Teachers' perceptions & their practices regarding cooperative learning in teaching EFL in large multilever classes at Vietnam National University, University of Economics and Business Quan điểm giáo viên việc sử dụng phương pháp học hợp tác để dạy tiếng Anh lớp Đơng Đa trình độ việc thực thi lớp trường Đại học Kinh tế, Đại học Quốc gia Hà Nội Hoàng Việt Hà University of Languages and International Studies M.A Thesis English Teaching Methodology; Mã số: 60 14 10 Supervisor : M.Ed Đỗ Bá Quý Năm bảo vệ: 2012 Abstract Cooperative learning has been recognized as the most successful learning strategy in educational history Therefore, it has been widely adopted in many Asian countries recently Although there is substantial research on the benefits of cooperative learning, little is known about how teachers implement cooperative learning under typical school conditions The purpose of the present case study was to reach three aims First, it aims to investigate EFL teachers’ perceptions of different aspects of cooperative learning in their classroom at VNU, UEB Second, it aims to explore how the teachers implemented cooperative learning in their classroom Final, it aims to explore how teachers’ practices in their classroom reflect their perceptions Data was collected by means of teacher interviews and systematic classroom observation Results showed that teachers applied cooperative learning in most of their lessons There were some similarities and differences between teachers’ perceptions and their actual classroom practices regarding different aspects of cooperative learning including implementation, group composition, task construction, student preparation, student motivation, assessment and teachers’ reflection on CL The findings emphasize all of these results and present pedagogical suggestions from teachers for further implementation of cooperative learning in their large multilevel classroom In addition, the researcher’s major recommendations are also listed out to enhance the effectiveness of implementing cooperative learning in teaching English in large multilevel classes at VNU UEB Keywords Phương pháp giảng dạy; Giáo viên; Tiếng Anh Content This initial part states the rationale for the study, the aims, the scope and methods of the thesis More importantly, the research questions are identified to work as clear guidelines for the whole research Lastly, this part concludes with an overview of the rest of the thesis, serving as a compass to orientate the readers throughout the study The rest of the thesis includes four chapters Chapter (Literature review) provides the background of the study including definitions of key concepts, aspects of cooperative learning, multilevel classes and previous findings of cooperative learning Chapter (Methodology) describes the aims, research questions, context, participants and instruments of the study, as well as the procedures employed to carry out the research Chapter (Results of the study) presents all results collected from data from the interviews and classroom observations Chapter (Discussion of the study): summarizes main findings, analyzes the findings, and compares them with previous research to answer three research questions Conclusion summarizes the main issues discussed in the thesis, the findings that the researcher found out from the data collected according to three research questions, the limitations of the research, several pedagogical recommendations concerning the research topic as well as some suggestions for further studies Following this chapter are bibliography and appendices Summary In this chapter, the researcher has elaborated the following points: Rationale Aims of the study Research questions Scope of the study Significance of the study Methods of the study An overview of the rest of the study In brief, these elaborations have not only justified the major contents and structure of the study but it also works as the guidelines for the rest of the thesis References Abrami, P C., Chambers, B., D'apollonia, M F., and Desimone, C (1992) Group outcome: the relationship between group learning outcome, attributional style, academic achievement and self-concept Contemporary Educational Psychology, Abrami, P C., Poulsen, C., and Chambers, B (2004) Teacher Motivation to Implement an Educational Innovation: Factors differentiating users and non-users of cooperative learning Educational Psychology, 24, 201-21 Aronson, E., Blaney, N., Sikes, J., Stephan, C., and Snapp, M (1978) The Jigsaw classroom, Beverly Hills, CA: Sage Bandura, A (1971) Social learning