MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY NGUYỄN THỊ LAM GIANG AN APPLICATION OF COOPERATIVE LEARNING IN TEACHING READING SKILL TO NON-ENGLISH MAJORS AT VINH UNIVERSITY MASTER’S THESIS IN EDUCATION Nghệ An, 2014 MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY ********** NGUYỄN THỊ LAM GIANG AN APPLICATION OF COOPERATIVE LEARNING IN TEACHING READING SKILL TO NON-ENGLISH MAJORS AT VINH UNIVERSITY Major: Teaching English to Speakers of Other Languages (TESOL) Code: 60140111 MASTER’S THESIS IN EDUCATION SUPERVISOR: Phan Thị Hương, M.A Nghệ An, 2014 TABLE OF CONTENTS iii REFERENCES APPENDICES CL LIST OF ABBREVIATIONS Cooperative Learning CLL Cooperative Language Learning CLT Communicative Language Teaching EFL English as a Foreign Language ELT English Language Teaching ESL English as a Second Language NEMs Non-English Majors VU Vinh University LIST OF TABLES Table 3.1: Experimental Research Model Table 4.1: Teachers’ perception of cooperative learning Table 4.2: Factors that made application communicative methods a challenge in English reading lessons Table 4.3: Frequency of Distribution of the Pre-Test Scores of the Experimental and Control classes Table 4.4: Frequency of Distribution of the Post-Test Scores of the Experimental and Control classes Table 4.5: The statistics parameters of the two groups’ Pre-test scores Table 4.6: The students’ attitudes towards the implementation of CL in reading classes LIST OF CHARTS Chart 4.1: Teachers’ preference of skill to teach in EFL classrooms at VU Chart 4.2: NEMs’ skills preferred to learn at VU Chart 4.3: The teachers’ attitude toward the role of Reading Comprehension Skill in teaching EFL Chart 4.4: The students’ attitude toward the role of Reading Comprehension Skill in learning EFL Chart 4.5: Teachers’ evaluation of the reading materials Chart 4.6: Students’ evaluation of the reading materials Chart 4.7: Students’ evaluation of reading lessons Chart 4.8: The students’ reasons for their evaluation of reading class Chart 4.9: The activities students often in reading classes Chart 4.10: The classroom interaction used in a reading lesson Chart 4.11: Activities teachers often use in pre-reading stage Chart 4.12: Tasks often assigned by teachers in Post-reading stage Chart 4.13: Skills teachers often teach their students in While-reading stage Chart 4.14: The teachers and students' difficulties in teaching and learning reading Chart 4.15: The frequency of organizing reading activities with CL in English reading class Chart 4.16: Frequency of applying CL in EFL reading classes Chart 4.17: Suggestions made by teachers and students for improvement of reading lessons Chart 4.18: Comparison of the frequency of Distribution of the Pre-Test Scores Chart 4.19: Comparison of the frequency of Distribution of the Post-Test Scores Chart 4.20: Students’ attitudes towards CL in reading classes LIST OF APPENDICES Appendix 1:Pre-test Appendix 2: Post-test Appendix 3: Questionnaires for teachers Appendix 4: Questionnaires for students Appendix 5: Questionnaires for teachers’ interview Appendix 6: Questions for students’ interview Appendix 7: Example of lesson plan Appendix 8: Students’ attitude towards the application of CL method in reading lessons Appendix 9: Reading Comprehension Achievement Pre-test and Post-test scores of the Experimental Class Appendix 10: Reading Comprehension Achievement Pre-test and Post-test scores of the Control Class Appendix 11: Observation sheet CHAPTER 1: INTRODUCTION Rationale of the study Developing reading comprehension skills is important for students to become effective readers as it is one of the four skills to be mastered by