Promoting students' English speaking skills through teamwork.docx

Viết thuê đề tài giá rẻ trọn gói - KB Zalo/Tele : 0973.287.149
Luanvanmaster.com - Tải miễn phí - Kết bạn Zalo/Tele : 0973.287.149
Promoting students' English speaking skills through teamwork
1. Madjid (2020)
Madjid, M. (2020). ‘Improving Speaking Skill by Using Group Work Method’. Jurnal
Lingua Applicata. 3. 1. 10.22146/jla.50732.
Madjid (2020) pointed out that speaking skill is one of the most difficult skills for many
students. Speaking skills require more practice and practical application than just doing
exercises and manipulating theory. For any students, when learning English, the goal is mostly
how to listen and speak English fluently and effectively. Madjid (2020) assessed that speaking
rather difficult English communication skills, which requires time and constant practice.
Therefore, Madjid's (2020) study was carried out with the goal of assessing whether the
teaching method of speaking English through group work has a positive effect on students'
academic achievement or not. The research participants include ATIM Polytechnic second year
students (ATI Makassar) who majored in Agri-Industrial Engineering.
The research method carried out includes content related to the students' classroom
actions to collect practical evidence on the effectiveness of the Group Work Method learning
method using activities such as group presentations, individual student interviews, and teachers
directly interacting with students through questionnaires. Madjid (2020) concluded that Group
Work Method has an important role in improving students' academic achievement and
communication ability. Group Work Method improves students' motivation to learn English
better by motivating them to participate more in real communication activities; as well as
developing confidence and bonding among students in a class.
However, one barrier that has not been fully appreciated is the role of lecturers in the
development orientation process; In addition, the study sample was quite small and included
only one class. This study proved the usefulness of the Group Work Method in promoting
students' speaking skills to some extent. This method works well because it forces students to
think critically and use the knowledge through their linguistic thinking abilities. This article
will provide relevant data for my research on the research process.
2. Divja (2017)
Divya (2017). ‘Employing Group Work to Foster Speaking Skills: A Study of Success
and Failure in the Classroom’. Mextesol Journal.

Divya John is currently studying and working at SSN College of Engineering, Chennai,
India.
Since group work has consistently been shown to be beneficial in research studies, it is
now widely recognized as a natural medium for fostering communication skills. The young
aspiring engineers need training in effective speaking techniques and value-added interaction,
and they must be able to work in groups and present alone and in groups. This research
examines the group projects done to improve English speaking abilities in two first-year
engineering classes (Class A & Class B). The teacher/researcher discovered that speaking skills
can be developed through group practice. Class A accepted the utilization of group projects
well, whereas Class B did not. The teacher/researcher uses an exercise that was successful in
one class but unsuccessful in the other to demonstrate their argument. At the conclusion of the
semester, a student evaluation was gathered with the aid of a questionnaire and was based on
the following criteria: 1) The appropriate group size, 2) The best grouping arrangement, either
fixed or flexible, 3) The benefits of working in groups, 4) Issues encountered, and 5)
Suggestions for improvement. An example exercise from an engineering student's English
lesson served as the basis for this introspective investigation. The study's findings supported
the conclusion that collaboration is the most effective technique to develop speaking abilities.
Regardless of age, audience, aptitude, or attitude, cooperation may be implemented with
sufficient preparation, coaching, and supervision to engage and inspire students in every
classroom. The study does have one limitation, though, and that is the fact that there were only
63 students in the observational samples, most of whom were guys. Because men and women
have varying levels of language proficiency, this can result in varied outcomes. This research
paper can be used as a reference for the observed variables in my research paper.
3. Thuan (2020)
Thuan, L (2020). ‘effectiveness Of Teamwork In Teaching And Learning English
Speaking Skills For Students At National Administrative Academy’. TNU Journal of Science
and Technology.
When teaching and acquiring communicative foreign language abilities, particularly
speaking skills, group work is a very frequent teaching style. The National Academy of Public
Administration has not conducted a detailed investigation of the effectiveness of group work
in the teaching and acquisition of foreign language speaking abilities, despite this being one of
the crucial contributing factors to the improvement of methodology (NAPA). In order to create

