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MINISTRY OF INDUSTRY AND TRADE HANOI UNIVERSITY OF INDUSTRY LE THI PHUONG NGOC IMPACT OF COOPERATIVE LEARNING ON ENGLISH SPEAKING SKILLS OF 8TH GRADERS AT A SECONDARY SCHOOL IN HAIPHONG CITY MASTER THESIS IN ENGLISH LINGUISTICS Ha Noi, 2026
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MINISTRY OF INDUSTRY AND TRADE HANOI UNIVERSITY OF INDUSTRY LE THI PHUONG NGOC IMPACT OF COOPERATIVE LEARNING ON ENGLISH SPEAKING SKILLS OF 8TH GRADERS AT A SECONDARY SCHOOL IN HAIPHONG CITY Major: English Linguistics Code: 8220201 MASTER THESIS IN ENGLISH LINGUISTICS SUPERVISORS: 1. Ph.D Nguyen Thi Viet Nga 2. Ph.D Nguyen Thi Huong Ha Noi, 2026
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i DECLARATION BY THE AUTHOR I certify that the content of this thesis is entirely my own work, produced independently. No part of this research has been previously submitted for a degree or any other academic award at another university. Furthermore, all external sources and data have been duly cited and referenced. Date:…………………….………. Author’s signature
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ii ACKNOWLEDGEMENT First and foremost, I would like to express my deepest gratitude to my supervisors, Dr. Nguyen Thi Viet Nga and Dr. Nguyen Thi Huong, for their enthusiastic guidance, valuable suggestions, and continuous support throughout the completion of this study. Their insightful feedback and encouragement have been an invaluable source of motivation for me during the entire process. I would also like to sincerely thank all the teachers and staff members at the School of Languages and Tourism – Hanoi University of Industry, who have imparted not only knowledge but also the skills and confidence necessary for me to conduct this study and complete this successfully. Special thanks go to the principal, English teachers, and 8th-grade students at Secondary School, who warmly welcomed me and actively supported me during my internship period. Their cooperation and enthusiasm greatly contributed to the success of my research on cooperative learning and the development of English speaking skills. Moreover, I am thankful to my classmates and friends for their constant encouragement and sharing of helpful experiences during the internship. Last but not least, I would like to express my heartfelt appreciation to my beloved family for their endless love, patience, and unwavering support throughout my academic journey. This report could not have been accomplished without the contribution and assistance of all the individuals mentioned above. Thank you all very much. Hanoi, 2026 Lê Thị Phương Ngọc
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iii ABSTRACT This study investigated the effects of cooperative learning (CL) on the English speaking skill and attitude of 86 Grade 8 students at Kien Bai Secondary School, a semi-rural public school in Haiphong City, Vietnam. The study used a quasi-experimental design with two intact classes, each having 43 students. The experimental group was taught using the CL strategies such as Think-Pair-Share and Jigsaw for a period of twelve weeks while the control group was taught using traditional instruction. Students’ speaking proficiency was evaluated through pre and post-tests with a rubric developed based on Brown’s (2004) international standards and the VSTEP A2 descriptors of Vietnam. The results showed that the experimental group improved more than the control group especially in terms of fluency and interaction. The results of the questionnaire showed that students had a positive attitude towards CL as they reported lower anxiety, higher confidence and more enjoyment. The focus group interview also found peer support and a lowered fear of making mistakes to be important factors in speaking development. The findings, in general, reveal that CL is effective in improving English speaking skills of Vietnamese secondary students and can facilitate more communicative classroom practice. Keywords: cooperative learning, English speaking skills, EFL Vietnam, fluency development, peer interaction.
