This document is a thesis written by Vu Thi Khanh Van about organizing pairwork activities in English lessons at Pho Yen High School in Thai Nguyen Province, Vietnam. The thesis discusses implementing pairwork to develop students' speaking skills. It reviews literature on communicative language teaching and the benefits and challenges of using pairwork. Surveys of teachers and students at the school examined their opinions on using pairwork and how to improve its effectiveness. The results showed that while pairwork provides benefits, its implementation faces difficulties like student proficiency levels and class size that limit pairwork's potential. The thesis aims to provide suggestions for conducting pairwork in a way that makes English learning more engaging for students.

1. VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST- GRADUATE STUDIES
-----------o0o------------
VŨ THỊ KHÁNH VÂN
ORGANIZING PAIRWORK IN THE ENGLISH LESSONS AT
PHO YEN HIGH SCHOOL 11th
GRADE,
THAI NGUYEN PROVINCE
Tổ chức hoạt động cặp trong các giờ học Tiếng Anh tại khối
lớp 11 của trường THPT Phổ Yên, tỉnh Thái Nguyên
M.A MINOR PROGRAMME THESIS
FIELD: ENGLISH TEACHING METHODOLOGY
CODE : 60140111
Hanoi, 2014

2. VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST- GRADUATE STUDIES
-----------o0o------------
VŨ THỊ KHÁNH VÂN
ORGANIZING PAIRWORK IN THE ENGLISH LESSONS AT
PHO YEN HIGH SCHOOL 11th
GRADE,
THAI NGUYEN PROVINCE
Tổ chức hoạt động cặp trong các giờ học Tiếng Anh tại khối
lớp 11 của trường THPT Phổ Yên, tỉnh Thái Nguyên
M.A MINOR PROGRAMME THESIS
FIELD: ENGLISH TEACHING METHODOLOGY
CODE : 60140111
SUPERVISOR : Assoc. Prof. Dr. LÊ HÙNG TIẾN
Hanoi, 2014

3. i
CANDIDATE’S STATEMENT
-----------*****-----------
I hereby certify that the thesis entitled
Organizing pairwork in the English lessons at Pho Yen High School 11th
grade,
Thai Nguyen Province.
In the result of my own research for the Degree of Master of Arts at College of
Foreign Languages, Hanoi National University, and that this thesis has not been
submitted for any degree at any other university or institution wholly or partly.
Hanoi, August 2014
Vũ Thị Khánh Vân

4. ii
ACKNOWLEDGEMENTS
In completion of my thesis, I have received generous advice and help from
many lecturers whose lectures are very practical and useful. Firstly, I would like to
express my sincere thanks to my supervisor, Mr. Lê Hùng Tiến Ph.D from
Vietnam National University, Hanoi College of Foreign Language, for his close
guidance, criticism, and his generous help in the process of completing my thesis.
My special thanks also go to all lecturers and the staff of the Department of
Post Graduate Studies at Hanoi College of Foreign Language for their useful
materials, guidance and enthusiasm during my course of study.
I really wish to thank all my colleagues and my students at Pho Yen High
School- for their kind cooperation in giving valuable information.
Finally, I owe my deep thanks to my dear family, especially my husband, my
sons who always stand by me with their consideration and encouragement.
Vũ Thị Khánh Vân

5. iii
ABSTRACT
Learning language well depends on many factors such as personal
characteristics, the structure of the native and target languages, opportunities to
communicate with other people and with native speakers, etc. For students at schools,
these factors can only work well with the help of the teachers‟ using different
techniques, and approaches in language teaching.
In communicative language teaching, students have more chances to practise in
the target language through different classroom activities, among them pairwork and
groupwork appear to be the most appropriate application.
This thesis was carried out to investigate the use of pairwork activities to
develop speaking skills for the first year English students at Pho Yen High School.
Survey questionnaires for teachers and students were employed to find answers
to these two questions. The use of paiwork activities are also beneficial for both
teachers and learners. However, there were some problems such as student low
proficiency and their passive way of learning styles, which prevent them from taking
part in pairwork activities. Teachers‟ lack of time and have to deal with large and
multi-level classes in unqualified conditions hinder them a lot in implementing
pairwork activities to teach four language skills. By analyzing and comparing the
results of students‟ and teachers‟ responses to questionnaire about pairwork activities,
the author attempts to shed light on the effectiveness of these activities and how to best
implement them.
In Pho Yen Upper Secondary School in Pho Yen district, Thai Nguyen province,
pairwork is widely used in foreign language classes. However, it seems that the use of
these implemetation activities at Pho yen High School is not effective enough, therefore,
focuses on pointing out how to organize pairwork in a more effective way so that it helps
students find learning English a great fun and less demanding.

6. iv
LIST OF CHARTS
Chart 1: Students‟ and teachers‟ opinion about the main benefits of pairwork........19
Chart 2: Students‟ opinion about the useful for pairwork. .......................................20
Chart 3: Teachers‟ and students‟ opinions about the useful of pairwork ...............21
Chart 4: The important role when using pairwork .................................................22
Chart 5: The factors effected about the success of pairwork ...................................22
Chart 6: Students‟ and teachers‟ opinion about the appropriate time for PW ........23
Chart 7: Students‟ frequently used activities of pairwork .....................................................23
Chart 8: How are teachers and students often create pairwork? ..............................24
Chart 9: Teachers‟ responsibilities for successful pairworks ...........................................25
Chart 10: Teachers‟and students‟opinion about preparing materials for PW...........26

