THAI NGUYEN UNIVERSITY
SCHOOL OF FOREIGN LANGUAGES

VU THI THU HIEN

APPLYING LITERATURE CIRCLE TECHNIQUE
TO GROUP-WORK ACTIVITIES
TO ENHANCE COOPERATIVE LEARNING
IN ENGLISH SPEAKING LESSONS AT GRADE 10
IN LUONG THE VINH UPPER SECONDARY SCHOOL
QUANG NINH PROVINCE
(Áp dụng kĩ thuật Vòng tròn văn học vào hoạt động nhóm nhằm
thúc đẩy việc học tập hợp tác trong giờ học Nói tiếng Anh
lớp 10 tại trường THPT Lương Thế Vinh, tỉnh Quảng Ninh)

M.A. THESIS

Field: English Linguistics
Code: 8220201

THAI NGUYEN – 2019


THAI NGUYEN UNIVERSITY
SCHOOL OF FOREIGN LANGUAGES

VU THI THU HIEN

APPLYING LITERATURE CIRCLE TECHNIQUE
TO GROUP-WORK ACTIVITIES
TO ENHANCE COOPERATIVE LEARNING

Vu Thi Thu Hien

Approved by
SUPERVISOR

Dr. Dang Thi Thu Huong

i


ACKNOWLEDGEMENTS
To complete this study, I am indebted to many people for their thoughtful help.
I would like to express my gratitude to my supervisor, Dr. Dang Thi Thu Huong,
for supporting me from the proposal stage to the completion of my thesis. She helped
me begin my project and provided guidance and suggestions throughout all of my
drafts. She spent a great deal of time working with me to help me through the multistep research process by emails or in person. She tirelessly edited my thesis proposals,
drafts and final thesis.
I would also like to acknowledge a particular debt to Dr. Nguyen Trong Du for
his valuable advice and patient guidance though he is not my supervisor.
I would also like to thank the staff and students at my school, Luong The Vinh
Upper Secondary School, Quang Ninh province, for their support. They assisted my
goals by being flexible, lending resources and engaging in informal discussions about
my challenges over the course of the project.
Most importantly, I wish to acknowledge my family, who has patiently allowed
me the time to work on my thesis. They were invaluable to the success of this paper
and I thank them for believing in my accomplishments.

Thai Nguyen, June 2019

Vu Thi Thu Hien

LIST OF CHARTS ................................................................................................ ix
PART A: INTRODUCTION .................................................................................. 1
1. Rationale ..................................................................................................... 1
2. Aims of the study and research questions .................................................. 1
3. Scope of the study ...................................................................................... 2
4. Significance of the study ............................................................................ 2
5. Method of the study .................................................................................... 2
6. Organization of the study ........................................................................... 3
PART B: DEVELOPMENT................................................................................... 4
CHAPTER 1: THEORETICAL BACKGROUND AND LITERATURE
REVIEW............................................................................................................. 4
1.1. Cooperative Learning .............................................................................. 4
1.1.1. Definition .......................................................................................... 4
1.1.2. Characteristics of a cooperative learning group. ............................ 5
1.1.3. The roles of cooperative learning in language education ................ 5
1.1.4. Challenges in applying cooperative learning group work ............... 6
1.2. Literature circle technique ....................................................................... 6
1.2.1. Definition .......................................................................................... 6
1.2.2. The use of literature circle techniques for cooperative learning
group work in improving speaking skills ................................................... 7
1.2.3. Limitation of using literature circle in real classrooms and the
adapted model ............................................................................................ 8
CHAPTER 2: RESEARCH METHODOLOGY .............................................. 10
2.1. Research context .................................................................................... 10
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2.2. Research questions ................................................................................ 11
2.3. Research approach ................................................................................. 11
2.3.1. An overview of action research ...................................................... 11

APPENDIX VI: Sample lesson plan ................................................................. XIII
APPENDIX VII: Observations form ................................................................ XIIII

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LIST OF ABBREVIATIONS
CLT : Communicative Language Teaching
EFL : English as a Foreign Language
KII : Key Informant Interview
: first language/mother tongue
L1
L2
SFL

: second language
: School of Foreign Languages
: Students’ Talking Time

STT
TTT : Teachers’ Talking Time

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LIST OF TABLES
Table 1: The characteristics of a traditional group .................................................. 20
Table 2: The benefits of cooperative learning group activities to the students ....... 22
Table 3: Observation table of checklist ................................................................... 31


