Thanh bên bài viết
Ngày xuất bản:
14/10/2024
Ngày xuất bản Online:
14/10/2024
Số lượt xem tóm tắt: 42
Số lượt xem PDF: 24
Số lượt xem PDF: 24
Chuyên mục
Social Sciences and Humanities Issue
Trích dẫn bài báo
Le, N. L. (2024). Diverse groupings in teaching English-speaking skills. Tạp chí Khoa học Đại học Đồng Tháp, 13(7), 46-59. https://doi.org/10.52714/dthu.13.7.2024.1337
Diverse groupings in teaching English-speaking skills
Nội dung chính của bài viết
Tóm tắt
This study aims to investigate the effects of diverse groupings on learners' English-speaking skills. Accordingly, diverse groupings as an intervention procedure were implemented over an English-speaking course. This course lasted 15 weeks and 48 EFL students from a university in Vietnam enrolled in the course. On the completion of the course, quantitative data were collected via a questionnaire surveying the involved students' evaluations of the effects of the intervention procedure. Meanwhile, participants' reflections on the course recorded in audio files served as qualitative data for the study. The obtained results from both quantitative and qualitative data reveal that participants highly valued the course because it facilitated their English speaking skills as well as cognitive and social skills. These positive effects were derived from practicing English speaking with various partners. In addition, qualitative data recorded their perspectives on different preferences for partners in group work. These patterns include partners’ English proficiency levels, sex, partnership selection, and working duration. On these results, pedagogical implications are addressed. Further expanded research in this regard within Vietnam and beyond is also suggested to overcome the present study’s limitations.
Chi tiết bài viết
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Từ khóa
Đa dạng hóa phân nhóm, ngoại ngữ tiếng Anh (EFL), hiệu ứng, hoạt động nhóm, kỹ năng.
Tài liệu tham khảo
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Azizifard, F. M. (2024). The effect of task-based language teaching on speaking skill. Cihan University-Erbil Journal of Humanities and Social Sciences (CUEJHSS), 8(1), 65-71. https://doi.org/10.24086/cuejhss.vol8n1y2024.pp 65-71.
Bakar, N. I. A., Noordin, N., & Razali, A. B. (2019). Improving oral communicative competence in English using project-based learning activities. English Language Teaching, 12(4), 73-84. https://doi.org/10.5539/elt.v12n4p73.
Bandura, A. (1986). Social foundations of thought & action: A social cognitive theory. Upper Saddle River, NJ: Prentice-Hall.
Bandhu, D., Mohan, M. M., Nittala, N., Jadhav, P., Bhadauria, A., & Saxena, K. K. (2024). Theories of motivation: A comprehensive analysis of human behavior drivers. Acta Psychologica, 244(104177), 1-16. https://doi.org/10.1016/j.actpsy.2024.104177.
Bhattacherjee, A. (2012). Social science research: Principles, methods, and practices. USF: Textbooks Collection.
Carver-Thomas, D. (2018). Diversifying the teaching profession: How to recruit and retain teachers of color. Palo Alto, CA: Learning Policy Institute.
Chen, P. J., & Chen, Y. H. (2022). Massive open online course study group: Interaction patterns in face-to-face and online (Facebook) discussions. Frontiers in Psychology, 12, 670533. https://doi.org/10.3389/fpsyg.2021.670533.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th Ed.). Thousand Oaks, California: Sage.
Do, M. H. (2023). Benefits perceived by Vietnamese EFL learners and their engagement in online collaborative learning during the COVID-19 pandemic. 3L: Language, Linguistics, Literature® The Southeast Asian Journal of English Language Studies, 29(1), 77-92. https://doi.org/10.17576/3L-2023-2901-06.
Do, M. H., & Le, T. T. M. (2020). High school teachers’ perceptions and implementations of group work in English speaking classes. International Journal of Instruction, 13(2), 445-462. https://doi.org/10.29333/iji.2020.13231a.
