The document discusses using group work to increase student motivation in speaking lessons at Hanoi University of Industry. It first establishes that motivation is important for language learning success. It then identifies the problem of students lacking interest in speaking lessons. The literature review explores definitions of motivation and group work, and advantages of group work like increased participation, language practice, and motivation. The methodology uses qualitative methods like observation and semi-structured interviews to collect data on student behavior, motivation, and opinions of group work. Ethical considerations like permission and anonymity are also discussed.
The document discusses using group work to increase student motivation in speaking lessons at Hanoi University of Industry. It first establishes that motivation is important for language learning success. It then identifies the problem of students lacking interest in speaking lessons. The literature review explores definitions of motivation and group work, and advantages of group work like increased participation, language practice, and motivation. The methodology uses qualitative methods like observation and semi-structured interviews to collect data on student behavior, motivation, and opinions of group work. Ethical considerations like permission and anonymity are also discussed.
The document discusses using group work to increase student motivation in speaking lessons at Hanoi University of Industry. It first establishes that motivation is important for language learning success. It then identifies the problem of students lacking interest in speaking lessons. The literature review explores definitions of motivation and group work, and advantages of group work like increased participation, language practice, and motivation. The methodology uses qualitative methods like observation and semi-structured interviews to collect data on student behavior, motivation, and opinions of group work. Ethical considerations like permission and anonymity are also discussed.
CONTENT • The research rationale • Context and problem identification • Literature review • Methodology • Methods • Pedagogical tensions and ethical issues Introduction The research rationale - Motivation plays a vital role in foreign language learning: “Many researchers considered motivation as one of the main elements that determine success in a second or foreign language, it determines the extent of active, personal involvement in L2 learning ” (Oxford& Shearin, 1994). - The researcher’s teaching context - Advantages of group work Description of my context
English course: 150 periods/ 2 semesters
Text book: New Headway – Elementary No. of students: 20 students/ class, non- English major, elementary level, age: 19-20 Problem Identification
Problem: Students are not interested in
participating speaking lessons.
Innovation: Using group work
Literature review • Research question:
HOW DO THE FISRT YEAR STUDENTS AT HA NOI
UNIVERSITY OF INDUSTRY RESPOND TO GROUP WORK WHEN LEARNING SPEAKING? Literature review 1) Motivation a) Definition: - Linghtbrown & Spada (2002) - Garder (1996) - Dornyei (1994) - Littlewood (1998) “Motivation is interest in and enthusiasm for the materials used in class; persistence with the learning task, as indicated by levels of attention or action for an extended duration; and levels of concentration and enjoyment. (Crookes & Schmidt, 1991) b) 2) Group work a) Definition Group work is defined as a collaborative activity wherein students work in groups and they together share aims and responsibilities to accomplish a task allotted by their teacher. (Johnson, Johnson and Smith, 1991) b) Types of group work - Informal learning group - Formal learning group - Study teams (Johnson, Johnson and Smith, 1991) c) Advantages of group work
• Increasing participation ( Long, 1985)
• Increasing language practice opportunity (Ur, 1996) • Increasing motivation (Ur, 1996) • Improving the quality of student talk (Krall, 1989- 1993) Methodology Qualitative Research Methodology • focuses on understanding the thought, perspectives and experience of the participants through their natural setting (Harwell, 2011) • is often carried out in small scale (Denzin, 2006) • constructs explanations from the information gathered by participants -> inductive style (Harwell, 2011) Methods Observation • Data: students’ behaviour and overall class motivation in their process of learning • Time: before and after applying group work • Observation sheets: adapted from Hopkins (1985) and Nunan (1989) • Data analysis: calculate in mean score and compare Methods Semi- structured interview • Data: the participants’ opinions about the application of group work • Time: after applying group work • Interview questions: adapted from the attitude questionnaire by Shak (2006) • Data analysis: transcribe and categorise into the same theme Pedagogical tension Difficulties in: • Forming interview questions • Collecting data in observation method
Solutions: • Adapting interview questions and observation sheets from literature Ethical issues
• Get permission of the dean of department
and institutional scientific council • Notify the aim and the process of research to the participants • Describe the role of the researcher and the research clearly • Preserve students’ anonymity • Keep the students’ answers confidentially Thank you for listening
Professional Development of Science Teachers in Formative Assessment: A Qualitative Meta-Analysis of The Research Literature Thesis Defense by Javed Iqbal M.S. (Teacher Education)