This is a study on the influence of modified literature circle techniques on
cooperative activities inside the classroom in English speaking lessons. This chapter
starts with the rationale of the study. Then, the aims, scope, significance and method of
the study will be presented.
1. Rationale
Under the draft new curriculum (version May 2018) for comprehensive education
reform, secondary students are expected to develop communication and collaboration
abilities as one out of ten core competencies (Thao, 2018).
For English as a school subject, communicative language teaching has been taken
as the approach. Standard national high school curriculum is designed according to CLT
approach which takes speaking, listening, reading and writing competencies as the end
products of the teaching and learning process (Van, 2011, p.98).
Therefore, it can be said that a language classroom teaches more than the language
itself – students are to be given chance for both communication and collaboration skills
improvement.
The need is becoming increasingly vital for teachers in Vietnam to apply methods
and techniques which enable students to interact, exchange ideas using the language, and
develop their collaboration skills.
Of numerous techniques, cooperative learning and literature circle technique are
assumedly significant as they are suggested by some progressive educators recently. In
the meantime, they are predicted to cause failures if neglectfully applied in Vietnamese
school contexts.
From this suggestion and above initial problems, the author decided to do an action
research project to examine the effectiveness of literature circle technique on cooperative
activities inside the classroom in English speaking lessons for students grade 10, Luong
The Vinh Upper Secondary School, Quang Ninh province.
2. Aims of the study and research questions
First of all, the research sought for understanding of cooperative learning and
literature circle techniques as the theoretical bases. The framework shaped after the
review of journal articles and books has informed a design of a minor survey into the

teamwork.
5. Method of the study
This study is conducted as an action research because action research is the best
choice for the purpose of improving the current state of affairs within educational context
in which the research is carried out. In order to get data, a combination of different
instruments, namely questionnaires, pre-questionnaire and post questionnaire,
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observation, and key informant interview (KII), was used. The data collected through the
questionnaire has been analyzed by quantitative method, using an MS Excel spreadsheet
and calculation. The KII and observation inputs have been discussed qualitatively.
6. Organization of the study
The study consists of three parts:
Part A. Introduction: presents the rationale, aim, scope, significance and method
of the study
Part B. Development: comprises three chapters:
- Chapter 1: Theoretical Background and Literature Review covers the overview of
the literature which includes relevant theoretical background and reviews of related
studies concerning literature circle techniques and cooperative learning in language
teaching.
- Chapter 2: Research Method continues with the research method including
participants of the study, the instrumentation, the methods and procedures of data
collection and data analysis.
- Chapter 3: Findings and Discussion demonstrates the findings accompanied by
data analysis and discussion.
Part C. Conclusions: recapitulates the major findings of the study and represents
further recommendations for the implementation of literature circle techniques.

3

Likewise, Williams (2002) defines cooperative learning as a teaching technique that
is supposed to assist learners enhance their learning by interacting in tiny organizations
with their colleagues. Jacobs, et al. (2002, reviewed in Lin, 2009) proposed that
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cooperative learning offers students the opportunity not only to work together, but also
to make the most of their peer communication and learning as well as their own teaching.
Johnson & Johnson (1994), Kagan (1994) and Jacobs (2002) shared the same six
fundamental co-operative teaching features:
1.
Positive Interdependence
2.
3.
4.

Individual Accountability
Cooperative Skills
Equal Participation

5.
6.

Simultaneous Interaction
Group Processing

1.1.2. Characteristics of a cooperative learning group.
Jacobs (1998, as cited in Lin, 2009) points out seven characteristics of a cooperative
learning group as follows:
 Group formation: teachers (and students) plan group size and composition so as

emerging limitation of traditional cooperative learning method is that of students’
unequal speaking opportunities within groups. The more capable students will get more
chances to speak in groups than the lower achievers. Zhang (2010, as cited in Wang,
2017) explains that while the less able students need more time to think about teacher’s
questions and to arrange their ideas, the others get the answers before them, and they
often lose the opportunities to speak in class. In addition, it is often suggested that group
leaders respond to the teacher's issues and be the representatives to make speeches in
front of the school. If there is no group leader, the elevated attainders will have the
opportunity to talk in school, and students with low oral English skills will not have the
opportunity to talk.
1.2. Literature circle technique
1.2.1. Definition
Daniels (2006) identified: circles of literature are tiny debates among learners in a
group about commonly selected tales. Students themselves lead these conversations, and
the interactions between the members are essential. Each student must play his/her part
in this reading circle in each group, and then the others will offer them some feedback
and questions. The groups have regular meetings with discussing roles rotating each
session. When finishing reading the stories, the groups can share their discussions to the
whole class. Finally, the circles are completed. The new circles continue to be formed
basing on the books or stories that students choose.
Daniels (2002, quoted in Bedee, 2010) proposed 11 key literature circle
characteristics:
 Students decide which stories to read;
 Students who choose the same stories form temporary groups;
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 Each group has a different story;
 Participants in each group build up regular schedules to meet each other and
discuss about what they have read;

 All the groups have the same topic;
 Students will work in literature circles inside the classroom (it means that there
will be no regular schedules for students to meet apart from the lessons);
Surprisingly, despite all these above stated strengths and the possibility to be
adapted, the literature circle was not widely used in Vietnam for unstated purposes. Few
educators are thought to have applied the methods in reading courses to some extent. The
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current research is therefore significant in fulfill the gaps with understanding about the
application of literature circle techniques in speaking classes.