a questionnaire for level 3/6 of the Test of English Proficiency, NAPA teachers were consulted.
Descriptive statistics are used to quantify and analyze the data from the questionnaire, and they
show that group work is frequently used at NAPA but is ineffective due to some factors that
affect students' oral participation and teachers' ineffective methods for increasing students'
participation in group work. The recommendations made by this study help to improve foreign
language speaking instruction and learning in NAPA's subsequent lessons. The study's findings
demonstrate that, despite group work's widespread use, it is not very effective due to issues
impacting student involvement and the use of unsuitable teaching techniques. The study's
findings not only add to the body of knowledge in the field and help lecturers and students
become more aware of it, but they also give lecturers a basis for reducing the detrimental effects
of factors that affect student participation and using more adaptable and efficient teaching
methods. Although the study has several limitations, such as a narrow research focus and a
small number of teachers participated, which may restrict the depth of the data, it is
nevertheless very helpful for research because this study considers the lecturer's perspective,
which is something that very few studies have done.
4. Bac et al. (2018)
Bac, V, Huong, L, Hanh, H. (2018). ‘USING GROUP-WORK ACTIVITIES TO
IMPROVE ENGLISH SPEAKING SKILL FOR THE FIRST YEAR ENGLISH MAJORS AT
THAI NGUYEN UNIVERSITY OF EDUCATION’. Journal of Science and Technology
The study was conducted by three authors: Vu Dinh Bac, Ly Mai Huong, Hoang Thi
Hong Hanh. All three authors are currently lecturers at Thai Nguyen University of Education.
The authors conducted a study on the use of teamwork to improve English speaking
skills for freshmen at Thai Nguyen University. This study aims to find out the basic difficulties
in the process of practicing speaking skills of first-year language major students at the
University of Pedagogy - Thai Nguyen University as well as the actual situation of using group
activities in class. learning to speak and give some suggestions on how to use group activities
to develop English speaking skills for first-year language major students. The two research
tools used were interviews and classroom observation. The subjects of the study were a first-
year language major student and a speaking teacher. The results of the study will make a useful
contribution to both the students' speaking learning process and to the teaching activities of

English speaking skills of the lecturers. This study can help the author as a reference to carry
out studies with similar methods with different samples.
However, limitations in the study of Bac et al. (2018) was conducted with only a small
sample in some classes at Thai Nguyen University of Education. As such, the methods and
research process of this study were very helpful in my research
5. Shouvik and Mohammed (2018)
Shouvik and Mohammed. (2018). ‘The Impact of Teamwork on Work Performance of
Employees: A Study of Faculty Members in Dhofar University’. IOSR Journal of Business and
Management. Volume 20, Issue 3. Ver. I
Both authors Shouvik and Mohammed are currently Assistant Professors, Department
of Management and Marketing, College of Commerce and Business Administration, Dhofar
University, Sultanate of Oman.
In today's communities, individuals and organizations have been focusing on career
goals and goals in the workplace rather than group functioning. Teamwork as an essential tool
in the work environment seems to be neglected by both workers and employers, which leads
to poor productivity. The objective of this study is to examine the effects of teamwork on job
performance. The two specific objectives of the study were to highlight the effects of teamwork
on the performance of faculty members at the University of Dhofar and to examine factors
related to the concept of teamwork in the workplace. do. Research data is collected at the staff
of the University of Dhofar. Some of the factors directly related to teamwork were analyzed
including: leadership, trust and structure as well as performance appraisal. Research results
show that there is a positive relationship between teamwork, leadership, trust environment, and
reward to the performance of lecturers at Dhofar university.
Research results show that teamwork has a positive impact on work performance. The
application of group work can also have similar results with students' speaking skills. The
limitation of this study is that it was only conducted within the University of Dhofar, so it
cannot be comprehensive. The relevant knowledge and theories in this paper will be applied in
my research. This will be a reliable reference for Teamwork-related knowledge
6. Giang (2020)
Giang &Thao. (2020). ‘Affective factors involved in English listening blended learning
at higher education’. Journal of the Vietnam Linguistic Association. 297.