7. v
TABLE OF CONTENT
CANDIDATE’S STATEMENT...........................................................................................i
ACKNOWLEDGEMENTS ................................................................................................ii
ABSTRACT.........................................................................................................................iii
LIST OF CHARTS .............................................................................................................iv
TABLE OF CONTENT.......................................................................................................v
PART A: INTRODUCTION ..............................................................................................1
1. Rationale of the study......................................................................................................2
2. Aims of the study..............................................................................................................2
3. Research questions .........................................................................................................2
4. Scope of the study ............................................................................................................2
5. Methods of the study........................................................................................................2
6. Design of the study...........................................................................................................3
PART B: DEVELOPMENT ...............................................................................................4
CHAPTER 1: LITERATURE REVIEW ..........................................................................4
1.1. Communicative approach to Language Teaching....................................................4
1.1.1. What is meant by communication?..........................................................................4
1.1.2. Communicative language teaching...........................................................................5
1.1.2.1. Nature of Communicative Language Teaching ...................................................5
1.1.2.2. The techniques of Communicative Language Teaching .....................................5
1.2. Definition of pairwork..................................................................................................7
1.3. Advantages and disadvantages of pairwork..............................................................7
1.3.1. Advantages of using pairwork activities..................................................................7
1.3.2. Disadvantages of using pairwork activities ............................................................8
1.4. How to organize pairwork ..........................................................................................9
1.4.1. Preparation for pairwork..........................................................................................9
1.4.2. Steps in the classroom..............................................................................................10
1.4.2.1. Select the activity ..................................................................................................10
1.4.2.2. prepare of materials..............................................................................................10
1.4.2.3. Size and selection of pair......................................................................................10
1.4.2.4. Organize students within the pair.......................................................................10

8. vi
1.4.2.5. Time of pairwork activity.....................................................................................11
1.4.2.6. Share pairwork with the whole class...................................................................11
1.4.3. Steps of organizing pairwork..................................................................................11
1.4.3.1. Pre activities ..........................................................................................................11
1.4.3.2. While activities ......................................................................................................12
1.4.3.3. Post activities.........................................................................................................12
1.5. Difficulties in organizing pairwork and suggested solutions ..................................13
1.5.1. Difficulties.................................................................................................................13
1.5.1.1. Space ......................................................................................................................13
1.5.1.2. Instruction .............................................................................................................13
1.5.2. Solutions....................................................................................................................13
1.6. Previous studies related to organizing pairwork .....................................................14
CHAPTER 2: METHODOLOGY ................................................................................15
2.1. Research setting ..........................................................................................................15
2.1.1. An overview of Pho Yen High School ....................................................................15
2.1.2. The students..............................................................................................................16
2.1.3. The teachers..............................................................................................................16
2.2. Methodology................................................................................................................17
2.2.1. The participants.......................................................................................................17
2.2.2. Data collection instruments.....................................................................................17
2.2.2.1. Questionnaires.......................................................................................................17
2.2.2.2. Class observations.................................................................................................17
2.2.3. Data collection procedures......................................................................................18
2.2.4. Data analysis.............................................................................................................18
2.2.4.1. Results from questionnaires.................................................................................19
2.2.4.1.1. Teachers’ and students’ opinions about benefits of pairwork.......................19
2.2.4.1.2. Teachers’ and students’ judgements about the use of pairwork
activities in English classes...............................................................................21
2.2.4.1.3. Teachers’ and students’ desires to learn English via pairwork
Activities ............................................................................................................22
2.2.4.2. Data analysis from class observations.................................................................26
2.2.4.3. Examples of pairwork ..........................................................................................27

9. vii
CHAPTER 3: FINDINGS, DISCUSSION AND RECOMMENDATIONS................30
3.1. Major findings.............................................................................................................30
3.1.1. The way the teachers at Pho Yen High School use pairwork ..............................30
3.1.1.1. Steps of organizing pairwork...............................................................................30
3.1.1.2. The materials used in organizing pairwork ...................................................... 31
3.1.1.3. Teachers’ difficulties.............................................................................................32
3.1.1.3.1. Lack of knowledge of pairwork........................................................................32
3.1.1.3.2. Habits of old teaching methods.........................................................................32
3.1.1.3.3. Unefficient preparation ....................................................................................32
3.1.1.4. Students’ difficulties .............................................................................................32
3.1.1.4.1. Passive learning style.........................................................................................32
3.1.1.4.2. Low level of English language proficiency ......................................................33
3.1.1.4.3. Learners’ fear of making mistakes...................................................................33
3.1.1.5. Object factors ........................................................................................................33
3.1.1.5.1. Large-sized lasses...............................................................................................33
3.1.1.5.2. Lack of reference and teaching aids.................................................................33
3.2. Recommendations.......................................................................................................33
PART C: CONCLUSION .................................................................................................35
1. Summary of the findings ...............................................................................................35
2. Concluding remarks ......................................................................................................36
3. Limitations of the study.................................................................................................37
4. Suggestions for further study........................................................................................38
REFERENCES...................................................................................................................39
APPENDIX 1.........................................................................................................................I
APPENDIX 2....................................................................................................................... V
APPENDIX 3....................................................................................................................... X
APPENDIX 4...................................................................................................................XIV
APPENDIX 5................................................................................................................XVIII
APPENDIX 6.................................................................................................................... XX

10. 1
PART A: INTRODUCTION
This chapter presents the rationale, aims, scope, research questions, research
methods and design of the study.
1. Rationale
“Better English, more opportunities” has become a target for lots of
students in recent years. English is a useful means they need for their future career
since it equips them with linguistic, social and cultural knowledge and provides
them with access to the modern world in the era of informatics and technology. It is
used as the official language in many powerful and developed countries.
Additionally, it is also considered as the means of communication in a number of
aspects such as business, education, science, and so on. Therefore, English teaching
and learning play an important role in social developing policies in a large number
of countries throughout the world.
English, nowadays, is widely taught in Vietnam, from primary school to
university, including English centers throughout the country. People learn English
for their work or for their higher study. However, the results of the English courses
are not very good. Vietnamese teachers of English have not known how to apply the
teaching method in effective ways. They are lack of knowledge, teaching aid, time,
and money to teach four language skills: listening skills, speaking skills, reading
skills and writing skills.
Like many teachers in the schools of Vietnam, teachers of English at Pho Yen
upper secondary school face the same problem: students‟ inactive participation in
learning activities in the classroom. In fact, there are a variety of reasons for this
poor participation, and therefore using appropriate techniques and methods for
teaching English effectively to students at Pho Yen upper secondary school requires
a teachers‟ enthusiasm and commitment.
This led me the choice of the study “Organizing pair work in the English lessons
at Pho Yen High School 11th
grade, Thai Nguyen Province” with the hope of
contributing to improve the teaching and learning English in pho Yen High School .

