using pair work and group work techniques to increase students' participation and interest in communicative english classes at hanoi university of industry

43 1.6K 5
using pair work and group work techniques to increase students' participation and interest in communicative english classes at hanoi university of industry

Đang tải... (xem toàn văn)

Tài liệu hạn chế xem trước, để xem đầy đủ mời bạn chọn Tải xuống

Thông tin tài liệu

i Candidate’ s statement I certify that the minor thesis entitled “Using pair work and group work techniques to increase students’ participation and interest in communicative English classes at Hanoi University of Industry” submitted in partial fulfillment of the requirements for the degree of Master of Arts is the result of my own work, except otherwise acknowledge and this minor thesis or any part of the same has not been submitted for higher degree to any other university or institution ii Acknowledgements To accomplish this study, I am indebted to many people for their thoughtful help First and foremost, I would like to acknowledge and thank my supervisor, Ms Tran Hien Lan for her valuable guidance, critical feedback and enormous encouragement, without which my thesis would be far from completion I am also grateful to all the lecturers of the Post-graduate Department, Vietnam national University, Hanoi, College of Foreign Language for their guidance and enthusiasm during my course My sincere thanks go to all my colleagues and my students at Hanoi University of Industry, Faculties of Economic, Electronic, and Chemistry Finally, I would like to express my thanks to my friends who were willing to help me during the course In particular, I find myself indebted to my family especially my husband for their love, care and tolerance when I was in the process of writing this thesis iii Abstract This thesis was carried out to investigate the benefits of using pair work and group work techniques in communicative English classes It sought the answers to the following questions: How often are pair work and group work techniques applied in communicative English classes at HaUI? Does using pair work and group work techniques increase students’ interest in communicative English classes at HaUI? Does using pair work and group work increase students’ participation in communicative English classes at HaUI? Survey questionnaires for teachers and students were employed to find answers to these three questions The findings of the research revealed that pair work and group work were usually appiled in communicative English classes at HaUI The reason was that these two techniques strongly increased students’ participation and interest in class activities The students found working in pairs and in groups intersting, which made them participate more in the lesson In addition, thanks to pair work and group work, the interaction between students were closer However, there were some problems the teachers should consider when conducting these activities such as group size, the way of grouping, students’ level of proficiency, and so on It is hoped that this thesis will help other teachers of English be aware of the usefulness of pair work and group work techniques and apply them in their teaching List of abbreviations HaUI: Hanoi University of Industry CLT: Communicative Language Teaching iv List of tables and charts Tables Table 1: Teachers’ profiles Table 2: Students’ profiles Table 3: The frequency of pair work and group work activities Table 4: Teachers’ opinion on pair work and group work Table 5: Students’ participation Table 6: The frequency of difficulties Table 7: Things the teachers often when the students work in pairs and in groups Table 8: Group size organized by teachers Table 9: How to group students Table 10: Students’prference of classroom activities Table 11: The impact of pair work and group work techniques Table 12: Factors causing difficulties Table 13: Students’ recommendation for the things the teacher should Table 14: Group size preferred by students Table 15: How would students like to be grouped? Charts Chart 1: Techniques used in English classes Chart 2: Students’ attitude to pair work and group work activities Chart 3: Factors causing difficulties Chart 4: The Frequency of pair work and group work activities Chart 5: Students’ attitude to pair work and group work Chart 6: The frequency of difficulties TABLE OF CONTENTS Candidate’s statement i Acknowledgements .ii Abstract iii List of abbreviations iv List of tables and charts iv Appendixes Appendix 1: Questionnaire for students Appendix 2: Questionnaire for teachers v Part I: Introduction I Rationale Today, English has become an international language It is spoken as a second language and an official language in many countries, and millions of people speak English as a foreign language Besides, English is considered the medium of communication in many fields such as science, technology, aviation, internet, commerce, and so on Therefore learning and teaching English are getting more and more important to non-native nations of English Vietnam is not an exception In Vietnam, English is a compulsory subject at schools and colleges It plays a key role in getting a good job The number of Vietnamese people learning English is on the rise Also, English is no longer taught in a traditional way, in which much attention is paid to grammatical competence In the view of communicative language teaching (CLT) approach, the goal of learning a foreign language is to communicate in that target language According to this approach, the learner is considered the center of the learning process; the teacher serves as a facilitator At Hanoi university of Industry (HaUI), the aim of teaching and learning English is to provide students with communicative competence That is the reason why we choose the textbooks “New Headway” by Liz & John Soars (1999) and “International express” by Liz Taylor (2004), which focus on teaching communicative competence Also, all the teachers are encouraged to use pair work and group