Farrell, T. S. C. & Jacobs, G. M. (2020). Essentials of successful English language teaching (2nd ed.). Bloomsbury Academic.
González-Salamanca, J. C., Agudelo, O. L., & Salinas, J. (2020). Key competencies, education for sustainable development, and strategies for the development of 21st century skills. A systematic literature review. Sustainability, 12(10366), 1-17. doi:10.3390/su122410366.
Griffiths, E., & Slavkov, N. (2021). Linguistic risk-taking: A bridge between the classroom and the outside world. Canadian Journal of Applied Linguistics, 24(2), 127-158.
Jia, Q. (2022). Learner-learner interaction in MOOCs: A literature review. [Unpublished Master thesis]. The University of Texas at Austin, USA.
Jitpaisarnwattana, N., Reinders, H., & Darasawang, P. (2021). Learners' perspectives on interaction in a language MOOC. JALT CALL Journal, 17(2), 158-182.
John, D. (2017). Employing group work to foster speaking skills: A study of success and failure in the classroom. MEXTESOL Journal, 41(3), 1-9.
Kemaloglu-Er, E. (2022). Project-based EFL learning at the tertiary level: Research, translation, creativity and interaction. Turkish Journal of Education, 11(3), 162-182 https://doi.org/10.19128/turje.1061653.
Kettanun, C. (2015). Project-based learning and its validity in a Thai EFL classroom. Procedia - Social and Behavioral Sciences, 192, 567-573. https://doi.org/10.1016/j.sbspro.2015.06.094.
Khoiriyah, K., & Setyaningrum, R. W. (2015). Project-based learning method in teaching English speaking skills for eleventh grade of SMA Negeri 3 Malang. Celtic, 2(3), 59-72.
Krasny, M., DuBois, B., Adameit, M., Atiogbe, R., Alfakihuddin, M., Bold-erdene, T., et al. (2018). Small groups in a social learning MOOC (sIMOOC): strategies for fostering learning and knowledge creation. Online Learn, 22, 119-139.
Leyba, M. (2023). Teaching expertise: 30 engaging & impactful diversity activities for middle school. https://www.teachingexpertise.com/classroom-ideas/diversity-activities-for-middle-school/.
Namaziandost, E., Homayouni, M., & Rahmani, P. (2020) The impact of cooperative learning approach on the development of EFL learners’ speaking fluency. Cogent Arts & Humanities, 7(1), 1780811, 1-13. https://doi.org/10.1080/23311983.2020.1780811.
NASEM (National Academies of Sciences, Engineering, and Medicine), (2024). Mentorship, well-being, and professional development in STEMM: Addressing the "Knowing-Doing Gap. Proceedings of a Workshop—in Brief. Washington, DC: The National Academies Press. https://doi.org/10.17226/27513.
Nguyen, T. H. (2023). Using cooperative learning techniques to improve English speaking skills of the first-year students in Hanoi: An action research project. Vietnam Journal of Educational Sciences, 19(3), 40-56.
Nguyen, Q. T. N., & Huynh, S. V. (2024). The need for values education programs for both pre-service teachers and in-service teachers in Vietnam. Asian Journal of Education and Training, 10(1), 48–54. https://doi.org/10.20448/edu.v10i1.5368.
Nguyen, T. M. T., & Nguyen, B. H. (2018). Impact of cooperative learning on learner motivation in speaking at a Vietnamese high school. European Journal of English Language Teaching, 4(1), 136-148.
Pham, D. L., Nguyen, T. T., & Phan, T. P. M. (2024). The intercultural communication analysis of conversations in the project 'My Hanoi' by the Faculty of Tourism, Hanoi Open University. Proceedings of the AsiaCALL International Conference, 4, 188-208. https://doi.org/10.54855/paic.23414.
Purdue Global. (2022). Education: Five activities to promote diversity in the classroom. https://www.purdueglobal.edu/blog/education/promote-classroom-diversity
Richard, J. C., & Renandya, W. A. (2002). Methodology in language teaching. Cambridge: Cambridge University Press.
