VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST – GRADUATE STUDIES

NGUYỄN THỊ XUÂN HƯƠNG
APPLYING COOPERATIVE LEARNING PRINCIPLES TO
THE TEACHING OF ENGLISH SPEAKING SKILLS
IN LARGE CLASSES

ỨNG DỤNG CÁC NGUYÊN LÝ HỌC HỢP TÁC VÀO VIỆC DẠY
KỸ NĂNG NÓI TIẾNG ANH CHO CÁC LỚP ĐÔNG

M.A. MINOR THESIS
Field: English Language Teaching Methodology
Code: 60.14.10
Hanoi - 2012
VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST – GRADUATE STUDIES

ACKNOWLEDGEMENT…………………………………………… ……….
ABSTRACT…………………………………………………………………….
LIST OF ABBREVIATIONS………………………………………………….
LIST OF TABLES……………………………………………………………
i
ii
iii
iv
v
PART A: INTRODUCTION…………………………………………………
1
1. Rationale for the study……………………………………………………
1
2. Objectives of the study…………………………………………………….
2
3. Scopes of the study………………………………………………………
2
4. Research questions…………………………………………………………
2
5. Method of the study………………………………………………………
2
6. Organization of the study………………………………………………….
3
PART B: DEVELOPMENT……………………………………………………
4
CHAPTER 1: THEORETICAL BACKGROUND………………………………
4
1.1. Speaking skills……………………………………………………………….
4
1.2. Large classes…………………………………………………………………

1.4.4. Main differences between CLL and traditional method………………
16
1.5. Application of CL principles in teaching English speaking skills to large
classes………………………………………………………………………
18
CHAPTER 2: METHODOLOGY………………………………………………
22
2.1. Current situation of teaching and learning speaking skills at
VIMARU…………………………………………………………………….
22
2.2. Research questions…………………………………………………………
22
2.3. Research methods……………………………………………………………
22
2.4. Subjects of the study…………………………………………………………
25
2.5. Data collection instruments………………………………………………….
25
2.5.1. Classroom observation…………………………………………….
25
2.5.2. Students’ journals………………………………………………….
26
2.5.3. Informal interviews………………………………………………
26
2.5.4. Questionnaires……………………………………………………
26
2.5.5. Speaking tests……………………………………………………
27
2.6. Data analysis procedure……………………………………………………
27

36 3

3.2.9. Preventing social loafing phenomena ………………………………
3.2.10. Reducing the teacher from hard workload …………………………
CHAPTER 4: IMPLICATIONS…………………………………………………
37
4.1. CL implementation plan……………………………………………………
37
4.1.1. CL group structuring…………………………………………………
37
4.1.2. Classroom arrangment……………………………………………….
37
4.1.3. CL atmosphere………………………………………………………
38
4.2. Difficulties in CL application……………………………………………….
38
4.3. The teacher’s role in a CL speaking lesson………………………………….
38
PART C: CONCLUSION………………………………………………………
39
1. Conclusion……………………………………………………………………
39
2. Recommendation………………………………………………………………
39
3. Limitations of the study………………………………………………………
39
4. Suggestions for furtherstudy……………………………………… ………

address this concern, the researcher found the suggestion on using cooperative
learning seemingly effective. After studying the CL principles which are
heterogeneous grouping, collaborative skills, group autonomy, simultaneous
interaction, equal participation, individual accountability and positive
interdependence, the researcher found these applicable to her teaching context as
she had long been searching an effective method in teaching speaking skills to
large classes. Therefore, the researcher decided to carry out a study in order to
find out how well students can cooperate with each other to improve their
speaking skills and build up confidence. On the other hand, it helps overcome the
disadvantages while improving the advantages of a large class. Most importantly,

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it may encourage students to get involved in the speaking lessons and thus,
improve their participation in a more conscious way.
Many CL programmes have been carried out worldwide and in Vietnam.
However, few have been done particularly for large classes while this is one of the
difficulties the researcher and her colleagues have encountered at VIMARU.
Accordingly, the researcher of this study would like to conduct an action research
project to find out how CL works in her teaching context.
Once the study proves the CL works well, it is hoped to be widely recommended
and implemented to enhance the students’ participation in speaking lessons and
serves as effective way to improve the traditional ways of teaching and at the same
time to make the teacher’s job in a large class less hard.
2. Objectives of the study
The overall objective of this study is to examines how CL works in a university
context where students are studying English as a curriculum subject. Particularly,
the study was conducted to experiment CL principles in a large class where
students’ oral competence was really low to see if CL could help to improve the
situation.