work activities in their teaching In my observation, students are more interested and less anxious when they work in groups and in pairs Moreover, pair work and group work can increase the amount of talking for individual students; encourage boarder skills of participation, cooperation, negotiation and so on As a result, I decided to a research entitled “using pair work and group work techniques to increase students’ participation and interest in communicative English classes at HaUI” I hope that the research will make a contribution to confirming the advantages of pair work and group work techniques in teaching and learning English and it can help other teachers of English be aware of these advantages and apply pair work and group work activities in their teaching II Aims of the study This study is aimed at investigating the use of pair work and group work techniques in communicative English classes at Hanoi University of Industry (HaUI) To be specific, the aims of the study are - To clarify the frequency of using pair work and group work activities in communicative English classes at HaUI - To prove the hypothesis that the two techniques: group work and pair work will help teachers increase students’ participation and interest in communicative English classes at HaUI III Research questions How often are pair work and group work techniques applied in communicative English classes at HaUI? Does using pair work and group work techniques increase students’ interest in communicative English classes at HaUI? Does using pair work and group work increase students’ participation in communicative English classes? IV Scope of the study There are a variety of techniques to encourage students to participate in communicative English classes However, it is not my intention to cover all of them because of the time and the length of the study, only two techniques, group work and pair work are investigated in communicative English classes at HaUI The advantages of these two techniques were found out by interviewing, and surveying teachers of English and non- major students at HaUI V Methods of the study Both quantitative and qualitative methods were employed to carry out the study The data were collected by means of questionnaires, and interviews VI Design of the study The study includes three chapters not including the introduction (which contains rationale, aims, methods, scope and design of the study) and the conclusion (which reviews the main content and findings of the study and ends with some suggestions for further research) Chapter I: Literature review establishes the basic theoretical background from the literature on communicative classes, students’ participation and interest, teaching techniques especially group work and pair work techniques Chapter II: Methodology describes the overall picture of how the research was carried out Chapter III: Data analysis and findings show the results of the research In this chapter, the author tried to find out the answers to the posed questions Part II: Development Chapter I: Literature review I Communicative language teaching (CLT) I 1.1 An overview of communicative language teaching (CLT) CLT appearing between the 1960s and 1970s marks the beginning of major innovation within language teaching and it has been widely accepted nowadays because of it superior principles According to Nunan (1989:194), ‘CLT views language as a system for the expression of meaning Activities involve oral communication, carrying out meaningful tasks, and using language, which is meaningful to the learners Objectives reflect the needs of the learners; they include functional skills as well as linguistic objectives The learner’s role is as a negotiator and an integrator The teacher’s role is as a facilitator of the communication process Materials promote communicative language use; they are task based and authentic” According to CLT, the purpose of language teaching is to develop “communicative competence” Hymes (1972) defines “communicative competence” as “what a speaker needs to know in order to be communicatively competent in a speech community” In other words, CLT has two following main aims pointed out by Richards and Rogers (1986:64) To make communicative competence the goal of language teaching To develop procedures for the teaching of the four language skills that acknowledge the interdependence of language and communication Richards and Rogers (1986: 69) also shows another point about CLT which is “its learner-centered and experience based view of second language teaching” In CLT, students are able to play a more active and participatory role than in traditional approaches Teachers work as facilitators, consultants or supervisors Also, “activities in CLT are often carried out by students in small groups” (Larsen -Freeman, 1986: 132) Students are expected to interact with one another, either through pair and group work or in their writings (Brumfit, 1983) Teachers select activities which engage students in meaningful and authentic language use rather than in mechanical practice of language patterns I.1 Communicative activities Communicative activities, defined by Littlewood (1981), are those that provide whole task practice, improve students’ motivation, allow natural learning and create a context supporting learning as well “In communicative activities the teacher creates a situation and sets an activity in notion, but it is the learners themselves who are responsible for conducting the interaction to its conclusion (Littlewood, 1981: 18) Harmer (1991) divides communicative activities into oral and written ones Oral activities include such categories as communication games, problem - solving, reaching a consensus, discussion, replaying instructions, role-play, etc Written communicative activities consist of writing reports and advertisements; co-operative writing, exchanging letters, writing journals and so on In addition, according to Littlewood (1981), there are two main types of communicative activities which he calls: “functional communication activities