Giang Le Thi Huong and Le Thi Huong Thao are currently lecturers in the language
department at Hanoi University of Industry.
In the world, the application of information technology in teaching English is
increasingly focused because of its outstanding advantages compared to traditional teaching.
At some universities in Vietnam, the teaching and learning of English has been applied
according to the blended learning model - the combination of online learning with face-to-face
learning activities in class. For university students, English listening skills are one of the
important skills in language learning because listening skills give learners the opportunity to
feel the language and improve their overall ability. Articles by authors Giang, Thao. (2020)
focus on surveying to find out the factors affecting the listening learning of students at Hanoi
University of Industry and proposing solutions to develop and improve the effectiveness in
learning English listening skills. The study conducted a survey, analyzed the views of teachers
and students at Hanoi University of Industry on factors affecting the learning of English
listening skills in a blended learning environment. Research results show that there are 14
factors affecting learners' results of learning foreign language skills, of which there are 8
subjective factors and 6 objective factors. One of the factors affecting the effectiveness of
students is teamwork. Team work activities will help students achieve higher scores in learning
and listening to English. The limitation of this study is that it was only conducted at one
language department of Hanoi University of Industry. However, the study also helps the author
have a broader perspective on teamwork and factors affecting students' English learning.
7. Fauzi (2017)
Fauzi, I. (2017). ‘Improving Students' Speaking Ability through Small- Group
Discussion’. Journal of ELT Research. 2. 130-138. 10.22236/JER_Vol2Issue2.
Imam Fauzi Fauzi is currently a lecturer at the Faculty of Economics, Universitas
Serang Raya, Indonesia.
English should be learned by everyone in the globe because it is one of the official
languages. Speaking is crucial to social interaction in human life. Therefore, if our speaking
skills are poor, we might not be able to communicate effectively. This study aimed to determine
the function of small group discussion in enhancing students' speaking abilities as well as how
small groups can be used to increase speaking skills in vocational high school students. 35
second-grade kids participated in an action research project, which was carried out utilizing
that methodology. Three cycles can be used to explain study findings. Cycle 1 results showed

that 37.2% of the students performed well; 42.8% were good but had problems in several areas
of using opening statements and selecting quality phrases; and 20% were weak and lacked
comprehension of how to select appropriate introduction sentences. Cycle II result indicated
that 45.7% of participants were proficient in sentence construction and pronunciation; 54.3%
were deemed proficient despite not yet possessing the ability to speak in a communicative
manner with suitable words. Cycle III was put into place following the addition of new lessons,
streamlined rules for speaking actively, and rigorous practice. It was discovered that 71.4
percent of the participants could converse in English using basic vocabulary and better
grammar, but 28.6 percent still fell short. The results of this study demonstrated that small
group discussions could successfully enhance students' speaking abilities, actively involve
them in group work discussions, motivate them to become independent learners who can
participate in learning activities, make them feel more at ease during learning, and provide
them with more opportunities to improve their speaking abilities. The limitation of this study
is that it was only conducted on 35 2nd grade students of an elementary school in Indonesia.
The number is relatively small to assess the overall level. However, the study also helps the
author have a general view of group work and factors affecting students' English learning.
8. Kamal (2021)
Kamal, S & Rosalina, E. (2021). ‘MOTIVATING STUDENTS TO LEARN ENGLISH
SPEAKING THROUGH COLLABORATIVE ACTIVITIES’.
Kamal Sirajuddin and Rosalina Elsa are both currently lecturers at the Faculty of
Teacher Training and Education, Universitas Lambung Mangkurat, Indonesia.
The kids' motivation to learn the English language is crucial. Therefore, it is expected
of teachers to be able to use a variety of teaching techniques to increase students' motivation,
therefore, collaborative teaching activities are one of them. In particular, cooperative teaching
activities should support teachers in organizing and planning their teaching strategies in a
flexible manner while simultaneously enthusing students to learn. The goal of the current study
was to identify students' motivation for group teaching activities while they were learning to
speak English. Ten students from an Indonesian university in Banjarmasin made up the
participants. An open-ended questionnaire was used to collect the data, which was then
subjected to thematic analysis (TA) (Braun & Clarke, 2006). The research revealed that group
projects inspired pupils to practice speaking English. The goal of the current study was to
carefully study the students' motivation for engaging in group teaching activities while learning

