(Tiểu luận) graduation thesis the effectiveness classroom of teamwork skills of english majored sophomores at iuh
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MINISTRY OF INDUSTRY AND TRADE
INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY
FACULTY OF FOREIGN LANGUAGES
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GRADUATION THESIS
THE EFFECTIVENESS CLASSROOM OF TEAMWORK SKILLS OF
ENGLISH-MAJORED SOPHOMORES AT IUH.
STUDENT NAME: VN NGịC BắO TRN
ID NUMBER:
17032251
CLASS CODE:
DHAV13B
COHORT:
2017 – 2021
SUPERVISOR NAME: ĐỒN MINH H, M.A.
HCMC, 6/2021
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MINISTRY OF INDUSTRY AND TRADE
INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY
FACULTY OF FOREIGN LANGUAGES
---Āÿ
Āÿ
Āÿ---
GRADUATION THESIS
THE EFFECTIVENESS CLASSROOM OF TEAMWORK SKILLS OF
ENGLISH-MAJORED SOPHOMORES AT IUH.
STUDENT NAME: VN NGịC BắO TRN
ID NUMBER:
17032251
CLASS CODE:
DHAV13B
COHORT:
2017 – 2021
SUPERVISOR NAME: ĐỒN MINH H, M.A.
HCMC, 6/2021
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0
Tieu luan
MINISTRY OF INDUSTRY AND TRADE
INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY
FACULTY OF FOREIGN LANGUAGES
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Āÿ
Āÿ---
Student name
: ………Văn Ngọc Bảo Trân……………….
ID Number
: …………17032251……………………….
Class Code
: …………DHAV13B…………………......
Cohort
: …………2017-2021…………………….
Supervisor Name : …………Đoàn Minh Huệ, M.A…………
Student’s declaration: I declare that this graduation report is entirely my own
work and does not involve in plagiarism or collusion. It also has not been
accepted as part of a submission to another purpose else where. I accept heavy
penalty for any cheating or plagiarism.
Date submitted
: ………20/06/2021………………
Signed
: ………………………
Word count
: .................8744............... words
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Title
The effectiveness classroom of teamwork skills
of English-majored Sophomores at IUH.
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ABSTRACT
The ability to work in teams, which is often taught in universities, to be applied in the business
world. At IUH, the majority of courses typically requires students to work as a team, leading to
most of the English-majored students prefer to focus on building teamwork skills. However,
after a length of time studying at IUH, in other words, the knowledge about teamwork skills
and the application of their skills and experience in cooperative actions is an insufficient system,
resulting in some people failing to contribute and develop the team’s success. Hence, the
purpose of this research is investigate the effectiveness of teamwork and the challenges that
may arise while working in a team; likewise, the usage of teamwork seeks to enhance learners’
teamwork skills. Quantitative research is implemented as a research strategy for this study and
questionnaire were used to gather and analyze data. The participants were 100 English-majored
Sophomore at IUH. After analyzing the data, the results found that there is a variety of the
effectiveness of teamwork skills including communicates with teammates, share information,
thinks critically and creatively, gets along with teammates, individual increases achievement
and supportive learning were significantly consideration. However, the aspect of promoting
autonomy was not appreciably by the participant. Furthermore, there were a variety of problems
affecting students including unequal workload, passive people, discussion dominance, etc.
Additionally, the results also revealed that the application of teamwork might motivate learners
to improve their social skills.
Keywords: Effective Of Teamwork, Teamwork, Teamwork Skills, Teamwork in Classroom.
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ACKNOWLEDGEMENT
In the period of doing the research at IUH, I encountered a lot of difficulties. However, with
the instructions and support of teachers, the cooperation of students at IUH, I could overcome
challenges and finally finished my graduation report.
Firstly, I would like to express thanks to the School Board of Industrial University of Ho Chi
Minh City and the Faculty of Foreign Languages providing me with good conditions to finish
my graduation thesis.
Secondly, I sincerely thank to Ms. Doan Minh Hue, M.A, my supervisor who gave me clear
instruction and useful materials as well as precious time and effort she gave me. From these
advices, helping me to open up a whole new chapter of understanding in the field of English
teaching and in real life experiences.