11. 2
in particular and in Vietnam in general My study only focuses on how to organize
pair work more effectively for students at Pho Yen High School in Thai Nguyen.
2. Aims of study
The study is aimed at:
 Investigating the use of pairwork at Pho Yen High School- a school located in
Pho Yen district, Thai Nguyen province.
 Finding out effective technique to organize pairwork with the hope of helping
teachers at Phổ Yên High School in teaching English.
3. Research questions of the study
This study is aimed to answer the following research questions: How do the
teachers at Phổ Yên High School use pair work?
4. Scope of the study
To improve four skills for students at Phổ Yên High School, the teachers can
make use of various techniques and a number of things should be done. However,
the researcher only intends to draw a brief overview of pair work in classes at Phổ
Yên High School and to find out the ways to organize pair work more effectively.
5. Methods of study
To realize the aims of the study. The theoretical background of the study
comes from many published books written by different authors on language
teaching and language acquisition. The data collected for the study came from two
sources: the students and the English teachers at Phổ Yên High School (6 English
teachers and 120 students) survey questionnaires and observation.
In this research, quantitative method is used, too. All comments, remarks,
recommendations assumption and conclusion provided in the study based on the
analysis of the statistics from the survey questionnaires conducted with students and
teachers of Phổ Yên High School. The study is also based on a qualitative method
with the author‟s own experience and observation during 9 years of teaching
English.

12. 3
6. Design of study
This study consists of 3 parts:
Part A: provides an introduction which includes the rationale, aims, scope, research
questions, methods and design of the study.
Part B: provides a development which is divided into three chapters.
Chapter 1: Literature Review: is intended to give some theories related to the
study such as communicative language teaching, communication learning process,
definitions of pairwork along with some common pairwork oral activities. The
chapter also mentions advantages and disadvantages of using pairwork.
Chapter 2: The Study Research – provides an analysis on the current situation of
using pairwork in teaching and learning English at Phổ Yên High School. Data
collection and analysis are also presented in this chapter.
Chapter 3: Findings and Suggestions - focuses on how the teachers at Phổ Yên
High School organized pairwork and difficulties facing them and their students in
carrying out these activities and some suggestions for the teachers to organize
pairwork more effectively.
Part C: Conclusion - which is the conclusion of the study. Some explanations,
interpretations of the findings of the study and some pedagogical implications are
given in this chapter. In addition, some possible suggestions for further research are
also discussed.

13. 4
PART B: DEVELOPMENT
CHAPTER 1: LITERATURE REVIEW
This chapter briefly covers the theories related to the study : Communicative
approach to language teaching, and pair work in language teaching and learning.
1.1. Communicative approach to language teaching
1.1.1. What is meant by Communication?
“Communication is such a well-integrated part of our day- to- day existence
that we tend to take it for granted rarely pausing to consider what it involves or just
how important it is to us” ( Thompson 2003: 9)
Before he expressed his own ideas about communication, he mentioned
some of Fiske‟s ideas:
“Communication is one of those human activities that everyone recognizes but
few can definite satisfactorily” (Fiske 1990:1)
“Communication is too often taken for granted when it should be taken to
pieces” (Fiske 1994:8)
Thompson noticed “I quickly recognized that communication is used in a
number of senses and at a number of levels to indicate the transmission of
information or even, as in the transport networks example, the transmission of
goods and people” (Thompson, 2003:10).
However he completely agreed with Fiske‟s ideas that “the most relevant
definition of communication for present purposes is social interaction through
messages” (Thompson, 2003:10). There are two related aspects that we should
consider when talking about definition of communication is “social” and
“interaction”.
According to Dwyer (2000:8), communication is very important in daily life:
“For those working in our changing social and economic environment,
effective communication is as important as it has always been. Now, however, we
must grasp the fact that we are dealing with more layers of communication than
ever before. The exchange of information and ideas becomes more complex daily,

14. 5
as management structures flatten, work teams emerge and interact with other teams
and as globalization requires us to link up with individuals and organizations at
regional, national and international levels. Increasingly sophisticated technology
enables us to achieve a scope and range of communication unimaginable even 20
years ago”.
1.1.2. Communicative Language Teaching
1.1.2.1. Nature of Communicative Language Teaching
Communicative Language Teaching means little more than an integration of
grammatical and functional teaching. Littlewood (1981:1) states, “One of the most
characteristic features of communicative language teaching is that it pays systematic
attention to functional as well as structural aspects of language”.
Communicative Language Teaching means using procedures where the
learners mainly work in pairs or groups employing available language resources in
problem- solving tasks. CLT stresses the importance of providing the learners with
opportunities to use English for communicative purposes and attempts to integrate
such activities into a wider program of language teaching.
1.1.2.2. The Techniques of Communicative Language Teaching
The techniques of Communicative Language Teaching are described by different
linguists as following:
Nunan (1991a:279) gives five features to characterize CLT:
+ An emphasis on learning to communicate through interaction in the target
language.
+ The introduction of authentic texts into the learning situation
+ The provision of opportunities for learners to focus, not only on language but also
on the learning process itself.
+ An enhancement of the learner‟s own personal experiences as important
contributing elements to classroom learning.
+ An attempt to link classroom language learning with language activation outside
the classroom.

15. 6
According to Richards and Rodgers (1986:170), because communicative
principles can be applied to the teaching of any skill, at any level, and because of
the wide variety of classroom activities and exercise types discussed in the literature
on Communicative Language Teaching, description of typical classroom procedures
used in a lesson based on CLT principle is not feasible. Savignon (1983) discusses
techniques and class management procedures associated with a number of CLT
classroom procedure (e.g., group activities, language games, role plays), but neither
these activities nor the ways in which they are used are exclusive to CLT
classrooms.
Johnson and Johnson (1998) offer five core characteristics that underlie
current applications of communicative methodology:
+ Appropriateness: Language use reflects the situations of its use and must be
appropriate to that situation depending on the setting, the roles of the participants
and the purpose of the communication, for example. Thus learners may need to be
able to use formal as well as casual styles of speaking.
+ Message focus: Learners need to be able to create and understand messages, that
is, real meanings. Hence the focus on information sharing and information transfer
in CLT activities.
+ Psycholinguistic processing: CLT activities seek to engage learners in the use of
cognitive and other processes that are important factors in second language
acquisition.
+ Risk taking: Learners are encouraged to make guesses and learn from their errors.
By going beyond what they have been taught, they are encouraged to employ a
variety of communication strategies.
+ Free practice: CLT encourages the use of “holistic practice” involving the
simultaneous use of a variety of sub-skills, rather than practising individual skills
one piece at a time
To sum up, Communicative Language Teaching is best considered an
approach rather than a method. It refers to a diverse set of principles that reflect a