and social interaction activities” The main purpose of the former is that learners should use the language they know in order to get meanings across as effectively as possible Functional communication activities include such activities as identifying pictures, discovering identical pairs, discovering missing information, discovering differences, following directions and so on The later activities are those that emphasize on social as well as functional aspects of communication Learners, therefore, not only convey meanings effectively, but also, pay greater attention to the social context in which the interaction takes place Simulation and role-playing are important techniques for creating a variety of social relationships and situations I Students’ participation and interest I Concept of students’ participation Students’ participation can be identified in terms of three kinds of interaction: students to their teacher, students to students, and students to material The interaction between students and their teacher includes care, contact, cooperation between them in the class Students who have a good interaction with their teacher always participate in the class discussion, support and act as their teacher requires Moreover, they seem to be involved in what is happening in the class by asking for more information or explanation, volunteering to perform an activity, or sharing personal experience relating to the topics being discussed Thus, participation not only means attending the lass regularly and on time but also taking part in the lesson actively or showing desire or be active Students become self- centered in the class activities The interaction between students and students is set up through their discussion in small groups They work together, help each other, and learn from each other A good interaction involves their co-operation and contribution to the task given Students feel pleasant and comfortable when they work together, then they will their best to complete the task Students’ participation also includes the interaction between students and material Obviously, students will be active and pay more attention to the lesson if they are interested in the material or the task given In other words, good and interesting materials can get students involved in the lesson Students will find it difficult to participate in the class activities if they don’t understand the tasks or feel bored with them 24 6) Difficulties the teachers have when organizing pair work and group work Do you find it difficult to organize pair work and Number of group work activities? teachers a A yes, very often b B yes, often c C yes, not very often d D No, never 18 Table 6: The frequency of difficulties Percent(%) 18.75 56.25 25 The data showed that more than half of the teachers had difficulties in organizing pair work and group work activities, but not very often And nearly 20 % of them often encountered difficulties However, out of 32 teachers never had any problems in conducting these activities The factors causing their difficulties were shown in the chart below Chart 3: Factors causing difficulties According to the chart 3, not providing students with enough vocabulary was one main problem Besides, the students spoke Vietnamese while working in pairs and groups, which was one another problem given by 10 out of 32 teachers Moreover, teachers pointed out that applying pair work and group work techniques were not effective because some students did not co-operate with their partners Only of them said that their unclear instruction was the cause for the students’ difficulties 7) The way of organizing pair work and group work activities  What the teachers often the most when their students work in pairs and in groups? 25 Things the teachers often Number of teachers Percent (%) 18.75 and observe B Go around the class and 16 50 support C Praise and encourage 25 students D Do nothing E Both B and C 6.25 A Sit at the teacher’s desk Table 7: Things the teachers often when the students work in pairs and in groups According to the table, the thing the teachers usually did most was going around the class and supporting their students, which were given by half of the teachers Doing that would encourage the students to work and control them as well Also, the students would participate in the lesson more Moreover, they said that going around the class they could help the pairs or the groups that had problems However, 18.75 revealed that they only sat at the table and observed As for them, they could control the whole class and found out the pairs and the groups working well or badly, and then gave recommendation One quarter of the teachers preferred praising and encouraging students, which might make students more confident In addition, some of them even went around the class, supported their students and encouraged them as well They said doing that the interaction between them and their students would be closer 26  How many students you prefer to have in each group? Number of students in a Number of teacher a b c d A B -5 C D More than Percent (%) 26 Table 8: Group size group 12.5 81.25 6.25 The data showed that almost all the teachers pointed out that each group usually included or students Besides, out of 32 teachers often grouped students together, whereas only two teachers preferred having students in a group None of them would like to put more than students in one group The reason was that having a lot of students in a group would be difficult for students to discuss, and they would have fewer opportunities to practice the target language The way of grouping A Students at the same table B Students who like to work Number of teachers 12 Percent (%) 37.5 25 with each other C Students with different 10 31.25 proficiency level of English D Students with the same 6.25 level of proficiency Table 9: How to group students According to table 9, many teachers preferred grouping students at the same table together (37.5%), or students with different level of proficiency (31.5%), whereas only of them (6%) liked putting students at the same level of proficiency in a group 27 III Data analysis of students’ questionnaire and direct interview 1) Techniques students like doing in their English class  What you like doing in your English class? Why? Activities A Working in pairs and Number of students 205 Percent (%) 59.4 groups B Listening to the teacher 87 25.2 and noting down C Playing games D Working individually E Answering the teacher’s 202 23 52 58.5 6.7 15 questions Table 10: Students’prference of classroom activities As can be seen from the table 10, more than half of the students liked working in pairs and in groups (59.4%), and playing games as well(58.4%), whereas only 6.7% of them preferred working individually and 15% of them enjoyed answering the teacher’s questions This could be due to the fact that students always found working in pairs and groups and playing games more relaxing and interesting In addition, they said that when working in pairs and groups they felt more confident in communicating in English and they could learn from their classmates as well In the interview, some students revealed: “I feel really comfortable when I work with my partners” “I really enjoy working in pairs and in groups because I feel free and active” “I myself like playing games because I can learn and play together” “We prefer playing games and working in pairs and groups because we have opportunities to express ourselves” “I am afraid of answering the teacher’s questions as I have just learnt English, so I am not confident enough” 28 2) Frequency of pair work and group work activities in English classes Chart 4: The Frequency of pair work and group work activities According to the chart 3, pair work and group work activities were usually taken place in English classes Only 25 out of 345 students said that they sometimes worked in pairs and in groups This explained the importance of pair work and group work techniques to the English teaching and learning process at HaUI in general 3) Students’ response to pair work and group work activities Chart 5: Students’ attitude to pair work and group work The data showed that nearly half of the students (43.36 %) were interested in pair work and group work activities About 30% of them even were very interested in working in pairs and in groups This showed that pair work and group work could attract students and increased their interest in the lesson as well Only out of 345 students found pair work and group work activities boring 29 4) The impact of pair work and group work techniques The impact of pair work and Number of students Percent (%) 234 70.4 confident B Students can practice 203 58.8 English a lot C Students could learn from 256 74.2 their partners D Students 168 48.7 group work activities A Students feel more are more interested in the lesson Table 11: The impact of pair work and group work techniques It was obvious that pair work and group work had great impact on students’ learning process The majority of the students (70.4 %) felt more confident when they worked with their classmates The reason was that they could discuss freely with their partners without being afraid of losing their face Some of them said as follows “I am encouraged to speak out with my friends’ help I don’t feel shy to express my opinion with them” “Working in pairs and in groups could help me to |improve my English, so I become more confident” “When answering my teacher’s questions I am really shy, but I am much more confident as speaking to my partners” Besides, pair work and group work also helped students to practice English more About 60% of the students revealed that they could practice English much when working in pairs and groups In addition, 74.2 % of them said that they could learn a lot from their partners Below is what they said “My vocabulary is improved a lot when I work with students with higher level of proficiency” “My friends help me a lot with my English especially grammar and vocabulary when I work with them” “Working in groups we can deal with the problems the teacher gives faster and better” “My partners help me a lot with my pronunciation” Last but not least, while working in pairs and groups, students might be more active and participate more in the lesson Nearly half of them had much participation in the classroom activities 5) Difficulties students have when working in pairs and groups 30  Do you find it difficult to work in pairs and in groups? Chart 6: The frequency of difficulties The chart showed that nearly half of the students often had difficulties when they worked in pairs and groups 129 students (37.39 %) sometimes found it difficult to work with their classmates Only 46 students never had any difficulties The below table revealed the factors causing the difficulties the students experienced  What factor(s) often cause(s) difficulties when you work in pairs and in groups? Factors Number of students Percent (%) A Unclear instruction 57 16.52 B Lack of vocabulary 243 70.43 C Partners don’t co-operate 42 12.17 D Speak Vietnamese 30 8.7 Table 12: Factors causing difficulties According to the table 10, the majority of the students said that lacking vocabulary was the main cause for their difficulties The second factor was unclear instruction, which was revealed by 57 students (16.52%) Besides, some of students complained that their partners did not co-operate, and only 8.7% of them encountered difficulties due to speaking Vietnamese when working in pairs and groups 6) Students’ recommendation for better pair work and group work activities There were a number of recommendations given by the students to make pair work and group work activities more effective  What would you like your teacher to to help you when you work in pairs and in groups? 