to speak English. The research showed that group projects inspired students to become
enthusiastic English language learners. This emphasizes how crucial English is for
communication. In a summary, engaging students in spoken English activities allows them to
immerse themselves in authentic communication scenarios. Additionally, they can use English
as a language of communication for everyday activities in addition to academic activities. In
light of this, motivation is crucial for achieving successful English-language acquisition. This
study demonstrates various limitations even though it provides insightful empirical information
on the impact of students' motivation on the execution of collaborative teaching activities while
learning English speaking. Firstly, the only method used for data collection in the current study
was the delivery of an open-ended questionnaire. To triangulate the viewpoints of the data
acquired and maintain the data's trustworthiness, additional research should make use of a
variety of data collection approaches. Second, the examination in this study centered on English
language non-native speakers. Future research is anticipated to look at it via the perspective of
English native speakers.
9. Namaziandost (2019)
Namaziandost, E & Shatelebi, V & Nasri, M. (2019). ‘The Impact of Cooperative
Learning on Developing Speaking Ability and Motivation Toward Learning English’. Journal
of Language and Education. 5. 83-101. 10.17323/jle.2019.9809.
Namaziandost Ehsan & Nasri Mehdi are both pursuing PhDs in the Department of
English Language at Islmic Azad University, Iran. Shatelebi Vida is a Bachelor of Foreign
Languages and Economics at Islmic Azad University, Iran.
Participating in English conversation classes and the idea of motivation in learning a
foreign language have long been seen as major issues in language instruction. This study aims
to find out how cooperative learning in English lessons affects Iranian students' motivation and
speaking abilities. To assess the impact of cooperative learning on the sample's speaking and
motivational abilities, data for the current study were gathered at various periods before and
after the trial's conclusion. Practically speaking, before and after giving some collaborative
learning training, the sample's speaking abilities are first assessed using an English speaking
test. After that, a seven-point Likert-scale survey was given to the sample both before and after
the course to look at the students' reasons for wanting to use cooperative learning in English
classes. Basic and inferential statistical techniques, such as the mean score, standard deviation,
independent and paired sample t-tests, one-way ANOVA, and effect sizes, were used to analyze

the data. The findings revealed that the use of cooperative learning strategies significantly
improved students' speaking abilities. Additionally, the findings indicated notable differences
in favor of cooperative learning to boost intrinsic motivation, but no variations were discovered
on other motivational factors. The significance of the study is derived from the fact that CL is
crucial to language learning. This idea that cooperative learning enhances social connection
among students and thus results in increased communication skills among them appears to be
supported by recent research. The validity or generalizability of this study's findings, however,
may be compromised by a number of its limitations. There were only 90 kids allowed to
participate. The study only included male students, so it's possible that the findings don't apply
to female students as well. It is advised that future studies take into account both genders.
10. Merla (2019)
Merla, P (2019), ‘Improving Speaking Skill by Using Group Work Method’, Journal
of Lingua Applicate.
Merla, P is currently a student at the Faculty of English Education at Politeknik ATI
Makassar University, Indonesia.
Speaking is one of the four abilities in English that students see as being very
challenging. Speaking needs more practice and exercise than any other skill if speaking fluency
is to be increased. To properly reach every student, a teacher must employ a variety of
instructional strategies. The goal of this study is to determine whether the group work approach
of teaching Speaking English has a good impact on students' academic performance at
Polytechnic ATIM (ATI Makassar), particularly for students majoring in Agro Industrial
Engineering who were enrolled in the second grade. This study was conducted through class
action research, in which the teacher provided the materials, had the students use the technique,
and then administered direct testing, such as a written test, to see how much the students had
understood about the contents after group discussions. It is one of the materials for evaluation.
Additional evaluations come from group activities in class, group presentations, individual
interviews, and questionnaires. The academic accomplishment in speaking is positively
impacted by this strategy. The method can also help students become more motivated to learn
English, as well as build their self-confidence and teamwork skills. The results of the survey
demonstrate that this strategy can also be utilized to enhance students' command of current
grammar and inspire them to learn grammar. By allowing students to make their own decisions
in the group without receiving direction from the teacher, the strategy encourages learner