16. 7
communicative view of language and language learning and that can be used to
support a wide variety of classroom procedures.
1.2. Definition of pairwork
The definitions of pairwork have been developed over the years with the
contributions of a great number of linguistics and are brought together by Doff
(1988: 137): “In pairwork, the teacher divides the whole class into pairs. Every
student works with his or her partner in pairs, and all the pairs work at the same
time (it is sometimes called “simultaneous pair work”). This is not the same as
“public” or “open” pairwork, with pairs of students speaking in turn in front of the
class.”
The definition of pairwork in this case is an activity that gives students a
chance to talk to each other practice language together, study a text, research
language or take part in information-gap activities. They can write dialogues,
predict the content of reading texts, or compare notes on what they have listened or
seen.
In general, there are two main types of pairwork, fixed pairs and flexible
pairs, suggested by Byrne (1983). The first type is when the students work with the
same partner in order to complete task. In this kind of pairs, they will deeply
understand each other and know the other‟s ability. Meanwhile, the second one is
when students keep changing the partners. They can lift their chairs freely to talk to
any partners they like. Therefore, this will make the activity more interesting.
1.3. Advantages and disadvantages of pairwork
1.3.1. Advantages of using pairwork activities
Brumfit says that pairwork is the most effective techniques of classroom
organization which combine aspects of communication learning and natural
interaction in a stress free environment. (Brumfit, 1984:78).
Pairwork gives students more opportunities to speak English in classroom.
Students participate in the lesson much more actively because they are involved in
talking to their friends exchange opinions, practising new structures more than

17. 8
listening to their teacher talking. By dividing the class into groups, students get
more chances to talk than in full class organization, thus each student can say
something. Penny Ur recommends that teachers working with larger classes should
divide them into five groups which is the most effective organization for practising
speaking. (Ur, 1996: 232)
Students may feel less anxious when they are working in a group with a
small number of people. Particularly, timid students find it hard to speak in front of
the class and teacher in their eyes seems to be a fear. They become silent and cannot
open their mouth with an empty mind. However, when participating in pairs or
groups, they may be find easier to share their opinions naturally.
Beside practising and consolidating the language, pairwork helps to integrate
the class. Students learn how to cooperate with one another, make compromise,
negotiate, and respect individual with different abilities and views, which is
important for the class atmosphere and relationship with the teacher. Instead of
sitting alone trying to understand something difficult, they can help each other. In
such a class the teacher is no longer a supervisor but becomes a resource center and
advisor for the students.
To introduce pairwork, teacher brings variety into the classroom. It enables
him to individualize work by preparing different tasks taking into accounts students‟
abilities and potentials. when both able and less able students may feel a sense of
achievement while completing the task.
1.3.2. Disadvantages of using pairwork activities
Gorgon (2008) also points out clearly disadvantages of using pairwork
activities as follow:
Some teachers are reluctant to use pairwork being afraid of noise or
discipline problems which might occur particularly. Indeed students make noise
while working on the task; they discuss things, check words and communicate with
one another. However, this is so-called “positive noise” and it does not disturb the
students. They are concentrated on the task and they do not hear it. If an activity

18. 9
goes on for too long; students, especially the poor ones make noise because they
become bored, they want to get the teacher‟s attention and they become disruptive.
Another disadvantage of using pairwork activities is the use of mother
tongue. When students get excited working in pairs they sometimes use their mother
tongue to express something they are not able to express in a foreign language. Such
a situation is normal because they want to communicate.
One of the disadvantages of using pairwork activities is making mistakes.
Some teachers neglect to use pairwork saying that students make mistakes trying to
express their own ideas. Indeed incorrectness is a problem yet in real life, it is
communicative fluency that matters not accuracy, so we should not be concerned
too much with accuracy if we want to practise oral skills. According to Doff (1988:
141), when learners work in pairs it is impossible for the teachers to listen and
correct all the mistakes they make and it is not the purpose of this activity.
However, she/he can reduce the number of mistakes before the students start
working by demonstrating the activity to the class first and by asking pairs to
perform in front of the class afterwards and discussing what they said and pointing
out the most common mistakes.
1.4. How to organize pairwork
1.4.1. Preparation for pairwork
In order to prepare for pairwork, according to Felisa Tibbits ( 1998), the teacher
will need to do the following:
- Select the activity
- Prepare any physical materials for pairwork ahead of time
- Anticipate the size and the selection of pairs.
-Anticipate how students will be organized within the pairs (tasks and roles)
- Consider the timing of the pairwork
- Consider how the pairwork will be shared with the entire class and linked with
the overall curriculum.

19. 10
1.4.2. Steps in the classroom
1.4.2.1. Select the activity
An activity that is best suited for pairwork may meet the following criteria:
- The activity has multiple tasks that can be shared among pair members or a
single task, such as generating ideas, that benefit from the articipation of all
individuals within a pair.
- The activity involves problem solving and discussion
- Examples of activities that may be suited for pairwork are investigations of
materials (newspapers, scientific specimens) and development of ideas or
arguments
1.4.2.2. Preparation of materials
The teacher will need to personally collect, or organize students to collect,
physical specimens for investigation. For example, if the teacher anticipates doing a
lesson on the role of the media, she or he might ask the students to bring into class
newspapers and magazines. There should be materials sufficient for each pair.
1.4.2.3. Size and selection of pair
Pair size normally ranges between 2 students. Group size can some times go
larger although groups larger than 8 do not ensure that everyone will participate.
Pair membership can be determined in different ways. A random selection might
be done by “counting off” with students (go around the room systematically having
students count 1, 2, etc., with each number representing a pair or selecting pairs on
the basis of birth date.
Sometimes pairs are organized only for one activity. Other times, teachers use
the pair for a series of activities, so that students get used to working with one
another.
1.4.2.4. Organize students within the pair
A laissez- faire approach to pairwork would be that the teacher gives a
general assignment to the pair- like organize a research project on „qualities of good
leaders‟- and the students are left to organize themselves.

