using pair work and group work techniques to increase students' participation and interest in

Candidate’ s statement

I certify that the minor thesis entitled “Using pair work and group work techniques

to increase students’ participation and interest in communicative English classes at Hanoi

University of Industry” submitted in partial fulfillment of the requirements for the degree

of Master of Arts is the result of my own work, except otherwise acknowledge and this

minor thesis or any part of the same has not been submitted for higher degree to any other

university or institution.

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Acknowledgements

To accomplish this study, I am indebted to many people for their thoughtful help.

First and foremost, I would like to acknowledge and thank my supervisor, Ms. Tran

Hien Lan for her valuable guidance, critical feedback and enormous encouragement,

without which my thesis would be far from completion.

I am also grateful to all the lecturers of the Post-graduate Department, Vietnam

national University, Hanoi, College of Foreign Language for their guidance and

enthusiasm during my course.

My sincere thanks go to all my colleagues and my students at Hanoi University of

Industry, Faculties of Economic, Electronic, and Chemistry.

Finally, I would like to express my thanks to my friends who were willing to help

me during the course. In particular, I find myself indebted to my family especially my

husband for their love, care and tolerance when I was in the process of writing this thesis.

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Abstract

This thesis was carried out to investigate the benefits of using pair work and group

work techniques in communicative English classes. It sought the answers to the following

questions:

1. How often are pair work and group work techniques applied in communicative English

classes at HaUI?

2. Does using pair work and group work techniques increase students’ interest in

communicative English classes at HaUI?

3. Does using pair work and group work increase students’ participation in

communicative English classes at HaUI?

Survey questionnaires for teachers and students were employed to find answers to

these three questions. The findings of the research revealed that pair work and group work

were usually appiled in communicative English classes at HaUI. The reason was that these

two techniques strongly increased students’ participation and interest in class activities.

The students found working in pairs and in groups intersting, which made them participate

more in the lesson. In addition, thanks to pair work and group work, the interaction

between students were closer. However, there were some problems the teachers should

consider when conducting these activities such as group size, the way of grouping,

students’ level of proficiency, and so on.

It is hoped that this thesis will help other teachers of English be aware of the usefulness of

pair work and group work techniques and apply them in their teaching

List of abbreviations

HaUI: Hanoi University of Industry

CLT: Communicative Language Teaching

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List of tables and charts

Tables

Table 1: Teachers’ profiles

Table 2: Students’ profiles

Table 3: The frequency of pair work and group work activities

Table 4: Teachers’ opinion on pair work and group work

Table 5: Students’ participation

Table 6: The frequency of difficulties

Table 7: Things the teachers often do when the students work in pairs and in groups

Table 8: Group size organized by teachers

Table 9: How to group students

Table 10: Students’prference of classroom activities

Table 11: The impact of pair work and group work techniques

Table 12: Factors causing difficulties

Table 13: Students’ recommendation for the things the teacher should do

Table 14: Group size preferred by students

Table 15: How would students like to be grouped?

Charts

Chart 1: Techniques used in English classes

Chart 2: Students’ attitude to pair work and group work activities

Chart 3: Factors causing difficulties

Chart 4: The Frequency of pair work and group work activities

Chart 5: Students’ attitude to pair work and group work

Chart 6: The frequency of difficulties

TABLE OF CONTENTS

Candidate’s statement............................................................................................................i

Acknowledgements...............................................................................................................ii

Abstract................................................................................................................................iii

List of abbreviations.............................................................................................................iv

List of tables and charts........................................................................................................iv

Appendixes

Appendix 1: Questionnaire for students

Appendix 2: Questionnaire for teachers

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