Sakae, O. (2022). Enhancing creative thinking, critical thinking, and interactional skills through problem-solving group projects among undergraduate English majors in Japan. The Southeast Asian Journal of English Language Studies, 28(2), 1-17. http://doi.org/10.17576/3L-2022- 2802-01.
Singh, M. C. (2023). Practical tips to diversify lessons and activities. https://www.linkedin.com/pulse/practical-tips-diversify-lessons-activities.
Sirisrimangkorn, L. (June, 2021). Improving EFL undergraduate learners’ speaking skills through project-based learning using presentation. ALLS, 12(3), 65-72. http://dx.doi.org/10.7575/aiac.alls.v.12n.3.p.65.
Slavkov, N. (2023). Linguistic risk-taking: A new pedagogical approach and a research program. Canadian Journal of Applied Linguistics, 26(2), 32–59. https://doi.org/10.37213/cjal.2023.33038.
Soundy, A. (2024). Social constructivist meta-ethnography. A framework Construction. International Journal of Qualitative Methods, 23, 1-17. https://doi.org/10.1177/16094069241244863.
Sugianto, K., & Hanan, A. (2020). Improving students' speaking skills through task-based language teaching at Mandalika University of Education. JUPE: Jurnal Pendidikan Mandala, 5(6), 56-61. http://ejournal.mandalanursa.org/index.
Treesattayanmunee, P., & Baharudin, S. M. (2024). Learner autonomy and interaction in English language learning among Thai EFL undergraduate students. LEARN Journal: Language Education and Acquisition Research Network, 17(1), 393-415.
VMOET - Vietnamese Ministry of Education and Training (2018). Official document No. 32/2018/TT-BGDĐT, 26 September, 2018.
Vinney, C. (2019). Social cognitive theory: How we learn from the behaviors of others. https://www.thoughtco.com/social-cognitive-theory-4174567.
Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press.
Wathyudin, A. Y. (2017). The effect of project-based learning on L2 spoken performance of undergraduate students in English for Business class. Advances in Social Science, Education, and Humanities Research (AS-SEHR), 82, 42-46. https://doi.org/10.2991/conaplin-16.2017.9.
Yassi, A. H., Hanafiah, W., Sahib, H., Aswad, M., Nurchalis, N. F., & Azizi, Z. (2023). Exploring the effects of the pair-interaction model on improving Indonesian adult learners’ English proficiency. Studies in English Language and Education, 10(1), 117-136.
Yimwilai, S. (2020). The effects of project-based learning in an EFL classroom. Journal of Liberal Arts, Maejo University, 8(2), 214-232.
Zhou, M., & Brown, D. (2015). Educational learning theories (2nd ed.). Education Open Textbooks 1. https://oer.galileo.usg.edu/education-textbooks/1.
Azizifard, F. M. (2024). The effect of task-based language teaching on speaking skill. Cihan University-Erbil Journal of Humanities and Social Sciences (CUEJHSS), 8(1), 65-71. https://doi.org/10.24086/cuejhss.vol8n1y2024.pp 65-71.
Bakar, N. I. A., Noordin, N., & Razali, A. B. (2019). Improving oral communicative competence in English using project-based learning activities. English Language Teaching, 12(4), 73-84. https://doi.org/10.5539/elt.v12n4p73.
Bandura, A. (1986). Social foundations of thought & action: A social cognitive theory. Upper Saddle River, NJ: Prentice-Hall.
Bandhu, D., Mohan, M. M., Nittala, N., Jadhav, P., Bhadauria, A., & Saxena, K. K. (2024). Theories of motivation: A comprehensive analysis of human behavior drivers. Acta Psychologica, 244(104177), 1-16. https://doi.org/10.1016/j.actpsy.2024.104177.
Bhattacherjee, A. (2012). Social science research: Principles, methods, and practices. USF: Textbooks Collection.