20. 11
A highly structured approach would be that the teacher assigns a specific role
to each pair member. Depending upon the task, the roles might include „materials
handler‟, „scribe‟, „reporter to the pair‟ and so on. A semi- structured approach
might be that the teacher recommend certain roles, but leaves it to the pair to assign
roles.
A more structured approach, with rotation of tasks within a pair, is often used
with younger children. A less structured approach can be used with students with
experience in pairwork or for simple tasks that do not require that students take on
different roles.
1.4.2.5. Time the pairwork
The teacher should anticipate student questions about timing, the task results,
sharing with the whole pair, and so on. After giving clear instructions to the
students, the teacher should be available to answer questions, but not interfere with
the pairs‟ activities.
It is common in many classrooms that a pair activity constitutes 20 minutes
of a 40 minute- period, with 10 minutes allowed for sharing other pairwork with the
whole class.
1.4.2.6. Share pairwork with the whole class
Usually the results of the pairwork are shared with the class. This sharing can be
oral (reporting out), visual (written or graphic representation), or both.
It is highly interesting to contrast the results of pairwork.
1.4.3. Steps of organizing pairwork
Harmer ( 1999) devides it into 3 steps : Pre activities, While activities and Post
activities.
1.4.3.1. Pre activities
We need to give instructions to let students understand what they are going
to do, give them ideas of when they will have finished the task they are going to get
involved in. Sometimes, we may ask them to repeat the instructions or to translate

21. 12
them into their first language so as to check their understanding. In some cases, our
instructions may involve a demonstration.
1.4.3.2. While activities
While students are working in pairs the teachers have a number of options.
They could, for instance, stand at the front or the side of the class (or at the back or
anywhere else in the room) and keep an eye on what is happening, noting who
appears to be stuck or disengaged, or about to finish. In this position we can „tune
in‟ to a particular pair from some distance away. The teachers can then decide
whether to go over and help that pair.
An alternative procedure is to go round the class watching and listening to
specific pairs. The teachers can stay (with their agreement) for a period of time and
then intervene if we think it is appropriate or necessary, always bearing in mind
what we have said about the difference between accuracy and fluency work
When students are working in pairs, the teachers have an ideal opportunity to
work with individual students whom they feel would benefit from their ttention.
They also have a great chance to act as observers, picking up information about
students‟ progress.
1.4.3.3. Post activities
When pairs stop working together the teacher need to organize feedback. The
teachers want to let them discuss what occurred during the group session and, where
necessary, add their own assessments and make corrections.
Where pairwork has formed part of a practice session, our feedback may take
the form of having a few pairs or groups quickly demonstrate the language they
have been using. The teachers can then correct it, if and when necessary, and this
procedure will give both those students and the rest of the class good information
for future learning and action.
Finally, it is vital to remember that constructive feedback on the content of
student work can greatly enhance students‟ future motivation. The feedback the
teachers give on language mistakes is only one part of that process.

22. 13
1.5. Difficulties in organizing pairwork and suggested solutions
When teachers organize pairwork, they might encounter some difficulties.
1.5.1. Difficulties
According to Hoodith (1997), there are three main difficulties while working
in pair.
1.5.1.1. Space
The furniture in the class is fixed, the teachers and students cannot change or
have no or little time to do with it. Sometimes the class is too crowded (with more
than 40 students in a small room), there is not enough space for them to move if
they are asked to change their partner in a pairwork. The arrangement of classroom
furniture can mitigate pair.
1.5.1.2. Instruction
It is neccessary for students to know what the teacher wants them to do. This
sounds obvious and easy, but in some cases, some students hadn‟t known exactly
what they had to do. Some teachers try to give instructions in students‟ target
language, and, so funny it sometimes appears that understanding the instructions in
target language is much more difficult than doing the exercise.
1.5.2. Solutions
If the furniture in the class is fixed and it is impossible to rearrange them, then
the teacher should plan more carefully, and try to create gaps between the groups
and circles of interaction.
Drawing a plan of the room and visualizing the arrangements will help to
achieve this.
For difficulties in giving instructions, students should give instructions in the
students‟ mother tongue. It‟s better to be strict, then ease up, than to allow students
too much leeway to use their mother tongue in the first few lessons and then try to
stop them overusing it. One method is to explain briefly in English, then if
necessary supply written instructions in their mother tongue. If students are still not
clear, about what to do, then the written instructions probably weren‟t very good !

23. 14
The teacher can then allow a couple of minutes for them to clarity the instructions
for each other in mother tongue, and one example can be made to make students
completely understand the instructions.
Teachers should choose more simple types of activities for pairwork. These
types must be less controversial than the ones for groupwork, but dialogues and
speaking activities are more suitable to pairwork than groupwork.
1.6. Previous studies related to organizing pairwork
The use of pairwork in English lesson is not a totally new area to researchers.
Many of researchers invested the effectiveness of using pairwork in language
teaching and learning. Donough (2004) reports that learner-learner interaction
through pairwork activities was useful for practicing oral communication skills. The
studies mentioned above have firmly asserted the important roles of pairwork
activities in improving learners‟ speaking skill. Thao ( 2013) found out the benefits
of using pair and groupwork and spend much time to apply these techniques to
develop students‟ speaking skills. Phuong (2008) reports that pairwork helped to
increase students‟ participation in communicative activities in large classes. Phuong
(2008) found out the students‟ interest in discussion when applying pair and
groupwork activities in speaking lesson. Minh ( 2011) carried out to investigate the
application of pairwork and groupwork in speaking class, the human factors
affecting students‟ participation in pairs and some feasible solutions to improve
students‟ participation in pairwork. Most of these studies explored mainly on the
benefits of the techniques, they have not made clear what process teachers and
learners went through when implementing pairwork. Phuong (2008) show that the
success of communicative pairwork activities is often determined by the work the
teacher does before the students begins the activities itself. These studies have
focused on the process of groupwork implementation in speaking lesson of non-
major English students. Understanding of the pairwork organizing processes would
enable teachers to better facilitate learners in communicative activities.