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CHAPTER 2: RESEARCH METHODOLOGY
This chapter provides background information about action research, the current
situation of implementing cooperative learning, the states of teaching speaking lessons at
Luong The Vinh Upper Secondary School and the description of methodologies
employed to collect data for the study.
2.1. Research context
It is clear that English language education in Vietnamese high schools has recently
changed and got much better results thanks to the adjustment of textbooks and teaching
methods. Particularly, the textbook series – Tiếng Anh 10, Tiếng Anh 11, Tiếng Anh 12
(English 10, English I1, and English 12)- introduced into schools since 2005 has attracted
both teachers and students by introducing a theme-based, task-based, and communicative
approaches. However, while teaching, the researcher found that many students at Luong
The Vinh Upper Secondary School had difficulties in developing their spoken
communication abilities. When interviewed, the students claimed that speaking lessons
seemed to be far from effectiveness for them.

that is designed to illuminate an issue or problem and to improve classroom practice,
meanwhile the word “action” refers to taking practical action to resolve classroom
problems (Richards, 2005). Therefore, action research achieves both action (change or
improve) and research (understanding).
According to Cohen and Manion (2007), action research is “small-scale
intervention in the functioning of the real world and a close examination of the effects of
such intervention”.
Kemmis and Mc Taggart (1988) identify three characteristics of an action research,
which are “carried out by practitioners”, “cooperative” and “aimed at changing things”.
Tsui (1993) suggested 5 steps in conducting action research: Identifying problems;
Finding causes of the problem; Designing strategies for improvement (plan for action)
and writing a proposal for action research; Trying out the strategies (action) and keeping
a diary of what happened in the class; and Evaluating the try-out. Whereas, Nunan (1992)
defines the framework of a research as consisting of seven steps as follows:
 Step 1: Initiation (Identify the problem)
 Step 2: Preliminary investigation (Collect data through a variety of means)
 Step 3: Hypothesis (Develop research questions)
 Step 4: Intervention (Devise strategies and innovation to be implemented)
 Step 5: Evaluation (Collect data again and analyze it to work out the findings)
 Step 6: Dissemination (Report the result by running workshops or issuing a paper)
 Step 7: Follow-up (Find alternative methods to solve the same problem)
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Different from Tsui, Nunan (1992) suggested that teachers should observe and take
notes on what their learners said and did in class, and then, based on these observation,
identified positive ways to bring about this change.
A necessary component of action research is the collaboration among different
teachers, their colleagues and students, who should be willing to talk with each other
about the problems and find out the solutions together, as well as help each other in

games and other creative activities are applied. However, their cooperativeness among
themselves seem to be looser than that of class 10A10’s.
2.4.2. Data collection instrument
Using questionnaires, observation and interviews, the researcher collected raw data
for the evaluation of the experiment.
Questionnaires: Three questionnaires were employed in the research, one for
teachers and two for students. To remove one of the limitations of using questionnaires
(respondents must be able to read the questions and respond to them), both of them might
be in Vietnamese. The one for teachers was used in the mini-survey to collect information
about their awareness of cooperative grouping, their perception of the actual effectiveness
of cooperative learning, as well as the difficulties they might have to face when promoting
cooperative learning. The other two for students were pre- and post-experiential, so they
were administered before and after the lessons to collect feedback on literature circle
technique’s enhancement on cooperative learning from students’ points of view in
comparison with their own feelings and thought before the experiment.
Observation: Before the application of literature circle technique, observation was
employed to verify the researcher’s assumption about difficulties the teachers might have
to face when applying cooperative learning techniques. During the experiment teaching
lessons, standardised control observation form was used to assess how much the literature
circle technique enhances cooperative learning and check if the teachers have to face the
same type of difficulties as before or not.
Interviews: There has been a KII with teachers after the lessons. The KII is
effective in providing useful information that questionnaire or observation alone or even
the combination of them fails to provide. More specifically, the KII sought for the
experiment teachers’ qualitative comments and comparison about the differences they
noticed at their students before and after the intervention.
2.4.3. The action procedures
The action was conducted during four weeks of the second semester of school year
2018- 2019 from February 12th to March 19th, 2019. Adapting steps in Nunan (1992)’s
action research cycle, the action was developed in four main steps as follows:

Step 3: Intervention
To solve the problem, the teacher decided to use literature circle technique for
cooperative learning activities. This step of intervention was carried out as follows:
The researcher asked the Head Master of the school for permission to recruit 84
students from classes 10A9 and 10A10 at the school during the second semester of the
school year 2018-2019.
Firstly, the students of both groups gave their comments about their experience of
speaking lessons by answering seven questions in the pre-questionnaire.
Then a series of four lessons were prepared basing on the adapted literature circle
technique.
The teachers and the students had one experimental lesson every week. The
researcher conducted the observation along.
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