contents covered in each part are as follows:
- Part A is the introduction which gives the rationale of the study, the objectives,
the research questions, the scope, methods and organization of the study.
- Part B is the development of the study which comprises 3 chapters. Chapter 1
presents the literature reviews of the study. Chapter 2 describes the process of
implementation of the study such as data collecting and analyzing, findings and
research discussing questions. Chapter 3 is devoted to pedagogical implications
and suggestions for further study.
- Part C is the conclusion of the study.
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PART II
CHAPTER 1: THEORETICAL BACKGROUND

1.1. Speaking skills……………………………………………………………….
1.2. Large classes…………………………………………………………………
1.2.1. Definitions…………………………………………………………….
1.2.2. Advantages of large classes…………………………………………
1.2.3. Disadvantages of large classes………………………………………
1.2.4. Teaching speaking skills to large classes……………………………
1.2.5. Key aspects effective for large class management……………………

adjusting their teaching methods and materials. To make matter worse, the levels
of proficiency of the students are mixed while it is extremely difficult for the
teacher to carry so many teaching plans simultaneously. Most students enrolled
VIMARU with relatively poor knowledge of English since it is neither their major
nor a requirement for university entrance exam. This made them more
demotivated and disinterested in English in general and in improving their
speaking skills in particular.
2.2. Reseach questions: the reseacher would like to have an action research
aiming at finding answers to two following questions:
- What are difficulties of teaching English speaking skills to large classes at
VIMARU?
- To what extend did the application of cooperative learning principles improve
English speaking skills of students in large classes at VIMARU?
2.3. Reseach methods: Both quantitative method and qualitative method are
employed to analyze the data collected through classroom observation sheets,
students’ journals, questionnaires and informal interviews. Procedures this action
research is implemented basing on the 7 steps proposed by Nunan (1992) as
follows:
Step 1. Problem identification: From her own experience as a teacher of English
at VIMARU for 3 years, the researcher has found a common problem of all large
classes in speaking lessons. It is impossible to teach speaking skills to a great
number of students at the same time and that group work does not always help to

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solve the problem as only one or two better students in a group works and the rest
do nothing. Therefore, the assessment is not correct and can not motivate both the
active and the passive ones.
Step 2. Preliminary Investigation: The researcher had some informal talks in
class with students to give preliminary insight into perceptions of group work, the

c. Implementing CL activities: The speaking tasks were suitably designed for
group working by the teacher basing on the textbook. There were several different
tasks assigned to different groups to ensure that the groups would not discuss to
copy each other’s work. They were organized to sit knees by knees for better
interaction and discussion. Besides, they were asked not to discuss too loudly so as
not to affect other groups as well as to control the noise of the whole large class.
The assessment was also made known to the class which was of different levels
basing on the contribution of each individual.
Step 5. Evaluation: When the students first worked with their groups, the teacher
walked around to render help where necessary. After that she noted down the
performance of all groups in her observation sheets. At the end of each lesson,
informal talks were carried out to find out the students’ opinions on CL, their
inquiries and progress. The collected data were then analyzed both qualitatively
and quantitatively. The role rotation and member participation which had
previously been marked were then calculated and demonstrated in tables. Their
feedbacks and attitudes towards CL were also noted down for analysis.
Step 6. Dissemination: While carrying out the study, whenever the researcher
encountered any problem or noticed any progress with the teaching of speaking
skills using CL principles, she shared the experience with other teachers for
dissemination as well as for their advice and consultation. The action research was
also hoped to be introduced to some other teachers when this M.A thesis is
presented.
Step 7. Follow-up: Lessons and suggestions for better application were made in
this final step.
2.4. Subjects of the study: This action research is carried out in two classes of
first-year IT students who are taking their second course of general English. The

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total number of students in these two classes is 132, out of which 56 are girls.

12

during the break, the researcher had an informal interview with her students for
their opinions about the CL structured lesson.
2.5.4. Questionnaires: To collect more truthful and reliable data for analysis, the
researcher also handed out survey questionnaires to the students at the end of the
semester after series of CL structured speaking lessons were conducted. The
questionnaires were made to survey the students’ preference towards the CL group
work. This is a less time-consuming tool yet effective and reliable as the students
were not asked to enter their names.
2.5.5. Speaking tests: For the purpose of comparison, the students’ individual
scores in previous speaking tests were noted down before implementing CL group
work. Speaking tests were taken after every 2 speaking lessons in the form of CL
structured groups. The whole group’s score was assessed as one which enabled
cooperation and at the same time saved time.
2.6. Data analysis procedure: The data collected from the classroom observation
was analyzed to find out the frequency of participation of each student in every
activity. The second observation sheet which consists of a series of interaction
categories aiming at recording the nature of participation during CL structures
activities, the students’ journals, the questionnaires and the informal interviews
were analyzed qualitatively. These sources of data showed the improvement in
speaking skills the students made when working on CL principles. The changes
towards greater participation of the students can be easily seen in the tables which
were made from the collected observation forms of 3 activities; so was the nature
of participation.The students’ reflection on CL structured speaking lessons in the
journals which were given to each student three times during the second semester
and the information collected from informal interviews were studied and
categorized to serve the purpose of answering the research questions which are the
student’s participation, the improvement in speaking skills they made with the
application of CL principles.