Thirdly, I did not forget to express my gratitude to all my friends who gave me advice during
the time conducting my graduation report. I really appreciate their support.
Last but not least, I am greatly indebted to my collaborator Le Thi Thanh Truc, who has been
assisted me so that I was able to finish my research process easier and more comfortably since
the beginning.
In brief, from the bottom of my heart, I wish to give my sincere thanks to all due to the fact that
without their help, support and advice, it is completely impossible for me to finish my research.
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TABLE OF CONTENTS
Page
CHAPTER I: INTRODUCTION ........................................................................................... 1
1.1 Rationale ....................................................................................................................................... 2
1.2 Research Objectives: ..................................................................................................................... 2
1.3 Research Questions ....................................................................................................................... 3
1.4 Scope of the study ......................................................................................................................... 3
CHAPTER II: LITERATURE REVIEW ............................................................................. 4
2.1 Definitions of concepts.................................................................................................................. 5
2.1.1 Definitions of teamwork ...................................................................................................... 5
2.1.2. The Effectiveness of Teamwork Skills ................................................................................. 6
2.1.3 Disadvantages of teamwork ................................................................................................ 9
2.2 Results of previous studies:......................................................................................................... 11
CHAPTER III: RESEARCH DESIGN .............................................................................. 13
3.1. Research context: ....................................................................................................................... 14
3.2. Participants: ............................................................................................................................... 14
3.3. Research methodology and research methods ......................................................................... 14
3.4. Procedures ................................................................................................................................. 15
3.5 Data analysis................................................................................................................................ 16
CHAPTER IV: FINDINGS AND DISCUSSION ............................................................... 17
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4.1 Research Findings ........................................................................................................................ 18
4.1.1. General information.......................................................................................................... 18
4.1.2. The effectiveness of teamwork skills of English-majored sophomore at IUH .................. 22
4.1.3 Seek for giving solutions to improve students’ teamwork skills........................................ 25
4.2. Research Discussion .................................................................................................................. 27
4.2.1 The effectiveness of teamwork skills for English-majored sophomores ........................... 27
4.2.2 The problems when working in a team. ............................................................................ 28
4.2.3 The strategies for improving teamwork skills .................................................................... 29
CHAPTER V: CONCLUSION ............................................................................................ 30
5.1 CONCLUSION ............................................................................................................................... 31
5.1.1 Question 1
5.1.2 Question 2
5.2 Recommendation ........................................................................................................................ 32
5.3 Limitation of the study ................................................................................................................ 33
5.4 Suggestion for the further study ................................................................................................. 34
REFERENCES ...................................................................................................................... 35
APPENDICES........................................................................................................................ 38
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TABLE OF FIGURES
Page
Figure 4.1: How often do you join in teamwork? ................................................................................. 18
Figure 4.2: How do you feel about teamwork? ..................................................................................... 19
Figure 4.3: How do you contribute to your teamwork? ........................................................................ 20
Figure 4.4: How do you rate the effectiveness of teamwork skills? ..................................................... 22
Figure 4.5: What are your problems when working in a team? ............................................................ 25
Figure 4.6:In your opinion, the following ways can help you improve your teamwork skills.............. 26
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LIST OF TABLES
Page
Table 4.1:Participants’ opinion about classroom teamwork activities. ................................................ 21
Table 4.2: Participants’ opinion about the effective of teamwork. ...................................................... 23
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ABBREVIATIONS
IUH: Industrial University of Ho Chi Minh City
Q.6: Question 6
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Student name: Văn Ngọc Bảo Trân
Student ID number: 17032251
CHAPTER I: INTRODUCTION
Supervisor name: Đoàn Minh Huệ, M.A.
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Student name: Văn Ngọc Bảo Trân
Student ID number: 17032251
1.1 Rationale
As a growing nation, Vietnam’s education system urgently needs to enhance quality and
foster potential. Along with enhancing training efficiency, students have to be active and
creative in their practices and learning. Additionally, learners need to have soft skills in the
process of studying and working. Teamwork skills are a valuable skill for university students.