31 Students’ recommendation for the things Number of the teacher should students (345) A Giving clear instruction 84 B Proving necessary vocabulary 243 C The focus and objectives of the 99 activities are stated D Teachers move around the class and 84 Percent (%) 24.35 70.43 28.7 24.35 support Table 13: Students’ recommendation for the things the teacher should First of all, when asked about the things they wanted their teacher to to help them work in pairs and groups better, most of the students (70%) said that they would like to be given necessary vocabulary Moreover, nearly one quarter of them wanted to be provided clear instructions The same number of the students preferred their teacher going around the class and supporting them In addition, the focus and objectives of the activities should be stated clearly, which was revealed by 99 out of 345 students  How many students would you like to have in each group? Number of students in a Number of students Percent (%) 55 246 29 14 Table 14: Group size preferred by students 16 71.3 8.4 4.3 group a b c d A B -5 C D More than Secondly, the majority of the students preferred working in group consisting of or students Only a few of them (nearly 13%) enjoyed working in a large group with students or more than students The reason was that they could not practice much if the group was too large Furthermore, it was difficult for them to discuss and get the answer to the question given if there were too many ideas  Who you want to work with? The way of grouping A Students at the same table B Students who you like to Number of students 57 86 Percent (%) 16.5 24.9 work with C Students with higher level 154 44.6 of proficiency D Students with lower level 2.6 32 of proficiency E Students with the same 39 11.4 level of proficiency Table 15: How would students like to be grouped? About the students they preferred working with in pairs and in groups, nearly half of the students wanted to work with the students who were at higher level of proficiency Working with the people they really liked was also preferred by one quarter of the students Also, some of them (16.5%) liked working with the ones at the same table However, very few of them (2.6 %) liked working with the students who were worse at English In the interview some students revealed as follows “I enjoy working with the students who are better than me as I can learn from them” “If my partners are good, they can help me” “Working with the students at lower level of proficiency often makes me lazier” “Discussing with the people I like might be more effective” III Findings This section presents the answers to the original research questions proposed at the beginning of the thesis Research question 1: How often are pair work and group work techniques applied in communicative English classes at HaUI? It was obvious that the two techniques: pair work and group work were often used in English classes at HAUI Most of the students liked working in pairs and groups as they could practice the target language more, and learn from their partners as well Also, all the teachers confirmed that they often asked their students to work in pairs and groups This proved the importance of pair work and group work techniques to teaching and learning process However, some students did not like working in pairs and in groups because of their low level of proficiency especially lacking vocabulary Instead of discussing the problems given, they talked about others in their mother tongue This matter needs considering when pair work and group work activities are taken place in classes Research question 2: Does using pair work and group work techniques increase students’ interest in communicative English classes at HaUI? The research results showed that most of the students found pair work and group work interesting In other words, they were interested in working in pairs and in groups This indicated that the students’ interest was increased when they took part in pair work 33 and group work activities It was not surprising to find out that the majority of the students felt active and free as they were put in pairs and groups to work together They became self-centered in their learning while their teacher worked as a consultant or a supervisor Working in pairs and groups, the students could express their opinions without being afraid of losing their face Thus, they felt comfortable in the class Therefore, their desire to learn the target language would be raised Research question 3: Does using pair work and group work techniques increase students’ participation in communicative English classes at HAUI? As can be seen from the study, pair work and group work activities gave the students more opportunities to practice the target language, which was pointed out by most of the teachers and the students In other words, the students would get more involved in the lesson In addition, the students could help each other and learn from each other in pairs or in groups A large number of the students revealed that they preferred working in pairs and groups as they were able to learn a lot from their partners especially the ones who were at higher level of proficiency Therefore, pair work and group work activities could get almost the students in the class to contribute to the lesson However, the teacher should provide the students with necessary vocabulary and clear instruction in order to make pair work and group work activities more effective Also, the group size should include from to students who were at different level of proficiency Sometimes, the teacher could give students a chance to choose their partners, which might increase their participation and interest in the task given 34 Part III: Conclusion This final part aims to summarize the study and recommend further research I Summary of the study The study was carried out at 12 communicative English classes from three faculties at Hanoi University of Industry (HaUI) With the use of instruments such as two questionnaires, and interviews for both students and teachers at HaUI, the researcher has found out the answers to her three research questions as mentioned in part I introduction For the first question “how often are pair work and group work techniques applied in communicative English classes at HaUI?” Both the teachers and the students confirmed