HOẠT ĐỘNG NHÓM TRONG CÁC LỚP TIẾNG ANH TẠI VIỆT NAM: QUAN ĐIỂM CỦA SINH VIÊN NGÀNH TIẾNG ANH

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Tác giả: Le Diem Trang Bui, Thi Minh Hanh Nguyen

Ngôn ngữ: vie

Ký hiệu phân loại:

Thông tin xuất bản: Tạp chí Khoa học Ngôn ngữ và Văn hóa, 2023

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Bộ sưu tập: Metadata

ID: 338832

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Cùng với sự phổ biến và hiệu quả của hoạt động nhóm, nghiên cứu này nhằm khaithác góc nhìn của người học về hoạt động nhóm. Bảng câu hỏi (n=297) và phỏng vấn bán cấutrúc (n=10) được sử dụng để thu thập dữ liệu từ các sinh viên chuyên Anh tại một trường đạihọc ở Việt Nam. Kết quả cho thấy nhiều khía cạnh tích cực gồm cơ hội nâng cao kỹ năng ngônngữ, sự kết nối lành mạnh và ổn định cảm xúc. Tuy nhiên, vẫn còn một số mặt tiêu cực nhưthiếu công bằng trong đóng góp, mất trật tự và giảm tính tự chủ
đặc biệt là các yếu tố hạn chếnhư sự ưu ái cá nhân đối với bạn bè, hướng dẫn thiếu rõ ràng của giảng viên, duy trì sự hài hòatrong nhóm, và việc ngại mất thể diện. Kết quả trên tạo tiền đề cho việc nâng cao chất lượngcủa hoạt động nhóm trong các lớp Tiếng Anh tại Việt NamGroup work has widely been used to improve students’ communicativecompetencies. Nevertheless, few studies have focused on how Vietnamese EFL studentsperceive group work implementation. This study seeks to fill this gap. A questionnaire (n =297) and semi-structured interviews (n=10) were used to gather data from English-majoredstudents at a university in the Mekong Delta region of Vietnam. The findings showed thatmost students in this context considered group work an effective strategy in terms ofopportunities to enhance language skills, healthy interdependence, and emotional stability.However, their participation in group work activities was still hindered by some negativeaspects including unfair contribution and disorder
the reduction of autonomy, and especially,some constraining factors related to personal preferences for peers, teachers’ unclearinstructions, difficulty in maintaining group harmony, and concerns of losing face. Thefindings suggest significant modifications for the successful implementation of group workin Vietnamese EFL classrooms from the students’ perspectives.

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