English language learners Thanks to reading, students acquire knowledge that they could use later to improve other skills such as listening, speaking and writing Therefore, when teaching EFL to non-English majors, English teachers tend to their best to help students achieve as much knowledge as possible through reading However, by observing teaching EFL reading skills process to NEMs in classrooms at Vinh University, the author has found out that most of the teachers still apply traditional reading approaches in which students often read alone without peer interaction This would make reading comprehension less effective because one of its obvious disadvantages is its lack of interaction regarded as a vital element for effective language learning Therefore, the most significant issue for ESL/EFL teachers at VU nowadays is how to teach reading to EFL students effectively to improve students’ reading performance When pursuing the M.A course the author has discovered that there are a number of methods and approaches which can be applied in reading classes in order to enhance the teaching and learning quality One interesting method can help improve student-student interaction is to ask them to form groups where meaningful interaction and interactive moments can occur so as to fulfill the tasks required in reading classes: to engage Cooperative Learning in teaching and learning EFL reading skill Cooperative Learning techniques will help students work together to learn and are responsible for their teammates' learning as well as their own This pedagogical approach enhances student–student interaction via working in small groups to maximize their learning and reach their shared goal; hence they develop their social skills while learning English language It is believed to help avoid competitiveness and individualism while increase opportunities to actively construct or transform the knowledge among students Furthermore, research has demonstrated that CL produces higher achievement and positive relationships among students In short, CL is a powerful educational approach for helping all students attain content standards and develop the interpersonal skills for succeeding in their EFL study Bearing this goal in mind, the author thinks that CL needs to be implemented in the teaching of reading skill for NEMs at VU With the main reasons stated above, the author aims at conducting the study entitled “An application of Cooperative Learning in teaching Reading skills to non-English majors at VU” with the hope of contributing to the process of teaching and learning English for non- English majors at VU Review of previous studies related to Cooperative Learning CL mode has been applied to maximize learner learning through student-student interaction Therefore, many researches on CL have been carried out both in the world and in Vietnam up to present Following are some of the previous studies on this topic International In 1992, a project in Texas that sought to integrate effective practices into literacy education, an empirically based CL model, and a classroom management model was conducted by Calderon, Tinajero & Hertz to help teachers develop the English and Spanish language proficiency for their students The CL model selected was Cooperative Integrated Reading and Composition One of the most important outcomes of the project was the creation of a better learning environment for the students learning English 10 A Students’ limited vocabulary B Students’ grammar problems C Students’ lack of background knowledge D Large size class E Limited time to read the texts F Students’ lack of reading strategies G Others (please