1 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES -------------------- HOÀNG THỊ BÍCH THỦY STUDENTS’ ATTITUDES TOWARDS COOPERATIVE LEARNING AT NGHE AN TEACHERS’ COLLEGE AND IMPLICATIONS FOR TEACHER EDUCATION PROGRAMS (Thái độ của sinh viên trường CĐSP Nghệ An về hoạt động học mang tính hợp tác và các hàm ý cho việc đào tạo giáo viên) M. MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60.10 HANOI - 2010 TIEU LUAN MOI download : skknchat@gmail.com 2 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES -------------------- HOÀNG THỊ BÍCH THỦY STUDENTS’ ATTITUDES TOWARDS COOPERATIVE LEARNING AT NGHE AN TEACHERS’ COLLEGE AND IMPLICATIONS FOR TEACHER EDUCATION PROGRAMS (Thái độ của sinh viên trường CĐSP Nghệ An về hoạt động học mang tính hợp tác và các hàm ý cho việc đào tạo giáo viên) M. MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60.10 Supervisor: Lê Văn Canh, M.A HANOI - 2010 TIEU LUAN MOI download : skknchat@gmail.com 6 TABLE OF CONTENTS Page Candidate’s statement i Acknowledgements ii Abstract iii List of Tables vi List of Abbreviations vii PART A: INTRODUCTION 1 1. Aims of the study 2 3.
Scope of the study 2 5. Organization of the study 3 PART C: DEVELOPMENT 4 CHAPTER I: LITERATURE REVIEW 4 1.1 Definitions of Cooperative Learning 5 1.2 Benefits of Cooperative Learning in foreign language learning 7 1.3 Review of previous studies related to Cooperative Learning 10 1.4 Cooperative Learning and Vietnamese Learning Culture 11 CHAPTER II: THE STUDY 13 2.1 Research questions 13 TIEU LUAN MOI download : skknchat@gmail.2 Follow-up interviews 14 2.5 Results and Discussion 15 2.1 Students‟ preferred habits and learning styles 15 2.2 Students‟ attitudes and perceptions towards CL 16 2.3 Teachers‟ use of CL 19 2.4 Students‟ engagement and preferences in CL 24 2.5 Students‟ suggestions to improve CL 28 CHAPTER III: IMPLICATIONS AND SUGGESTIONS 30 3.1 Challenges of Cooperative Learning in foreign language learning 30 3.3 Suggestions 35 PART C: CONCLUSION 38 1. Limitations of the study and suggestions for further studies 39 REFERENCES 40 APPENDIXES APPENDIX 1 APPENDIX 2 TIEU LUAN MOI download : skknchat@gmail.programs 8 LIST OF ABBREVIATIONS CL : Cooperative Learning EFL: English as a foreign language ESL: English as a second language (LUAN.programs TIEU LUAN MOI download : skknchat@gmail.programs 9 LIST OF TABLES Table 2. Students‟ preferred learning styles of learning English Table 2.2: Students‟ attitudes towards CL Table 2.3: Students‟ perceived benefits of CL Table 2.4 : Students‟ difficulties in CL Table 2.5: The frequency of using of CL in and outside classroom Table 2.6: Teachers‟ ways of assigning students to groups Table 2.7: The number of students teachers assign to a group Table 2.8: Students‟ evaluation of teachers‟ way of assigning to a group Table 2.9: Teachers‟ ways of rewarding groups of students.10: Students‟ evaluation of teachers‟ way of rewarding groups of students Table 2.11: Group size preferred by students Table 2.12: Students‟ working in groups Table 2.13: Students‟ interest in some activities (LUAN.programs TIEU LUAN MOI download : skknchat@gmail.programs 10 PART A: INTRODUCTION 1.
Rationale Co-operative learning has attracted a great attention in the last few decades for its value as one of the startegies which help to provide students with more opportunities to learn from each other. By cooperating with each other in solving learning tasks in the classroom, the students at the same time create a favourable and active learning atmosphere, thereby making use of each other‟s resources. Over the last few decades, Cooperative Learning (CL) has become a popular practice in both mainstream education and in second/ foreign language education. There has been empirical evidence to justify the effectiveness of CL in promoting mastery of knowledge and skills among students of various abilities and ages.
Regarding second/foreign language learning, students, through cooperation, become more actively involved in their lessons and thus, they have more chance to use the target language than they are in the whole class arrangement. Despite its documented benefits, CL has not been adequately researched in Vietnamese educational settings. So, one of the unresolved questions is to what extent the contextual variables such as students‟ social background and learning culture affects the success of CL. For instance, it is not clear whether CL can bring about similar success in the context where students come from remote rural areas and are taught largely with traditional methods as it does in other, especially in Western, contexts.
This question motivates me to undertake this study, which aims to explore the possibility of applying the principles and techniques of CL in a Junior Teachers‟ Training College in one central province of Vietnam. The focus of my study is to find out the college students‟s attitudes toward CL in the classroom. Aims of the study This study sets out to achieve the following aims: (LUAN.programs TIEU LUAN MOI download : skknchat@gmail.programs 11 ● to know the degree to which teachers use CL in their classroom through students‟ self-reports. ● to investigate into college students‟ attitudes and perceptions toward CL.
It is hoped that the result of the study will inform teachers, first of all those working in the college, of the possibilities for using cooperative techniques in their teaching. I believe that any innovative teaching strategy or technique the teacher is trying to use is likely to fail if the students do not have a positive attitude toward it. Therefore, it is critical to understand the students‟ attitudes before implementing innovation. Another dimension of the study is to gain insights into how teachers in the College have used CL through students‟ verbal reports.