the frequency of the use of these two techniques in their English classes They also revealed that these two techniques were the most important ones because of their great benefits for both them and their students For the second question: “does using pair work and group work activities increase students’ interest in communicative English classes at HaUI?”, the author found out that the students were more interested in those activities To be specific, the students felt more confident, comfortable and relaxed in working in pairs and in small groups Therefore, their desire to learn and their interest in the lesson or the task given were really increased For the third question: “does using pair work and group work activities increase students’ participation in communicative English classes at HaUI?”, the answer was that most of the students and the teachers agreed that if the class was divided into pairs or groups, almost students could have more opportunities to practice the target language, or contribute to the lesson In other words, students’ talking time were increased Besides, working in pairs or in groups, the interaction between students were better as they could discuss freely, and learn from each other as well However, there were some factors which needed considering when pair work and group work activities took place First of all, before asking students to work in pairs and in groups, teachers should have given clear instructions, and provided students with necessary vocabulary Moreover, to get the whole class involved in the lesson, the teacher should 35 have moved around the class and helped the students if necessary Also, if the teacher had praised students properly, they would have worked more effectively In addition, the way of grouping students should be suitable for the task given and might encourage students to work more effectively as well Students liked to work with the ones who were at higher level of proficiency Therefore, students with different proficiency level should be arranged to sit together Also, the number of students in each group shouldn’t be too large As found from the data collection, the suitable number for a group was or students To sum up, despite these problems, the use of pair work and group work techniques really increased students’ interest and participation in activities II Limitations of the study Because of the limitation of time, this study has some limitations It only investigated the current situation of using pair work and group work in some communicative English classes at HaUI The respondents of the study were limited to the first - year students and second –year ones from three faculties: Economics, Electronics, and Chemistry, so their opinions about using pair work and group work could not be considered as representative of all students learning English as a foreign language in general and all non- major students at HaUI in particular III Recommendation for further research As no single research design is all-inclusive and complete, this study can not cover everything in its field of study Many untouched issues will be interesting topics for further research such as: - Strategies for managing pair work and group work activities in communicative English classes - Strategies to involve students in pair work and group work activities - How to increase the benefits of pair work and group work activities - Using games to increase students’ interest in English classes 36 References Barry K (1993), Beginning Teaching, Social Science Press Berns M (1984), Group Work Management, London Brown H D (1994) Teaching by Principles: An Interactive Approach to Language Pedagory London: Prentice Hall Regents Brumfit C (1983), Communicative Mehodology in Language Teaching, Cambridge: CUP Byrne D (1983), Teaching Oral English, London: Longman Doff A (1988), Teaching English: A Training Course for Teachers, Cambridge University Press Ellis R (1994), The Study of Second Language Acquisition, Oxford Unversity 10 Press Harmer J (1991), The Practice of English Eanguage Teaching, Longman Harmer J (1999), The Practice of ELT, Longman Honeyfield J (1991), The Formation of Small Groups in the Language Classroom, Guidelines- A Periodical for Classroom Language Teachers, Vol 13 No June 11 12 13 1991, SEMEO Regional Language Center Hylen K (1991), Managing Group Work, Guidelines, Vol 14 no 3, 28- 29 Hymes D (1972), On Communicative Competence Harmondsworth: Penguin Larsen_ Freeman D M (1986), Techniques and Principles on Language Teaching, 14 Oxford University Press Littlewood W (1981), Communicative Language Teaching, Great Britain 15 16 Cambridge University press Liz & Soars J (2000), New Headway, Oxford University Ngoh S G (1991), Small Group Work in the Classroom, Guidelines Vol.14 no.3, 17 22-27 Nunan D (1992), Research Methods in Language Learning, Cambridge University 18 Press Nunan D (1989), Desining Tasks for the Communicative Classroom, Great Britain: 19 20 Cambridge University Press Potter E & Spatt P (1995), Questionnaire Design, Dakin University Richards J C and Rodgers T S (1986), Approaches to Methods in Language 21 22 Teaching, Cambridge University Press Taylor, L (2004), International Express, Oxford University Press Willing K (1985) Learning Styles in Adult Migrant Education Adelaide: National Curriculum Resource Centre 37 ... Does using pair work and group work techniques increase students’ interest in communicative English classes at HaUI? Does using pair work and group work increase students’ participation in communicative. .. and group work techniques increase students’ interest in communicative English classes at HaUI? Does using pair work and group work increase students’ participation in communicative English classes. .. %) were interested in pair work and group work activities About 30% of them even were very interested in working in pairs and in groups This showed that pair work and group work could attract

Ngày đăng: 06/02/2014, 14:45

Từ khóa liên quan

Tài liệu cùng người dùng

  • Đang cập nhật ...

Tài liệu liên quan