Carver-Thomas, D. (2018). Diversifying the teaching profession: How to recruit and retain teachers of color. Palo Alto, CA: Learning Policy Institute.
Chen, P. J., & Chen, Y. H. (2022). Massive open online course study group: Interaction patterns in face-to-face and online (Facebook) discussions. Frontiers in Psychology, 12, 670533. https://doi.org/10.3389/fpsyg.2021.670533.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th Ed.). Thousand Oaks, California: Sage.
Do, M. H. (2023). Benefits perceived by Vietnamese EFL learners and their engagement in online collaborative learning during the COVID-19 pandemic. 3L: Language, Linguistics, Literature® The Southeast Asian Journal of English Language Studies, 29(1), 77-92. https://doi.org/10.17576/3L-2023-2901-06.
Do, M. H., & Le, T. T. M. (2020). High school teachers’ perceptions and implementations of group work in English speaking classes. International Journal of Instruction, 13(2), 445-462. https://doi.org/10.29333/iji.2020.13231a.
Farrell, T. S. C. & Jacobs, G. M. (2020). Essentials of successful English language teaching (2nd ed.). Bloomsbury Academic.
González-Salamanca, J. C., Agudelo, O. L., & Salinas, J. (2020). Key competencies, education for sustainable development, and strategies for the development of 21st century skills. A systematic literature review. Sustainability, 12(10366), 1-17. doi:10.3390/su122410366.
Griffiths, E., & Slavkov, N. (2021). Linguistic risk-taking: A bridge between the classroom and the outside world. Canadian Journal of Applied Linguistics, 24(2), 127-158.
Jia, Q. (2022). Learner-learner interaction in MOOCs: A literature review. [Unpublished Master thesis]. The University of Texas at Austin, USA.
Jitpaisarnwattana, N., Reinders, H., & Darasawang, P. (2021). Learners' perspectives on interaction in a language MOOC. JALT CALL Journal, 17(2), 158-182.
John, D. (2017). Employing group work to foster speaking skills: A study of success and failure in the classroom. MEXTESOL Journal, 41(3), 1-9.
Kemaloglu-Er, E. (2022). Project-based EFL learning at the tertiary level: Research, translation, creativity and interaction. Turkish Journal of Education, 11(3), 162-182 https://doi.org/10.19128/turje.1061653.
Kettanun, C. (2015). Project-based learning and its validity in a Thai EFL classroom. Procedia - Social and Behavioral Sciences, 192, 567-573. https://doi.org/10.1016/j.sbspro.2015.06.094.
Khoiriyah, K., & Setyaningrum, R. W. (2015). Project-based learning method in teaching English speaking skills for eleventh grade of SMA Negeri 3 Malang. Celtic, 2(3), 59-72.
Krasny, M., DuBois, B., Adameit, M., Atiogbe, R., Alfakihuddin, M., Bold-erdene, T., et al. (2018). Small groups in a social learning MOOC (sIMOOC): strategies for fostering learning and knowledge creation. Online Learn, 22, 119-139.
Leyba, M. (2023). Teaching expertise: 30 engaging & impactful diversity activities for middle school. https://www.teachingexpertise.com/classroom-ideas/diversity-activities-for-middle-school/.
Namaziandost, E., Homayouni, M., & Rahmani, P. (2020) The impact of cooperative learning approach on the development of EFL learners’ speaking fluency. Cogent Arts & Humanities, 7(1), 1780811, 1-13. https://doi.org/10.1080/23311983.2020.1780811.
NASEM (National Academies of Sciences, Engineering, and Medicine), (2024). Mentorship, well-being, and professional development in STEMM: Addressing the "Knowing-Doing Gap. Proceedings of a Workshop—in Brief. Washington, DC: The National Academies Press. https://doi.org/10.17226/27513.
Nguyen, T. H. (2023). Using cooperative learning techniques to improve English speaking skills of the first-year students in Hanoi: An action research project. Vietnam Journal of Educational Sciences, 19(3), 40-56.
