Hien viii Luan van TALBLE OF CONTENS Acknowledgement…………….……………………………………………………i Table of contents ………………………………………………………………….ii List of abbreviations …………………………………………….iv PART A: INTRODUCTION 1. Aims of the study………………………………………………………… 2 3. Scope of the study………………………………………………………… 3 5. Methods of the study……………………………………………………….
Design of the study………………………………………………………….4 PART B: DEVELOPMENT CHAPTER I: LITERATURE REVIEW 1. Communicative Language Teaching 1. What is Communicative Language Teaching (CLT)……. Activities in Communicative Language Teaching……….
Problems in teaching large classes 3.1 Concept of large classes……………………………………10 3.3 Concept of students’ particupation………………………….4 Factor affecting students’ particupation…………………….12 CHAPTER II: METHODOLOGY 1. Determining on the research questions………………………………. Determining on the study design………………………………………. Describing the setting of the study…………………………………….Samples for the control and experimental classess……….
Samples for the questionnaires……………………………15 9 Luan van 4.Samples for the classroom observations……………………16 4. Samples for the interviews…………………………………16. Data collection procedures 5. Analyzing and processing the data Chapter III: DATA ANALYSIS AND FINDINGS 1.1 Students’ motivations and learing styles……………………………….1 The teachers’ techniques in the four large classes……….2 Students’ participation before the experiment…………….2 Students’ participation at the end of the experiment………….1 Observations in control groups…………………………….2 Observation in experimental groups………………………29 1.
Comparison of students’ participation before and at the end of the experiment………………………………………………………………………. Discussion on the findings Chapter IV: IMPLICATION 1. Plan good lesson……………………………………………………. Train students group work skills…………………………………….
Summary of the study………………………………………………. Recommendations for further research………………………………40 REFERENCES 10 Luan van LIST OF ABBREVIATIONS CLT: Communication Language Teaching 11 Luan van PART A: INTRODUCTION 1. Rationale The expansion in enrolment and the opening of private high schools in Vietnam leads to the fact that large classes have become a common phenomenon for higher education. With regard to teaching efficiency in large classes, it requires of teachers not only good knowledge of the subject matter but also a combination of other skills concerned with students such as managing the classroom, encouraging class participation and students’ interaction, assessing, motivating students, etc.
Therefore, teachers cannot teach effectively or transform students without their participation. Students’ participation, though is viewed as “a threat to teaching” (Barry, 1993), is worth being studied as it plays a very important role in teaching efficiency. Additionally, among the modern language teaching approaches, Communicative Language Teaching (CLT) emerges as the latest development because of its superiority. In the view of this approach, the learner is considered the center of the leaning process; the teacher serves as a facilitator, allowing students to be in change of their own learning.
candling (1980) stated the role of learners as follows: “The role of the learner as negotiator – between the self, the learning process, and the object of leaning – emerges from interacts with the role of joint negotiator within the group and within the classroom procedures and activities which the group undertakes. The implication for the learner is that he should contribute as much as he gains, and there by learn in an interdependent way”. (Richards, 2001: 116, cited in Breen, 1980) According to them, learners should be active in group as well as in classroom activities to enhance their interactive learning to be communicatively competent. They also stated the role of teacher is CLT classroom as one who facilitates the communication process between all participants in the class and the various activities.
But who are the participants? There is a fact in most large language classes that not all learners are participants. Most of them only passively sit and take notes, rarely contribute in the lesson and do not ask the teacher question even when they have problems. The reasons can be seen from the students themselves (e., different in learning styles, shy, lacking in motivations) and from teachers’ factors (e., methods, 12 Luan van personalities). Whatever the reasons are, teachers should be totally responsible for their teaching and partly for their students’ learning because no one else except the teachers themselves can motivate students and change their teaching methods.
Thus, in order to involve all learners in class activities, it is the teachers’ business to design and apply techniques to increase students’ participation in class activities and make students active learners. It should be noted that although large class is the focus of much of research during the last decade, a great deal of them concentrate mostly on the relationship between class size and essential in effective language teaching, but there is inadequate research on this issue. As far this matter is concerned, there has been almost no research work touching upon the issue of increasing students’ participation in large classes in Vietnam, particularly in higher institutions. The above situation of teaching large classes and the gap of knowledge in the research area have aroused my interest and encouraged me to carry out this study “How to increase students’ participation in communicative activities in large classes by using group work and questioning technique in Hai An High School, Hai Phong”.
Aims of the study The aims of the study are: - To prove the hypothesis that: The two techniques: group work and questioning will help students increase their participation in communicative activities in large classes. - To provide systematic knowledge of using these techniques in large class context. - To suggest the implications for learners and teachers in order to raise their awareness of students’ active role and teachers’ efficiency in large classes. Research questions To reach the aims of the study, the two research questions are addressed: (1) What techniques and activities do the teachers at Hai An High School often use in their large classes and how is the students’ participation in communicative activities? 13 Luan van (2) Does the use of the two techniques: group work and questioning increase students’ participation in communicative activities in large classes? 4.
Scope of the study There exist varieties of techniques to encourage students to participation in class activities. However, it is not my intention to cover all of them because of the time and length constraint of the study, only two techniques, group work and questioning, that is considered well matched to the CLT approach, a learner-centered approach, are focused on and tested in large classes at Hai An High School. We chose these techniques because of the following reasons. Firstly; they are not cost-affected for we needed no equipment or no considerable expense to conduct these techniques.
Secondly, these techniques are not very sophisticated to carry out. Lastly, they are suitable to the context of large classes. Among performance indicators for language skills, reading, speaking, writing, and listening, speaking is the best in expressing the students’ participation, and most effective in observing and recording.