specify): 13 In order to have an effective reading lesson, what factors you think are needed? A Careful preparation of both teachers and students B Students’ participation in the classroom C Application of modern technology in teaching D More group work, communicative activities E Increasing student confidence in communicating in English F More guidance of effective reading skill by teacher G Classifying students’ level of English H Improving teaching and learning reading skill methodology I Other comments: 113 CÂU HỎI DÙNG CHO SINH VIÊN (VIETNAMESE VERSION) Bảng câu hỏi nhằm nghiên cứu thuận lợi khó khăn mà sinh viên không chuyên tiếng Anh trường Đại học Vinh gặp phải trình học kỹ đọc hiểu Việc hiểu biết rõ thuận lợi khó khăn giúp cho việc Áp dụng hoạt động dạy hoc hợp tác trình giảng dạy kỹ đọc hiểu cho sinh viên không chuyên Trường Đaị học Vinh tiến hành thuận lợi Các câu trả lời bạn quan trọng, góp phần làm nên thành cơng nghiên cứu Những thông tin thu từ bảng câu hỏi nhằm mục đích nghiên cứu, KHƠNG mục đích khác Cảm ơn hợp tác giúp đỡ bạn I Xin bạn vui lòng điền thông tin vào chỗ trống - Họ tên: …… …………………………… Tuổi: ………………………… - Giới tính: ………………………………………………………………………… - Khoa: …………………………………… Giới tính: Nam (…… ) Nữ (…… ) - Bạn học tiếng Anh rồi? ……………………………………………… II Xin bạn vui lòng trả lời câu hỏi : Bạn thích học kỹ kỹ đây? A Nghe B Diễn đạt nói C Đọc hiểu D Diễn đạt viết Lý do: ………………………………………………………………… Theo bạn kỹ đọc hiểu có quan trọng q trình học tiếng Anh khơng? A Rất quan trọng B Quan trọng C Ít quan trọng D Khơng quan trọng Lý do: ………………………………………………………… Theo bạn học kỹ đọc hiểu tiếng Anh lớp bạn có thực sơi nổi, hấp dẫn đạt kết mong muốn không? ( Nếu không, bạn bỏ qua câu hỏi 4, trả lời câu 5) A Có B Không 114 Theo bạn, học đọc bạn sôi đạt kết cao nhờ vào yếu tố nào? A Giáo viên tổ chức nhiều hoạt động hấp dẫn B Sinh viên có nhiều hội nói tiếng Anh tham gia hoạt động C Giáo viên cho làm nhiều dạng tập D Ý kiến khác: Theo ban lý khiến học đọc không hấp dẫn sơi gì? A Bài đọc q dài khó, chiếm nhiều thời gian B Bạn có việc làm tập giáo trình C Dạng tập đọc giáo trình đơn điệu, dễ gây nhàm chán D Một số sinh viên chưa có thái độ tích cực mơn học, không tham gia xây dựng Lý khác:……………… Giáo viên bạn có yêu cầu bạn học theo cặp, nhóm học Tiếng Anh khơng? A ln B thường xuyên C D E khơng Giáo viên bạn có yêu cầu bạn học theo cặp, nhóm học kỹ đọc hiểu không? A luôn B thường xuyên C D E không Trong học đọc tiếng Anh bạn, hoạt động sau thường xuyên áp dụng A Làm việc cá nhân B Làm việc theo cặp C Làm việc theo nhóm D Làm việc lớp Bạn thường làm học kỹ đọc hiểu tiếng Anh? A Lắng nghe giáo viên ghi chép từ cấu trúc vào B Lắng nghe câu trả lời bạn lớp C Trả lời tất câu hỏi giáo viên đặt đọc 115 D Thảo luận đọc với thành viên khác nhóm E Ý khác: 10 Câu câu sau mô tả xác việc học kỹ đọc hiểu tiếng Anh bạn nhất? A Bạn chủ yếu tự học bạn học tốt học B Bạn thường trao đổi với bạn bè bạn học tốt học theo nhóm, cặp 11 Trong học kỹ đọc tiếng Anh bạn chủ yếu: A Hoàn thành tập B Làm việc bạn bên cạnh theo nhóm mà giáo viên phân cơng Ý kiến khác …………………………………………………………… 12 Những khó khăn bạn thường gặp học đọc hiểu tiếng Anh gì? A Vấn đề từ vựng, vốn từ hạn hẹp hạn chế việc hiểu đọc B Cấu trúc ngữ pháp khó đọc C Không biết nhiều chiến lược đọc dẫn đến việc tiếp thu đọc chậm D Vốn kiến thức hạn chế E Thiếu thời gian cho đọc F Lớp học đông G Ý khác: Xin chân thành cảm ơn hợp tác bạn 116 Appendix QUESTIONS FOR TEACHERS’ INTERVIEW What difficulties you often encounter when teaching reading skill for nonEnglish majors? What you think about the reading texts and the exercises in New Headway Pre-Intermediate the third edition? What