levels of students are differ, those who complete sooner tend to chat in Vietnamese
or do something else. If the teacher fails to notice and does nothing to prevent
these distractions, the learning of all students is compromised. They are also out

14

of control at the beginning or at the end of each lesson and it takes some time to
calm them down.
3.2. The benefits of the application of CL principles in teaching English
speaking skills in large classes at VIMARU:
3.2.1. Enhancing students’ participation: During each speaking lesson, an
observation sheet was used to measure levels of participation of each student. The
observation was started when the students work together in groups. General
speaking, the students’ average participation frequency in CL activities was much
higher compared with that of the traditional instructional ones. Most importantly,
all students got involved in the speaking tasks of their CL groups. Greater and
even participation could be noticed after the CL structured speaking lessons as
each member was supposed to fulfill his responsibility in the whole group’s task.
3.2.2. Changes in nature of participation: the students were more willing to
participate in the speaking activities as each member was supposed to fulfill his
own task. More importantly, everyone in all group felt free and safe to speak.
They were not afraid of being criticized in a small group. As they all tried their
best to compete with other groups and get good marks, they were ready to share
their ideas and help other group members to fulfill their tasks. The students’
speaking skills were improved noticeably as well as their confidence built up
especially to the shy and low level ones who were to participate in the speaking
activities as much as other members. In helping the weaker ones to do their tasks,
the more able students were helping themselves to get the group task done.
3.2.3. Improvement in speaking skills: Within a limited time of CL principles’
application in speaking lessons, the students gained considerable progress that

required help from the teacher has reduced. Most of the students were never
reluctant to answer their groupmates’ questions.
3.2.6. A solution to the problem of mixed-ability students: The heterogeneous
grouping principle of CL proves to be effective for these large classes as the

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students of different levels were organized in small groups where the better
students helped the weaker to fulfill the common tasks.
3.2.7. Less time-consuming: it saves a great amount of time as many students
speak at the same time. Besides, the teachers’s assessment is given for the whole
group of 4 which greatly reduced amount of time compared with individual
checking. Questions or enquiries raised by one or two members in the group may
be answered by the other members and thus reduces time for the teacher’s
explanation and clarification.
3.2.8. Improving independent working: the percentage of the students who
preferred sharing opinions with their peers shows great tendency of working
independently without the teacher’s instructions. Nearly half of the students being
asked met no difficulties working independently and the number of students who
are always and often felt confident enough to work on their own increased.
3.2.9. Preventing “social loafing” phenomena occurring in group working:
There are always loafers in groups who hitch-hike and do nothing. However, with
the application of CL’s principle of individual accountability, the common task is
divided equally among group members and everyone is responsible for his own
share in the way that one’s task can not be completed once the others’ tasks
remain unfulfilled.
3.2.10. Reducing the teacher from hard workload during the lesson: It takes
longer time for the teacher to get everything ready for a CL structured speaking
lesson at home. However, once the students get accustomed with the new way of
working in groups, the teacher’s job will be less hard since he will be acting as a

in their speaking lessons which have obviously built up their skills. More
importantly, they have now suitable learning strategies for long-term learning. The
objectives of the study was accomplished and the questions of the research were
answered.
The application of CL principles in teaching English speaking skills to large
classes at VIMARU will be more effective if its classrooms are well equipped
with more facilities. Besides, this application should be introduced and discussed

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in a workshop among teachers of the English department so as it can be
implemented in a larger scale.
2. Limitations of the study: This action research was implemented with the first-
year students in two large classes of Informatics Technology at VIMARU. As
there are many other departments, the conclusions drawn may not be applicable
for all students at VIMARU such as the students at the faculties of Sea Transport
Economics, Navigation, Ship Building, etc. Besides, within the limit of a MA
minor thesis, the scope of the application of CL principles was narrowed to the
teaching of speaking skills with a view to overcoming the disadvantages of large
classes and enhancing the students’ participation in speaking lessons. Finally, the
record of students’ participation in observation sheets done by the teacher may not
be completely exact as the large number of groups were observed and noted down
at the same time within a short period of time.
3. Suggestions for further study: The researcher suggests further studies on
students of other majors, other population of students or students of higher levels
at VIMARU for a longer period. The conclusions on the application of CL
principles will then be more general and comprehensive. For those who are
interested in CL application, studies on related subjects and with other skills
would be beneficial to the teaching and learning of the English language.
The researcher also wishes to carry out a long-term research on teaching and