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iv CONTENTS DECLARATION BY THE AUTHOR .....................................................................i ACKNOWLEDGEMENT....................................................................................... ii ABSTRACT............................................................................................................. iii CONTENTS..............................................................................................................iv LIST OF TABLES ...................................................................................................vi LIST OF ABBREVIATIONS ............................................................................... vii INTRODUCTION.....................................................................................................1 1. Rationale of The Study .......................................................................................1 2. Aim and Objectives of The Study.......................................................................2 3. Research Questions.............................................................................................2 4. Scope of The Study.............................................................................................2 5. Significance of The Study...................................................................................3 6. Structure of The Study ........................................................................................3 CHAPTER 1: LITERATURE REVIEW................................................................5 1.1. English Speaking Skills..................................................................................5 1.1.1. Definition and Role of Speaking Skills....................................................5 1.1.2. Speaking Rubric .......................................................................................6 1.2. Cooperative Learning Method......................................................................9 1.2.1. Definition..................................................................................................9 1.2.2. Key Characteristics of Cooperative Learning ........................................10 1.2.3. Popular Models of Cooperative Learning ..............................................11 1.3. Benefits of Cooperative Learning in Language Education......................12 1.4. Review of Previous Studies .........................................................................16 1.4.1. Domestic Research .................................................................................16 1.4.2. International Research ............................................................................19 1.5. Summary of The Chapter ...........................................................................20 CHAPTER 2: RESEARCH METHODOLOGY .................................................22 2.1. Research Design ...........................................................................................22 2.1.1. Rationale for Mixed-Methods Research.................................................23
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v 2.1.2. Quasi-Experimental Design....................................................................24 2.2. Research Setting and Participants .............................................................29 2.2.1. Research Setting: Kien Bai Secondary School.......................................29 2.2.2. Participants .............................................................................................30 2.3. Research Instruments..................................................................................31 2.3.1. Speaking Tests........................................................................................31 2.3.2. Questionnaire..........................................................................................33 2.3.3. Semi-structured Focus Group Interview ................................................33 2.3.4. Instrument Development and Validation................................................34 2.4. Data Collection Procedures.........................................................................35 2.5. Data Analysis Procedures............................................................................36 2.6. Validity, Reliability, and Trustworthiness ................................................37 2.7. Summary of The Chapter ...........................................................................39 CHAPTER 3: FINDINGS AND DISCUSSION...................................................40 3.1. Quantitative Findings on Impact of Cooperative Learning on Speaking Skills (RQ1)..............................................................................................................40 3.1.1. Descriptive Statistics of Pre- and Post-Test Speaking Scores................40 3.1.2. Analysis by Speaking Sub-Skills............................................................44 3.2. Quantitative Findings on Students’ Attitudes toward Cooperative Learning (RQ2)............................................................................................................................... 49 3.3. Qualitative Findings from Semi-Structured Focus Group Interview.....55 3.4. Discussion......................................................................................................59 3.4.1. Impact of Cooperative Learning on Students’ Speaking Skills (RQ1) ..59 3.4.2. Affective Factors and Willingness to Communicate (RQ2) ..................62 3.4.3. Role of Peer Interaction and Sociocultural Learning .............................63 3.4.4. Consistency with Previous Research......................................................65 3.5. Summary of The Chapter ...........................................................................66 CONCLUSION........................................................................................................68 REFERENCES........................................................................................................70 APPENDIX ..............................................................................................................74
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vi LIST OF TABLES Table 3.1 Pre/Post Speaking Scores (/20).................................................................40 Table 3.2 Speaking Sub-Skills - Experimental Group Pre/Post ...............................44 Table 3.3 Speaking Sub-Skills - Control Group Pre/Post.........................................44 Table 3.4 Comparison of Experimental and Control Group Gains by Criterion......46 Table 3.5 Questionnaire Results: Mean Scores by Subscale ....................................49 Table 3.6 Major Themes from the Focus Group Interview ......................................55
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vii LIST OF ABBREVIATIONS Cooperative leaning CL English as a Foreign Language EFL Mean length of runs MLR The Common European Framework of Reference for Language CEFR Second language acquisition SLA Zone of Proximal Development ZPD Ministry of Education and Training MOET Foreign Language Classroom Anxiety Scale FLCAS Strategy Inventory for Language Learning SILL
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1 INTRODUCTION 1. Rationale of The Study English has become a must-have subject in Vietnam which makes it easier for students’ academic development and future career. In the second school, English is not only a school subject, but also an important communication means in the era of globalisation. However, speaking is still one of the weakest points among Vietnamese learners, which is the skill that most directly reflects communicative competence. In many secondary schools, including those in Haiphong City, English teaching is still dominated by traditional teacher-centered teaching methods. Rather than stressing real spoken interaction, the sessions tend to emphasise teaching grammar, vocabulary and written activities. A good number of students perform pretty well in written work. But they have difficulty in expressing their ideas fluently and confidently in English. In my practice of teaching eighth-grade students at Kien Bai Secondary School, Thuy Nguyen District, Haiphong City, I found that students were often reluctant to actively participate, afraid of making mistakes, and afraid of speaking. Speaking classes were often silent and concerned with the topic of examinations, leaving little room for ad-libbed discussion. This situation highlights the importance of the teaching techniques that contribute to the improvement of students’ participation and confidence in speaking activities in the form of more interactive and supportive environments. Cooperative learning (CL) has been recognised as an effective way to improve learners’ speaking skills. The basic principles of positive interdependence, individual accountability and promotive interaction are of paramount importance for effective learning (Johnson and Johnson, 1999). Oxford (1990) also argues that working with peers can reduce speaking anxiety and motivate learners to speak more freely. CL offers more chances for rich conversations, peer feedback and mutual support which are beneficial for oral development when students are involved in structured pairs or groups. Although cooperative learning has pedagogic potential, it has not been systematically implemented in Vietnamese public schools and there is a lack of empirical studies in local secondary contexts. Most of the
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