suggestions should be given in reading classes so that the teaching and learning process can be more successful? What you think about applying Cooperative Learning in reading classroom? In your opinion, what are the challenges and benefits when teaching reading with Cooperative Learning? In order to have an effective reading lesson, what factors you think are needed? Appendix QUESTIONS FOR STUDENTS’ INTERVIEW How you feel when new teaching method applied in your reading lesson? Do you actively take part in tasks in Cooperative Learning lessons? In your opinion, is the application of Cooperative Learning in reading lessons effective? If yes, what are the benefits? If not, what are the reasons? In order to have an effective reading lesson, what factors you think are needed? 117 Appendix EXAMPLE OF LESSON PLAN UNIT GETTING TO KNOW YOU Reading: A BLIND DATE I Language aims: By the end of the lesson, students will be able to: - Know how to read for gist and read for specific information -Understand the text about profiles of different people: their characters and their hobbies - Be able to describe a person by reusing the adjectives describing characters and hobbies they have just learned through the text II Method: Communicative Approach/Cooperative Learning III Teaching aids: IV Duration: Textbook, pictures, tape recorder, chalk, board 100 minutes (2 periods) V Class management: Group/Pair work VI Procedures: Teacher’s activities Pre-Reading:( 15m’) - Aim: to create interest in the topic and prepare information and vocabularies for the topic: A blind date CL technique: THINK-PAIR-SHARE *) Step 1: Thinking + Ask students to look at the star signs on p.10 Make sure that the students know all the signs, and can pronounce them Pose the questions: + What’s your star sign? + Do you think it’s interesting or necessary to know the star sign of their boyfriend/ girlfriend? *) Step 2: Pairing + Put students in pairs and give each pair a piece of paper + Set the minimum time for the activity + Ask the pairs to quickly write down their star signs and write down some 118 typical characteristics for their sign if they know + Ask them to write down the reasons about whether it’s interesting or necessary to know the star sign of their boyfriend/ girlfriend or not *) Step 3: Sharing + Ask the students to tell the class which star sign each pair have and find out the most common star sign of the class + Ask the students to tell the class whether it’s interesting or necessary to know the star sign of their boyfriend/ girlfriend or not and their reasons + Ask some pairs to go to the blackboard to write the characters they think that each star sigh may refer to => Teacher gives comments on the reasons that students give about whether it’s interesting or necessary to know the star sign of their boyfriend/ girlfriend or not => Teacher provides students with adjectives describing characteristics that belong to each star sign While-Reading: (60 m’) - Aims: Read the passage for information to answer this question: “What is the main idea of the text?” a Activity 1: Teacher asks students to look at the photos on page 10 and 11 and titles in the newspaper article and discuss the questions: + Who are they? + What are their star signs? + What is a blind date? + What does the Evening Star do? CL technique: NUMBERED HEADS TOGETHER *) Step 1: Numbering Teacher puts students in small groups of five and have them number off so each student in one team has a different number between and *) Step 2: Questioning Teacher asks students to answer the questions above 119 *) Step 3: Heads Together Teacher asks students to put their heads together to