Research questions To achieve the aims of the thesis, the following research questions were proposed: 1. What are the English language students‟ preferred learning habits and learning styles? 2. How do teachers use CL both inside and outside the classroom according to students‟ self-reports? 3. What are their attitudes towards, and perceptions of, CL as well as their suggestions for the use of CL? 4.
Scope of the study As it has been stated above, the study is carried out to investigate college students‟ attitudes toward CL, and therefore, it is a survey by nature. It is not intended to examine the impact of CL on students‟ learning outcomes. Neither is it intended to explore teachers‟ attitudes toward, and perceptions of, CL. The study was carried out within one Junior Teachers‟ Training College only.
This means that no generalisation of the findings is intended. Research methodology (LUAN.programs TIEU LUAN MOI download : skknchat@gmail.programs 12 Due to the aim and scope of the study, two research methods are used in the present study: ● A questionnaire to investigate students‟ attitudes and perceptions towards CL as well as their preferences. The questionnaire is designed, primarily, to find out what students think of CL. And how they prefer to have CL activities in their foreign language classes.
Data were analyzed mainly by means of descriptive statistics. ● Follow-up interviews were conducted to get better insights into students‟ attitudes, perceptions, and preferences. Organization of the thesis The thesis is structured into 3 parts: Part A: Introduction, which introduces the rationale, the aims, the scope, the research methods and the organization of the study. Part B: Development which consists of 3 chapters: Chapter I is a Literature Review.
In this chapter, a basic theoretical background for the study is created by reviewing the relevant literature with a focus on Attitudes, and CL techniques. Chapter II, The Study, presents the methods and procedures used in the study, which consists of a survey questionnaire and follow-up interviews. This chapter also includes Result and Discussion which presents the method of data analysis as well as the results derived from the data analysis. Results are presented under themes as coded from the data analysis.
Chapter III, Implications and Suggestions, presents some suggestions on how to apply CL techniques in the classroom to achieve better impact. Part C: Conclusion, summarises the main remarks of the study and suggest some ideas for further study. Limitations of the study will also be acknowledged in this chapter.programs TIEU LUAN MOI download : skknchat@gmail.programs 13 PART B: DEVELOPMENT CHAPTER I: LITERATURE REVIEW This chapter reviews the literature on CL. In the first place, a definition of „attitude‟ is provided.
This will be followed by a discussion of the nature of CL as well as its advantages in foreign language learning. Finally, previous studies on CL will be reviewed to identify a research niche for the present study.1 Attitudes In general understanding, attitudes are defined as a disposition or tendency to respond positively or negatively towards a certain thing such as an idea, object, person or situation. This is often referred to as attitude object, but in the scale of my study, attitude is understood as „learning attitude‟. The construct of „Attitude‟ has long been considered as one of the affective variables beside motivation in the realm of language learning as well, (e., Gardner and Lambert 1972).
According to Oxford and Shearin (1994), attitude is one of the factors impacting motivation in language learning. Gardner (1985) states that positive attitudes and motivation are related to success in second language learning. Holmes (1992) believes that people develop attitudes towards languages, which reflect their views about those who speak the languages, and the contexts and functions with which they are associated. He claims that attitudes in the context of language learning are defined as the way people look at the language, the class and the people, and the culture of language.
Lambert (1967, cited in Macnamara, 1973: 37) mentions two types of attitudes: „integrative‟ and „instrumental‟ attitude to language learning. He claims that an integrative attitude (desire to know and become friendly with speakers of a language) is more likely to lead to success in learning a second language than an instrumental attitude (desire to better oneself materially by means of the language).programs TIEU LUAN MOI download : skknchat@gmail.programs 14 Chamber (1999) asserts that learning occurs more easily, when the learner has a positive attitude towards the language and learning. Positive attitudes on the part of the language learners can enhance an integrative motivation, and attitudes upon success in language learning is widely acknowledged. Gardner and Lambert (1972) in their extensive studies give evidence that positive attitudes towards language enhance proficiency as well.
Also, Holme (1992) states that if people feel positive towards those who use the language, they would be more highly motivated towards learning it. Unquestionably, good learners are those that have a positive attitude towards their subject. The overall findings show that positive attitudes have a strong impact on the success of language learning. Most of the researches have claimed that students‟ attitude is an integral part of learning and that it should, therefore, become an essential component of second language pedagogy.
There are many educational factors affecting students‟ positive attitude, such as teacher-student relationships, a positive psychological classroom atmosphere, or the use of authentic teaching materials and activities. Probably, one of the best method to help students develop their positive attitudes towards learning English as a foreign language should be the CL techniques since these techniques help to develop positive student-teacher attitudes, create a cooperative community of practice, and bring about helpful, harmonic atmosphere in classroom. In the present study, the definition by Gardner and Lambert (1972) is adopted, according to which attitude is “an organised, consistent and habitual manner of thinking, feeling and reacting to events and persons” (p. This is because the definition covers the meaning of students‟ reactions to CL.
Ajzen and Fishbein (1980) note that attitudes exert a directive influence on behaviour. An individual‟s attitudes towards something will influence his or her oeverall patterns of reponses to it. Therefore, before plan is made to apply CL models, it is critical that students‟ and teachers‟ attitudes towards the intended pedagogical models be investigated.