theory Upper Saddle River, NJ: Prentice Hall Black, S (1992) Group learning Executive educator, 14 (9),18-20 Bennett, N., & Dunne, E (1991) The nature and quality of talk in cooperative classroom groups Learning and Instruction, 1, 103-118 Black, S (1992) Group learning Executive educator, 14(9), 18-20 Blatchford, P., Kutnick, P., Baines, E., Galton, M (2003) Toward a social pedagogy of classroom group work International Journal of Educational Research, Blatchford, P., Galton, M., Kutnick, P., Baines, E Improving theEffectiveness of Pupil Groups in Classrooms, ESRC End of Research Report, Biggs, J B (1995) What inventories of students’ learning processes really measure? A theoretical review and clarification British Journal of Educational Psychology, Bill Gillham (2000).Case Study Reseach Methods Beverly Hills, CA: Sage Bottery, M (1990) The Morality of the School: the theory and practice of values in education, London: Cassell Bruner, J (1966) Toward a Theory of Instruction Cambridge, MA: Harvard University Press Chen, C C., Chen, X P., & Meindl, J R (1998) How can cooperation be fostered? The cultural effects of individualism-collectivism Academy of Management Review, 23, 285 Cohen, E G (1994a) Designing group work: Strategies for the heterogeneous classroom (2nd ed.)New York: Teacher College Press Cohen, G E (1994) Restructuring the classroom: Conditions for productive small groups Review of Educational Research, 64(1) 1-35 Cohen, E G., Lotan, R A., Abram, P L., Scarloss, B A., and Schultz, S.E (2002) Can Groups Learn? Teachers College Record, 104, 1045-2068 Cottell, P G., & Mills, B J (1992) Cooperative learning in accounting Journal of accounting Education, 10, 95-111 Earley, P C (1993) East meets West meets Mideast: Further explorations of collectivistic and individualistic work groups Academy of Management Journal, Earley, P C (1994) Self or group? Cultural effects of training on self-efficacy and performance Administrative Science Quarterly, 39, 89-117 Dang-Thanh-Hung(2002) Modern teaching: Theories, Methodologies and Techniques.(Day hoc hien dai: ly luan, bien phap, ky thuat) Hanoi: National UniversityPublisher Dang-Thanh-Hung (2004) Design and use learning cards in Cooperative Learning [Thiet ke va su dung phieu hoc tap day hoc hop tac], Education development [Phat trien Giao duc],8-14 Davidson, N., & Worsham, T (1992) Hotsicle-Higher order thinking skills in cooperative learning environments In N Davidson & T Worsham (Eds.), Enhancing thinking through cooperative learning (pp xi-xx) New York: Teachers College Press Deutsch, M (1962) Cooperation and Trust: Some theoretical notes In Jones, M R (Ed.) Nebraska symposium on motivation (pp 275-319) Lincoln, NE: University of Nebraska Press Flick, U (2006) Triangulation in qualitative research In E V Kardorff, U Flick, B Jenner & I.Steinke (Eds.), A companion to qualitative research (pp 178-183) London: Sage Publications Foyle, H C., & Shafto, M G (1995) Teamwork in real world In H C Foyle (Ed.), Interactive learning in the higher education classroom (pp 11-18) Washington, DC: National Education Association Gay, L R., Mills, E G., & Airasian, P (2006) Educational research: Competencies for analysis and applications (8th ed.) Upper Saddle River, N.J.: Pearson Merrill Prentice Hall Gibbs, G (1992) Teaching more students 4: Assessing more students Oxford: Oxford Centre for Staff and Learning Development Gillies, R., and Ashman A (1996) Teaching Collaborative Skills to primary school children in classroom based work groups British Journal of Educational Psychology, 65, 211-25 Gillies, R., & Ashman, A (1998) Behaviour and interactions of children in cooperative groups in lower and middle elementary grades Journal of Educational Psychology, 90, 746-757 Gillies, R., and Ashman A (Eds.) (2003) Cooperative Learning: the social and intellectual outcomes of learning in groups, London,RoutledgeFalmer Gillies, R (2003) The effects of cooperative learning on junior high school students during small group learning Learning and Instruction,14, 197-213 Gillies, R (2008) Cooperative learning: Integrating theory and practice Thousand Oaks, CA Sage Publications Good, T L., & Brophy, J E (2000) Looking in classrooms (8th ed.) New York: Longman Guba, E G (1978) Toward a methodology of naturalistic inquiry in educational evaluation Monograph Los Angeles: UCLA Center for the Study of Evaluation Harwood, D (1989) The nature of teacher-pupil interaction in the active tutorial work approach: using interaction analysis to evaluate student-centred approaches British