figure out the answers for the questions above and make sure everyone knows the answers *) Step 4: Answering Teacher calls a number and the students from each group with that number raise their hands and provide answers to the whole class => Teacher gives comments on the students’ answers If any answer is wrong, teacher provides them with right answer b Activity 2: Read about Matt and answer the questions (Exercise No3, page 10) CL technique: JIGSAW +Teacher changes the groups’ members to form new groups of (as there are questions about Matt) so that each member of each group will be expert on one question by reading and answer one question from to + The teacher cut out the questions into single, separate questions to give them to each student-expert in each group + Teacher assigns the task for each member of the groups, asks them to go meeting the members of other groups who have the same question with them to discuss in order to find out the answer + Teacher gives each group an A3 paper sheet, asks each group to read the paragraph about Matt and answer the questions by writing down the answers on the paper + Teacher calls out some students-experts in the groups to give the answers to the questions orally => Teacher check the answers Note: Normally, Jigsaw II is applied when there are at least two different texts or paragraphs In this case, the teacher-researcher tries to make their students experts on the information related to a question c Activity 3: Read the information about the three girls carefully and 120 answer the questions: Who you think that Matt will choose? Why? CL technique: THINK-PAIR-SHARE + Teacher poses the questions above and let students think alone in minutes + Teacher asks students to work in pairs, read the information about the three girls and discuss with their partner + Share their opinion to the whole class => Teacher comments on the answers After-Reading (20 m’) Ask the class to discuss the following questions: + Are blind dates a good idea? Why? Why not? + Why people go on blind date? + Do you know anyone who has been on a blind date? Was it successful? + Would you like to take part in a newspaper blind date like this one? CL technique: THREE-STEP INTERVIEW + Divide into teams of four, numbering the members from to + Introduce the questions above too the students + Then ask students: Step 1: No1 and No2 interview each other No and N o4 interview each other Step 2: No1 and No3 interview each other No2 and No4 interview each other Step 3: The members then discuss the topic, and attempt to reach a consensus + Ask the groups to present their answer => Give comments on students’ answers Homework: (5 m’) - Ask students to write a short paragraph describing their ideal partner using the adjectives they have learnt through the lesson 121 122 Appendix STUDENTS’ ATTITUDE TOWARDS THE APPICATION OF CL METHOD IN READING LESSONS Response Number …………… This questionnaire is designed to investigate students’ attitude towards the application of CL in reading classes Your opinions are really appreciated Please give your honest response to each statement by ticking in the appropriate box for you Thank you for your cooperation! Strongl Agre Slightl Slightly Desagre Strongly y agree e y desagr e desagre agree ee I like to work in groups in reading class I think reading the texts is easier if I study within a group I think it is difficult for me to concentrate if I study in a group I have more confidence to try problems when I work in a group Working in groups helps me to learn quicker and retain more I am comfortable asking a group member questions if I don’t understand something 7.Working with