24. 15
CHAPTER 2 : METHODOLOGY
2.1. Research setting
2.1.1. An overview of Pho Yen High School
At Pho Yen High school, students are taught English in grade 10, 11, 12. In
the past, students learnt the three - year -course textbooks. Now they are studying
the seven-year course textbooks. English is now a compulsory subject in Vietnam
educational system. Students here have three English lessons in a week.
The chosen textbook is English 10, 11,12 compiled by Hoàng Văn Vân,
Hoàng Thị Xuân Hoa, Đỗ Tuấn Minh, Nguyễn Thu Phương, Nguyễn Quốc Tuấn,
nhà xuất bản Giáo Dục (2006), each consists of 16 lessons which have been covered
throughout the school year with mid- term and term tests in between. Each unit is
devided into 5 lessonss with the aim of giving the students basic knowledge of
English and practice four language skills : speaking, listening, reading and writing
skills. This is a new textbook with many pictures and suitable for applying
Communicative Language Teaching. By using this textbook, teachers are able to
develop the students‟ communicative through authentic materials. Students are
required to work in pairs, in group to practise English in common situations.
Additionally, students also have chances to listen to both native and non-native
speakers from the tapes. The textbook also develops students‟reading skills and
writing skills. At the end of each term, students have an exam assessing four skills
The objectives of the English course are clear. At the end of the course (after
105 periods), students are required to obtain:
- General knowledge of English grammar and an active vocabulary
- The ability to communicate with foreigners in English in common situations like :
showing ways, making requests, etc.
- The ability to read English pre-intermediate book, English newspapers or
magazines.
At Pho Yen High School, English teaching and learning activities are mostly
carried out inside the classrooms which are designed for lessons with the only

25. 16
classroom equipment – a blackboard, tables and desks. The only type of teaching
aid that the English group has is some cassette recorders and projectors. In term of
class size, the number of students in an English class is quite big, from 40 to 50.
This large number causes a great deal of difficulties for the teaching and learning a
language.
The materials for reference and self- study are not available for teachers and
students at Pho Yen High School. In the school library, there are only some English
books but they are not really helpful for teachers and students. Therefore, teachers
have to go out to get their own references but it is very difficult for the students to
do so themselves.
2.1.2. The students
Like the students of other schools, in order to be students of Pho Yen Upper
Secondary School, they have to take entrance examination in Maths and Literature
only. Actuallly, most of the students of Pho Yen school live in the countryside.
New students here have the same level of English language proficiency. They have
learnt English for 4 years at lower secondary school. However, they have a basic
knowledge of English grammar but their language skills are not good. Comparing to
students in the past, now the students are more aware of the importance of learning
English, they are more intelligent, more active and more motivative in learning
English. Besides many other subjects, they have 3 lessons of English per week. In
class, they are given chances to practise mainly four skills : speaking, listening,
reading and writing skills.
2.1.3. The teachers
If students are considered most important factor in the learning process, teachers
are the most important factor in the teaching process. At Pho Yen High School,
there are 7 teachers of English language aged ranging from 25 to 54 but none of
them have ever been to any English speaking countries. They all graduated from
Thai Nguyen Teachers‟ Training University. In the past, most of these teachers
mainly used the Grammar- Translation Method - a way of teaching and learning a

26. 17
foreign language on the basis of detailed analysis of grammar rules and application
of these rules to the translation of sentences and texts into the mother tongue and
into English. Now, the textbook is designed for Communicative Language Teaching
in which the use of procedures that develop the four language skills through
working in pairs.
2.2. Methodology
2.2.1. The participants
The participants of the study were 120 students who were selected randomly
from class 11B1 to 11B3 and 6 teachers of English. The research was conducted in
the second term of the school year. The participants took part in the survey
questionnaires by answering the given questions.
2.2.2. Data collection instruments
2.2.2.1. Questionnaires
Two types of questionnaires were used in this study (one for students and the
other for teachers).
The questionnaire for students consists of two main parts with 10 questions.
Part I was about the students‟ personal information including gender, age and class.
Part II it was about students‟ opinions about benefits of pairwork, students‟
judgments about the use of pairwork activities in English classes, and students‟
desires to learn English via pairwork activities.
The questionnaire for teachers also consists of two main parts with 10
questions. In part I the information of gender, age and years of teaching was
described. In part II, it was about teachers‟ opinions about benefits of pairwork,
teachers‟ judgements about the use of pairwork activities in English classes, and
teachers‟ desires to learn English via pairwork activities.
2.2.2.2. Class Observations
The researcher observed 6 classes taught by 6 other teachers. Besides survey
questionnaires, the researcher still used class observations to confirm the reliability
and validity of the information about the way to use pairwork at Pho Yen High

27. 18
School and the effect of the applied techniques. The researcher observed several
English lessons before and during the treatment. In each lesson, the information of
teacher‟s activities, teaching techniques (giving instructions, encouragement,
comment and feedback) and students‟ involvement, preferences and attitudes
towards the applied techniques were mentioned in the checklist.
Apart from the survey questionnaires for both students and teachers, class
observations were employed to clarify and test the validity of information about the
application of pairwork, the human factors affecting students‟ participation in pair
work, the teacher and students‟ desire when organizing/ participating in pairwork.
The researcher designed the classroom observation sheets before observing classes.
For each lesson, the researcher observed in 45 minutes. She designed a checklist for
what she wanted to observe and what to be taken notes and with all six teachers of
English must not be prepared especially for being observed.
2.2.3. Data collection procedures
The data of the research was collected by means of questionnaires and
classroom observations. Firstly, the researcher delivered the questionnaires to 6
teachers and 120 students who were selected randomly. After one week, these
questionnaires were collected. Information from these questionnaires was then
summarized and presented in the form of statistic information (graphs, tables and
diagrams) for analysis to make implications and recommendations on the most
suitable pairwork activities to enhance four language skills for students.
Besides, the method of observation was carried out during the second
semester, two weeks after the administration of the questionnaires. Thirdty lessons
were observed. All implemented communicative activities were noted down to see
how they were organized and how effective they were. Discussions with the
classroom teachers and randomly selected students were made after the lessons to
ensure validity and reliability of the collected data.
2.2.4. Data analysis
The main source of data is derived from the answers of the two