Nguyen, Q. T. N., & Huynh, S. V. (2024). The need for values education programs for both pre-service teachers and in-service teachers in Vietnam. Asian Journal of Education and Training, 10(1), 48–54. https://doi.org/10.20448/edu.v10i1.5368.
Nguyen, T. M. T., & Nguyen, B. H. (2018). Impact of cooperative learning on learner motivation in speaking at a Vietnamese high school. European Journal of English Language Teaching, 4(1), 136-148.
Pham, D. L., Nguyen, T. T., & Phan, T. P. M. (2024). The intercultural communication analysis of conversations in the project 'My Hanoi' by the Faculty of Tourism, Hanoi Open University. Proceedings of the AsiaCALL International Conference, 4, 188-208. https://doi.org/10.54855/paic.23414.
Purdue Global. (2022). Education: Five activities to promote diversity in the classroom. https://www.purdueglobal.edu/blog/education/promote-classroom-diversity
Richard, J. C., & Renandya, W. A. (2002). Methodology in language teaching. Cambridge: Cambridge University Press.
Sakae, O. (2022). Enhancing creative thinking, critical thinking, and interactional skills through problem-solving group projects among undergraduate English majors in Japan. The Southeast Asian Journal of English Language Studies, 28(2), 1-17. http://doi.org/10.17576/3L-2022- 2802-01.
Singh, M. C. (2023). Practical tips to diversify lessons and activities. https://www.linkedin.com/pulse/practical-tips-diversify-lessons-activities.
Sirisrimangkorn, L. (June, 2021). Improving EFL undergraduate learners’ speaking skills through project-based learning using presentation. ALLS, 12(3), 65-72. http://dx.doi.org/10.7575/aiac.alls.v.12n.3.p.65.
Slavkov, N. (2023). Linguistic risk-taking: A new pedagogical approach and a research program. Canadian Journal of Applied Linguistics, 26(2), 32–59. https://doi.org/10.37213/cjal.2023.33038.
Soundy, A. (2024). Social constructivist meta-ethnography. A framework Construction. International Journal of Qualitative Methods, 23, 1-17. https://doi.org/10.1177/16094069241244863.
Sugianto, K., & Hanan, A. (2020). Improving students' speaking skills through task-based language teaching at Mandalika University of Education. JUPE: Jurnal Pendidikan Mandala, 5(6), 56-61. http://ejournal.mandalanursa.org/index.
Treesattayanmunee, P., & Baharudin, S. M. (2024). Learner autonomy and interaction in English language learning among Thai EFL undergraduate students. LEARN Journal: Language Education and Acquisition Research Network, 17(1), 393-415.
VMOET - Vietnamese Ministry of Education and Training (2018). Official document No. 32/2018/TT-BGDĐT, 26 September, 2018.
Vinney, C. (2019). Social cognitive theory: How we learn from the behaviors of others. https://www.thoughtco.com/social-cognitive-theory-4174567.
Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press.
Wathyudin, A. Y. (2017). The effect of project-based learning on L2 spoken performance of undergraduate students in English for Business class. Advances in Social Science, Education, and Humanities Research (AS-SEHR), 82, 42-46. https://doi.org/10.2991/conaplin-16.2017.9.
Yassi, A. H., Hanafiah, W., Sahib, H., Aswad, M., Nurchalis, N. F., & Azizi, Z. (2023). Exploring the effects of the pair-interaction model on improving Indonesian adult learners’ English proficiency. Studies in English Language and Education, 10(1), 117-136.
Yimwilai, S. (2020). The effects of project-based learning in an EFL classroom. Journal of Liberal Arts, Maejo University, 8(2), 214-232.
Zhou, M., & Brown, D. (2015). Educational learning theories (2nd ed.). Education Open Textbooks 1. https://oer.galileo.usg.edu/education-textbooks/1.