Educational Research Journal, 15, 177-194 Hertz-Lazarowitz, R (1992) Cooperation and helping in the classroom: a contextual approach Journal of Educational Research, 13, 113-19 Hofstede, G., & Hofstede, J (2005) Cultures and organization-software of the minds (2nd ed.).New York, McGraw-Hill Huber, G., and Eppler, R (1990) Team learning in German Classrooms: Processes and Outcomes In Sharan, S (Ed.) Cooperative Learning: Theory and Research (pp 15-172) New York: Praeger Jacobs, G M., Power, M A., & Loh, W I (1997) The teacher's sourcebook for cooperative learning: Practical techniques, basic principles, and frequently asked questions Thousand Oaks, CA: Corwin Press Johnson, D W., & Johnson, R T (1975) Learning together and alone Engle wood Cliffs, NJ: Prentice-Hall Johnson, D W., & Johnson, Roger T (1989) Approaches to implementing cooperative learning in the social studies classroom In R J Stahl & R L VanSickle (Eds.), Cooperative learning in the social studies classroom: An invitation to social study (pp 44-51) WA: National Council for the Social Studies Johnson, D W., Johnson, R., & Smith, K (1999) Cooperative learning returns to college: What evidence is there that it works? Johnson, D W., Johnson, R T., & Stanne, M B (2000) Cooperative learning methods: A Meta Analysis Retrieved from http://www.co-operation.org/pages-methods.html on 20 April 2007 Johnson, R T., & Johnson, D W (2001).What’s Cooperative learning The Cooperative learning centre at the University of Minnesota Retrieved from http://www.clcrc.com on 26 November 2001 Johnson, D W., Johnson, R T., Holubec, E J., & Roy, P (2002) Circles of learning: Cooperation in the classroom Alexandria, VA: Association for Supervision and Curriculum Development Kluger & DeNisi (1996) Lifelong learning in Singapore: Where are we now? International of Lifelong Education, 23(6), 559-568 Krashen, Stephen D Principles and Practice in Second Language Acquisition Prentice-Hall International, 1987 Kutnick, P., Blatchford, P., & Baines, E (2005) Grouping of pupils in secondary school classrooms: possible links between pedagogy and learning Social psychology of education Law, K H T (2005) Relationships between conception and practice: A study of teacher’s conceptions of teaching and classroom teaching practice related to cooperative learning (Unpublished doctoral dissertation) The University of Hong Kong, Hong Kong Lou, Y., Abrami, P., and Spence J (2000) Effects of within class grouping on student achievement: an exploratory model Journal of Educational Research, 94, 101-12 Lou, Y., Abrami, P., Spence J., Poulsen, C., Chambers, B and D'Apollania, S (1996) Within-class grouping: a meta-analysis Review of Educational Research, 66, 423-58 Manning, M L., & Lucking, R (1979) The what, why and how of cooperative learning.The Social Studies May/June, 120-124 Mason, J (2002) Qualitative researching (2nyd ed.) London: Sage Publications McDonough, J and McDonough, S (1997) Research Methods for English Language Teachers London: Arnold Messier, P W (2003) Traditional teaching strategies versus cooperative teaching strategies: Which can improve achievement scores in Chinese middle schools? Retrieved from http://www.teacher.org.cn/doc/ucedu200501/ucedu20050101.doc on May 2007 Michael Bassey (1999) Case study research in Educational Setting London: Sage Publications Morgan, D L (1998) Planning Focus Groups, Thousand Oaks, CA: Sage MOET (2004) Vietnamese higher education: Future plans Retrieved from http://www.edu.net.vn/data/thongke on September 2005 Natalie Hess,(2001) Teaching Large Multilevel Classes Cambridge University Press Nguyen-Huu-Chau (2005) Fundamental questions on teaching process [Nhung van de co ban ve chuong trinh va qua trinh day hoc] Hanoi: Education Publishing House- NXB Giao Duc Nystrand, M., Gamoran, A., and Heck, M J (1991) Small Groups in English: When they help students and how are they best used? Madison WI: University of Wisconsin-Madison, Centre on the Organization and Restructuring of Schools Parlett, M., & Hamilton, D (1976) Evaluation as illumination In D L Tawney (Ed.),Curriculum evaluation today London: Macmillan Piaget, H., Pantuzzo, J & Clement, P (1986) The effects of reciprocal peer tutoring and group contingencies on the academic performance of elementary school children Journal of Applied Behavior Analysis, 19, 93-98 Phuong-Mai, N (2008) Culture and Cooperation Cooperative Learning in Asian Confucian heritage cultures: The case of Viet Nam Netherlands: IVLOS Institute of Education of Utrecht University Robert Yin (1994) Case Study Research: Design and Methods (2009) Robyn M.Gillies and Michael Boyle (2009).Teachers’reflection on cooperative learning : issues of implementation.Teaching and Teacher Education 26 (2010) Ross, J A., and Rolheiser, C (2003) Student Assessment Pica, T (1994) Research on negotiation: what does it reveal about second language learning, conditions, processes, outcomes? Language Learning, 44, 493-527 Practices in Co-Operative Learning In R Gillies, and Ashman A (Ed.) CoOperative Learning: The Social and Intellectual Outcomes of Learning in Groups (pp 119-135) London: Routledgefalmer Sama, L M., & Papamarcos, S D (2000) Culture’s consequences for working women in corporate America and Japan, Inc Crosscultural Management: An International Journal, Sharan, S (Ed ) (1994) Handbook of cooperative learning methods London: Greenwood Press Sharan, Y., & Sharan, S (1990) Expanding cooperative learning through group investigation New York: Teachers College Press Silverman, D (2000) Interpreting Qualitative Data, London: Sage Slavin, R E (1990) Cooperative learning: Theory, research and practice Englewood Cliffs, NJ: Prentice Hall Slavin, R E (1983a) Cooperative learning New York: Longman Slavin, R E (1987) Cooperative learning and individualized instruction Arithmetic Teacher Slavin, R E (1996) Research on cooperative learning and achievement: What we know, what we need to know Contemporary Educational Psychology Slavin, R E.(1995) Cooperative Learning: Theory, research, and practice,Boston: Allyn and Bacon Slavin, R E.(1999) Comprehensive Approaches to Cooperative Learning.Theory into Practice, 38, 74-80 Slavin, R E., Madden, N.A., Karvweit, N.L., Dolan, L., Wasik, B.A., Ross, M.,and Smith, L.J (1994) Whenever and Wherever We Choose The Replication Of Success For All Phi Delta Kappan, 78, 639-647 Sternberg,& Grigorenko (2006) Schools and Religions, London: Continuum Swain, M (1995) Three functions of output in second language learning In G Cook & B Seidlhofer (eds), Principles and practice in the study of language Oxford: Oxford University Press Swing, S A., Peterson, P (1982) The Relationship Of Student Ability and SmallGroup Interaction To Student Achievement American Educational Research Journal, 19, 259-274 Thanh-Pham, T H (2008) The roles of teachers in implementing educational innovation: The case of implementing cooperative learning in Vietnam Asian Social Science Thanh-Pham, T H, Gillies, R., & Renshaw, P (2009) Cooperative learning (CL) and academic achievement of Asian students: A true story International Education Studies Tice, J (1997) Mixed ability classes London: Richmond Publishing Tran, H Q (2000) The policy-making context and policies of education and training in Vietnam Indochina Unit, Institute of Southeast Asian Studies Triandis, H C (1995) Individualism and collectivism Boulder, CO: Westviews Tudge, J (1990) Vygotsky: The Zone of Proximal Development and Peer Collaboration: Implications for Classroom Practice New York: ColumbiaUniversity Press Ur, P 1996 A Course in Language Teaching: Theory and Practice Great Britain: Cambridge University Press Virginia Braun & Victoria Clarke, (2006),Using thematic analysis in Psychology Cambridge University Press Vygotsky, L (1978) Mind in society: The development of higher psychological processes Cambridge, MA: Harvard University Press Webb, R., and Vulliamy, G (2009) Coming Full Circle? The Impact of New Labour's Education Policies on Primary School Teachers' Work London, the Association of Teachers and Lecturers Wells, G., Chang, G.L and Maher, A (1990) Creating Classroom Communities of Literate Thinkers In Sharan, S (Ed.) Co-operative Learning (pp 23-37) New York: Praeger Young-Ihm, K (2002) Western influences in Korean preschools International Education Journal, 3(3), 12-19 Zakaria, E., & Iksan, Z (2007) Promoting cooperative learning in sciences and mathematics education: A Malaysian perspective Eurasia Journal of Mathematics, Science andTechnology Education, 3(1), 35-39  ... small group learning Learning and Instruction,14, 197-213 Gillies, R (2008) Cooperative learning: Integrating theory and practice Thousand Oaks, CA Sage Publications Good, T L., & Brophy, J E... Expanding cooperative learning through group investigation New York: Teachers College Press Silverman, D (2000) Interpreting Qualitative Data, London: Sage Slavin, R E (1990) Cooperative learning: ... implementing educational innovation: The case of implementing cooperative learning in Vietnam Asian Social Science Thanh-Pham, T H, Gillies, R., & Renshaw, P (2009) Cooperative learning (CL) and academic