28. 19
questionnaires for students and teachers. Along with the information via survey
questionnaire, classroom observation were used to add further data.
2.2.4.1. Results from Questionnaires
120 sheets of language learning survey questionnaires were delivered for
students in 11th
grade. Students were chosen freely in order to have different
abilities of English study with different attitudes to English learning
After having the participants answer the questions in survey questionnaire
for teachers, it took a lot of time for the researcher to collect data from the other
sources. And here are the results.
2.2.4.1.1. Teachers’ and students’ opinions about benefits of pairwork
Question 1 was about the benefit of pairwork in language classes. 50% of them
saw the benefits of these activities in making the lessons more interesting and
33,3% agreed that pairwork helped motivate students in learning process. Both
teachers and students found pairwork useful for making the class more interesting,
helping the learning process and motivating students ( 97,5% students and 100%
teachers). Only 2,5% of students thought it was not effective.
0.00%
1000.00%
2000.00%
3000.00%
4000.00%
5000.00%
Teachers'
results
Students'
results
Option A
Option B
Option C
Option D
Option E
Option F
Chart 1: Students’ and teachers’ opinion about the main benefits of pairwork
In question 2, the teachers in this school thought that pairwork was really useful
for teaching grammar and speaking skills (100%), and then reading, writing,
listening skills. But the students in this school showed that pairwork was the most

29. 20
suitable for speaking lessons (65%), next was grammar and vocabulary lessons
(6,7%), and then other ones.
0 20 40 60 80
Option A
Option B
Option C
Option D
Option E
Option F
Option G
Option H
Accordin
g to
students,
which
ones are
pairwork
Chart 2: Students’ opinion about the useful for pairwork.
With the same point of view of question 2, in question 3, most of the teachers
considered pairwork as one of the most important and useful activities in language
classes. Some of them stated that it was a vital activity in language teaching.
Like the teachers, the students also found pairwork useful in language classes.
The high rate of students (70,8%) enjoyed pairwork activities. They saw it as main
authentic and useful activities to practise speaking. However, there were few
students (13,4%) did not see the usefulness of pairwork in their learning process.

30. 21
0
10
20
30
40
50
60
70
80
90
Teachers'
results
Students'
results
Option A
Option B
Option C
Option D
Option E
Option F
Chart 3: Teachers’ and students’ opinions about the useful of pairwork.
The questionnaire results helped the author know teachers‟ attitude, their
knowledge and understanding of pairwork at Phổ Yên High School. For the
question about the time amount for pairwork in a class, none of them chose 5
minutes, most of the teachers (83,3%) considered 10 minutes or more was a suitable
time. Only one person chose more than 15 minutes.
In conclusion, the result from the first three questions indicates that the
teachers and the students were conscious of the benefit of pairwork in language
teaching and learning. Most of the teachers and students considered pairwork as one
of the most important and useful activities in language classes.
2.2.4.1.2. Teachers’ and students’ judgements about the use of pairwork
activities in English classes
In question 1, 93,3% of the students and 83,3% teachers said pairwork was
suitable and appropriate in their school. Only 6,7% thought they were not
appropriate in school because they did not see the usefulness of these activities.

31. 22
Option A
Option B
Option C
Option D
Option E
Chart 4: The important role when using pairwork
Surprisingly, most of the students (81,7%) and teachers (100%) thought that
their hardship, their cooperation and their language proficiency were the decisive
factors of success of pairwork in language classes. The other factors affected little
about the success of pairwork.
Option A
Option B
Option C
Option D
Option E
Option F
Option G
Option H
Chart 5: The factors effected about the success of pairwork
In conclussion, both teachers and students at Pho Yen High School said that
pairwork was suitable and appropriate in their school, and they thought that
students‟ hardship, cooperation and language proficiency were the decisive factors
of success of pairwork in language classes
2.2.4.1.3. Teachers’ and students’ desires to learn English via pairwork
activities
Like the teachers‟ result, two-thirds of the students (67,5%) who were asked
chose 10 or 15 minutes. There were 35 students who considered that 5 minutes was

32. 23
enough and about only 3,3% wanted to have more than 15 minutes for a lesson. The
following chart which described their answers:
0.00%
1000.00%
2000.00%
3000.00%
4000.00%
5000.00%
Teachers'
opinion
Students'
opinion
Option A
Option B
Option C
Option D
Option E
Chart 6: Students’ and teachers’ opinion about the appropriate time for pairwork.
In question 2, all teachers used pairwork for teaching speaking in every lesson.
Some of them used pairwork for other skills depending on the features of each
lesson. In results‟ students, all four language skills were chosen, but the percentages
for each were not the same. Most of the students (88,3%) chose reading skills for in
pair activities, next was speaking skills (66,7%) and then listening skills (48,3%).
Writing skills stood at the end of the list, only 34,2% . It showed that four language
skills in every class pair work was quite frequently applied.
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
Option 1 Option 2 Option 3 Option 4 Option 5
Which activities do students
often work in pairs?
Chart 7: Students’ frequently used activities of pairwork .

33. 24
Question 3 mentioned the way to organize pairwork. Half of teachers (50%)
chose students sitting next to each other (students sitting at the same tables, at the
tables next to each other). The teachers seemed not to notice grouping students
depending on abilities, hobbies. They only focused on seats.
With students who answered that they were often make pairs with their peers at
the same table (56,7%). They rarely worked with partners from different tables
(0,8%), because of difficulty in physical movement. Or with more able students and
weaker ones (6,7%).
0
10
20
30
40
50
60
Option A
Option B
Option C
Option D
Option E
Option F
Option G
Chart 8: How are teachers and students often create pairwork?
In the next question, 100% of the teachers said that in order to make pairwork
successful, the materials as well as learning activities must be carefully prepared, less
important was the teaches‟ awareness of the work, clear instruction with examples and
controlling the work. They paid little attention to create the competitive sense.

34. 25
0
10
20
30
40
50
60
70
80
90
100
Teachers'
results
Students'
results
Option A
Option B
Option C
Option D
Option E
Option F
Option G
Chart 9: Teachers’ responsibilities for successful pairworks
To prepare for pairwork, all of the teachers (100%) used the information given
in the textbook. There were 4 teachers (66,7%) used the same topics as in the
textbook but with different activities. Some of them took an extract or information
from some other commercial books, shared with colleagues for professional
development.
The answers of the students coincided with the answers of the teachers. They
liked using the information in the textbook (36,7%) and collaborating with their
peers or getting their opinions ( 34,2%). 17,5% of students used the same topics as
in the textbook but not the exact copies. Some students designed the work by
themselves and used information from other reference books.