autonomy. One of the limitations of the study is the gender difference. The subjects of the study
are 2nd grade students from Polytechnic ATIM, which is a technical school. Therefore, the
majority of participants are male. Gender differences can lead to different teamwork and
communication skills, so the study's conclusions may not accurately reflect the overall
situation. After doing this study, it was discovered that teaching English speaking through
groups is an effective way. Because it will make the pupils think and apply their language
skills, it will be most effective.
11. Jayanth & Soundiraraj (2017)
Jayanth, A & Soundiraraj, S (2017), ‘EXPLOITING GROUP WORK ACTIVITIES
TO DEVELOP SPEAKING SKILLS OFTHE ESL LEARNERS’, Journal of Bi annual.
Jayanth, A is currently studying for a PhD in English Language Studies at the College
of Engineering Guindy Campus, Anna University, Chennai. Soundiraraj, S is PhD Assistant
Professor, Department of English Language, College of Engineering Guindy Campus, Anna
University, Chennai.
English communication skills are becoming more and more crucial on a daily basis, and
demand for them from all facets of society is unstoppable. The aim of the current experimental
study was to encourage group collaboration among ESL learners to improve their speaking
skills. For the study, about 25 students from an engineering school were chosen. The students
were put into small groups after a pre-test, and they received rigorous coaching by having them
actively engage in group work activities. After the training sessions, a post-test was given, and
the students' gains were calculated and tested for significance. The results demonstrate a
tremendous improvement, demonstrating how much the training sessions helped the students.
The results showed that group work aids in lowering students' nervousness. Appropriate group
work activities could offer the students a student-friendly environment for speaking practice
that can increase their self-confidence. The increased results on the post-test demonstrate a
consistent improvement in the students' proficiency in speaking abilities as determined by the
test. It is obvious that the training program's group activities have benefited the students. The
teacher-researchers noticed a significant increase in the amount of time students spent talking,
which allowed for communication and, more crucially, cooperation. There were signs of
decreased anxiety, which was partially attributed to the environment's stress-free and non-
threatening atmosphere. As a result, it has been demonstrated that engaging children in group
work activities that are appropriate for their level helps them learn more effectively. Due to

practical limitations, particularly time, this experimental investigation has some limitations
because only a small number of students were included. However, it can be stated that group
work sessions for improving speaking abilities will greatly help students and make them
understand how important improving speaking abilities is for their future professional needs.
1) Citation
(2) Author information
(3) Introduction
(4) Aims & research methods
(5) Content/Key points/Arguments
(6) Scope
(7) Useful to your research
(8) Evaluation
(9) Limitations
(10) Conclusions
(11) Reflections

Promoting students' English speaking skills through teamwork.docx

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Similar to Promoting students' English speaking skills through teamwork.docx

Similar to Promoting students' English speaking skills through teamwork.docx (20)

More from Viết Thuê Đề Tài Trọn Gói Zalo: 0973287149

More from Viết Thuê Đề Tài Trọn Gói Zalo: 0973287149 (20)

Recently uploaded

Recently uploaded (20)

Promoting students' English speaking skills through teamwork.docx