other students on a problem confidence to gives me answer a question in the reading class My reading course is exciting 123 e Appendix READING COMPREHENSION ACHIEVEMENT PRE-TEST AND POST-TEST SCORES OF THE EXPERIMENTAL CLASS PRE-TEST RESULTS POST-TEST RESULTS Case Score M D S2 Score M D S2 s 10 11 12 13 14 15 16 s s 4.5 5.98 -1.48 5.98 -1.98 5.98 1.02 5.98 0.02 5.98 -0.98 3.5 5.98 -2.48 5.5 5.98 -0.48 4.5 5.98 -1.48 5.98 -1.98 5.98 3.02 8.5 5.98 2.52 5.98 -0.98 5.98 -1.98 4.5 5.98 -1.48 5.98 3.02 5.98 -1.98 2.190 3.920 6.5 6.96 -0.46 0.2116 1.040 6.5 6.96 -0.46 0.2116 0.000 6.96 1.04 1.0816 0.960 6.5 6.96 -0.46 0.2116 6.150 6.96 -1.96 3.8416 0.230 6.96 -2.96 8.7616 2.190 6.5 6.96 -0.46 3.920 6.96 -0.96 0.9216 9.120 5.5 6.96 -1.46 2.1316 6.350 9.5 6.96 2.54 6.4516 0.960 6.96 1.04 1.0816 3.920 4.5 6.96 -2.46 6.0516 2.190 6.96 -0.96 0.9216 9.120 5.5 6.96 -1.46 2.1316 3.920 6.96 6.96 2.04 4.1616 -0.96 0.9216 124 0.2116 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 4.5 5.98 -1.48 5.98 1.02 5.98 1.02 6.5 5.98 0.52 5.5 5.98 -0.48 6.5 5.98 0.52 5.98 2.02 5.98 -1.98 6.5 5.98 0.52 5.98 1.02 6.5 5.98 0.52 5.98 -1.98 5.5 5.98 -0.48 4.5 5.98 -1.48 5.98 -0.98 7.5 5.98 1.52 5.98 0.02 6.5 5.98 0.52 2.190 1.040 4.5 6.96 -2.46 6.0516 1.040 6.96 1.04 1.0816 0.270 6.96 2.04 4.1616 0.230 6.96 0.04 0.0016 0.270 6.96 -0.96 0.9216 4.080 6.96 1.04 1.0816 3.920 9.5 6.96 2.54 6.4516 0.270 7.5 6.96 0.54 0.2916 1.040 6.96 0.04 0.0016 0.270 6.96 1.04 1.0816 3.920 7.5 6.96 0.54 0.2916 0.230 6.96 -0.96 0.9216 2.190 5.5 6.96 -1.46 2.1316 0.960 6.96 -0.96 0.9216 2.310 6.96 0.04 0.0016 0.000 7.5 6.96 0.54 0.2916 0.270 7.5 6.96 6.96 0.54 1.04 0.2916 1.0816 125 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 5.98 2.02 6.5 5.98 0.52 5.98 2.02 5.98 -0.98 5.98 1.02 5.98 2.02 5.98 0.02 6.5 5.98 0.52 7.5 5.98 1.52 5.98 1.02 6.5 5.98 0.52 5.98 2.02 3.5 5.98 -2.48 5.98 -1.98 5.5 5.98 -0.48 5.98 0.02 4.080 0.270 8.5 6.96 1.54 2.3716 4.080 6.96 2.04 4.1616 0.960 6.96 0.04 0.0016 1.040 6.96 -0.96 0.9216 4.080 6.96 2.04 4.1616 0.000 6.96 1.04 1.0816 0.270 7.5 6.96 0.54 0.2916 2.310 8.5 6.96 1.54 2.3716 1.040 7.5 6.96 0.54 0.2916 0.270 6.96 -0.96 0.9216 4.080 6.5 6.96 -0.46 0.2116 6.150 6.96 1.04 1.0816 11.971 3.920 3.5 6.96 -3.46 0.230 6.96 -0.96 0.9216 0.000 7.5 6.96 0.54 0.2916 6.96 0.04 0.0016 126 Appendix 10 READING COMPREHENSION ACHIEVEMENT PRE-TEST AND POST-TEST SCORES OF THE CONTROL CLASS PRE-TEST RESULTS POST-TEST RESULTS Case Score s M D S2 Score s M D S s 5.96 -0.96 0.9216 7.5 5.96 1.54 2.3716 4.5 5.96 -1.46 2.1316 5.5 5.96 -0.46 0.2116 8.5 5.96 2.54 6.4516 5.96 0.04 0.0016 5.5 5.96 -0.46 0.2116 6.5 5.96 0.54 0.2916 5.96 1.04 1.0816 6.5 5.96 0.54 0.2916 5.96 2.04 4.1616 5.5 5.96 -0.46 0.2116 4.5 5.96 -1.46 2.1316 4.5 5.96 -1.46 2.1316 5.5 5.96 -0.46 0.2116 10 11 12 13 14 15 127 5.5 7.5 6.5 5.5 7.5 4.5 5.5 6.2 6.2 6.2 6.2 6.2 6.2 6.2 6.2 6.2 6.2 6.2 6.2 6.2 6.2 6.2 -0.74 1.26 -2.24 -1.24 1.76 0.26 -0.74 0.76 1.26 0.76 1.76 -0.24 -1.74 -1.24 -0.74 0.547 1.587 5.017 1.537 3.097 0.067 0.547 0.577 1.587 0.577 3.097 0.057 3.027 1.537 0.547 ...MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY ********** NGUYỄN THỊ LAM GIANG AN APPLICATION OF COOPERATIVE LEARNING IN TEACHING READING SKILL TO NON- ENGLISH MAJORS AT VINH UNIVERSITY. .. at conducting the study entitled ? ?An application of Cooperative Learning in teaching Reading skills to non- English majors at VU” with the hope of contributing to the process of teaching and learning. .. Pre -reading, While -reading and Post -reading Moreover, we consider these the main phases of the teaching Reading process 2.1.4.1 Pre -reading Pre -reading stage is important because it can help to