35. 26
0 50 100
Option A
Option B
Option C
Option D
Option E
Option F How do
teachers
often
prepare
materials
for
pairwork
in
classes?
0 20 40
Option A
Option B
Option C
Option D
Option E
Option F How do
students
often
prepare
materials
for
pairwork in
classes?
Chart 10: Teachers’ and students’ opinion about preparing materials for pairwork
In conclusion, both students and teachers said that the most suitable time for
each lesson was from 10 minutes to 15 minutes. Most of the students (88,3%) chose
reading skills for in pair activities while all teachers used pairwork for teaching
speaking in every lesson. When practising, both taechers and students chose
students sitting next to each other to practise.
After answering all the questions about the time, the benefits, the usefulness…
of pairwork, teachers saw that pairwork activities are neither easy nor difficult to be
applied in language classes. The cooperation of the students, the hardship of the
students and the language proficiency of the students were main factors affecting
the success of pairwork. Other factors had little influence on it.
2.2.4.2. Data analysis from class observation
Basing on the results from classroom observation sheets (see Appendix 5 and
6), it can be concluded that pairwork activities took place in language classes at Phổ
Yên High School quite often. They were used in all the classes observed (100%).
This means that the teachers usually organized pairwork in their language classes

36. 27
but not all the teachers used them effectively. Moreover, the different teachers spent
the various time on pairwork activities, the total time for these activities were about
50% of the total time of each lesson, and on average, pairwork activities took 10
minutes each period. The maximum time for pairwork activities in a class was 20
minutes and the minimum time was 5 minutes. And the average time amount for
pairwork in a class with in this school was 10 minutes. This number was also shown
in the result from questionnaire for teachers, in which they chose 10 minutes and
more for the appropriate time amount.
The table 4 described the use of pairwork at Phổ Yên High School in details.
The table revealed that the teachers at Phổ Yên High School prefered pairwork to
groupwork. There were only 4 times of groupwork activities among 30 observed.
And most of pairwork and groupwork they organized were for teaching speaking
(13/30), and the rest 17 were for teaching grammar, reading, writing, vocabulary
and listening ; 5 for teaching grammar, 5 for teaching reading, 4 for teaching
writing, and only 1 for teaching vocabulary, and 2 for teaching listening. Each pair
and groupwork organized took at least 5 minutes and at most 15 minutes. The
teachers grouped students at the same table in pairwork and groupwork (25/30).
And the information the teachers used in organizing pair and groupwork was mainly
taken from the textbook (23/30).
In conclusion, after analyzing data from survey questionnaires and observation,
the author has a brief overview of organizing pairwork at Pho Yen upper secondary
school. The author wants to give examples of pairwork in order to make readers
know clearly about how pairwork work were organized in this school.
2.2.4.3. Examples of pairwork
The example below shows how to organize pairwork at Pho Yen High School. It
will be described in detail in order to show the way the teachers in this school often
organize pairwork.
This pairwork was organized for Task 1 in lesson 12 « The Asian Games »- 11th
form, seven-year course textbook..
Tải bản FULL (74 trang): https://bit.ly/3POs0EA
Dự phòng: fb.com/TaiHo123doc.net

37. 28
In the first half of the lesson, the teacher asked students to close the book and
give some information about the Asian Games. Then teacher asked students to open
the book and look at the situation in Task 1 : There is a lot of information about the
Asian Games. Look at this, ask and answer questions with a partner, using the
information from the table below. The teacher explained some possible new words,
pronunciation first. Then the teacher asked the students to do this task in pairs. The
purpose of this pair work was to practise speaking and remind students about the
Asian Games by using the simple past tense and passive voice
Here is the copy of the exercise for this activity from the textbook
B. SPEAKING
Task 1. Ask and answer questions about the Asian Games, using the
information from the table below.
Example :
A : When and where were the 1st
Asian Games held?
B : ( They were held) in 1951 I India.
A : How many countries took park in the Games?
B : Eleven.
A: How many sports were there at the Games?
B: Six.
THE ASIAN GAMES
Games
No.
Host country Year Number of
countries
Number of
sport
1 India 1951 11 6
2 Philippines 1954 18 8
3 Japan 1958 20 13
4 Indonesia 1962 17 13
5 Thailand 1966 18 14
6 Thailand 1970 18 13
7 Iran 1974 25 16
Tải bản FULL (74 trang): https://bit.ly/3POs0EA
Dự phòng: fb.com/TaiHo123doc.net

38. 29
After forming pairs, the teacher gave some explanation of the exercise : in
this exercise students have to make the questions and answer the questions basing
on the given information
The students worked in pairs in 10 minutes, one asked – one answered, then
they changed their roles. While the students were working in pairs, the teacher went
round and helped students if necessary.
After 10 minutes, the teacher asked some pairs to practise in class. The other
students in the class listened to them, gave comments and correct the mistakes if
needed. In some cases, the teacher gave the correct word(s) or some further
explanation.
As an observer the writer of this study found that the pairwork had followed
all the steps needed ; presentation, process, ending and feedback. At the first step-
presentation- the teacher had given clear instruction before the work and that made
students understand what they had to do with the exercise. And the way of forming
pairs was sufficient, it was suitable and convenient for students to work together.
Then at process step, the role of both the teacher and the students was suitable. The
students worked together smoothly and it was not too difficult for them to do this
exercise. The teacher went round and offered some help only when it was needed.
10 minutes was a suitable time for this exercise and all the students seemed to finish
their task on time. At the last step, the whole class got involved in evaluating the
work. The exercise was clearly corrected. The teacher corrected not only the
mistakes in using grammar structures, but the mistakes in pronunciation and the
tone as well.
In short, the second chapter has presented the research setting and the
methodology of the study. In the next chapter, we will focus on major findings,
discussion and recommendations for organizing pairwork in the English lessons at
Pho Yen High School 11th
grade, Thai Nguyen Province.
6814002