The Faculty of Foreign Languages at IUH requires dynamism as well as important soft
skills, especially teamwork skills. However, since the learning environment is so different from
high school to college, the majority of students do not adapt to learning and teamwork. Most
students are unaware of the effectiveness of teamwork, lack a sense of the high spirit of
collaboration when working together, students continue to neglect their studies, lack soft skills,
successful teamwork...
Furthermore, despite participating in teamwork, some others were unable to discover an
interest in the cooperation and did not create productivity in teamwork, which has not yet been
completely promoted, resulting in an individual capacity, poor work productivity. As a result,
teamwork skills are extremely important for students, and research on the teamwork skills of
second-year English-majored students at the Faculty of Foreign Languages. Additionally, we
will learn more about the challenges that students encounter during the teamwork process and
propose some approaches to assist second-year students in being more advantageous in the
teamwork process.
In conclusion, we choose the topic "The effectiveness classroom of teamwork skills of
English-majored Sophomore students at IUH" which is meaningful and should be investigated
to enhance the ability of learners’ teamwork. In addition, the study also encourages students to
recognize the value of teamwork skills.
1.2 Research Objectives:
The study aims to fulfil two main purposes. Firstly, the study is carried out to survey the
effectiveness of teamwork skills, analyzes the collected data and information from participants.
Secondly, finding the problems while working in a team and offers some useful solutions to
enhance learners join teamwork more effectively. Furthermore, the objectives consider the
Supervisor name: Đoàn Minh Huệ, M.A.
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Student name: Văn Ngọc Bảo Trân
Student ID number: 17032251
challenges of recognizing the efficiency of collaboration skills and apply teamwork skills to
stimulate learners to enhance their social skills.
1.3 Research Questions
1. What is the effectiveness of teamwork skills for English-majored sophomores
2. What are the problems of teamwork and some solutions to improve learners’ teamwork
skills?
1.4 Scope of the study
As mentioned above, the thesis, titled
effectiveness of teamwork in second-year English-majored students at IUH and some solution
for learners to gain better effects. Therefore, I do hope that through this study, students would
be aware of the value of the benefits that teamwork skills bring to them, allowing them to
produce the best results possible. Furthermore, this study will provide students with several
advantages of teamwork and suggestion a variety of recommendation to enhance learners’
teamwork skills.
Supervisor name: Đoàn Minh Huệ, M.A.
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Student name: Văn Ngọc Bảo Trân
Student ID number: 17032251
CHAPTER II: LITERATURE REVIEW
Supervisor name: Đoàn Minh Huệ, M.A.
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Student name: Văn Ngọc Bảo Trân
Student ID number: 17032251
2.1 Definitions of concepts
2.1.1 Definitions of teamwork
There are many descriptions of teamwork in learning that can be found according to
various researchers.
According to Kozlowski and Ilgen (2006) states that teams are composed of individuals
who share several defining characteristics: they (1) have a shared collective identity, (2) have
common goals, (3) are interdependent in terms of their assigned tasks or outcomes, (4) have
distinctive roles within the team, and (5) are part of a larger organizational context that
influences their work and that they, in turn, can influence. It is useful to think of these five
characteristics as dimensions along which all groups naturally vary. Taken collectively, they
are useful in distinguishing teams from certain other social collectives, such as a group of
friends.
According to Kozlowski & Bell (2003, p.334) defined teamwork as
exhibit task interdependencies, maintain and manage boundaries, and are embedded in an
organizational context that sets boundaries, constrains the team, and influences exchanges with
other units in the broader entity=. Similarly, Katzenbach and Smith's (1993) also defined
teamwork as: committed to a common purpose, performance goals, and an approach for which they are
mutually accountable=
Teamwork occurs as participants communicate with one another. Furthermore,
participants have the ability to collaborate, share, and encourage one another in order to achieve
the group's common goal. Harris & Harris (1996) also claims that a team has a common goal
or purpose where team members can develop effective, mutual relationships to achieve team
goals.
Additionally, David Johnson and Roger Johnson (1994) states that cooperation is working
together to accomplish shared goals. Within cooperative situations, individuals seek outcomes
that are beneficial to themselves and beneficial to all other group members. Cooperative
learning is the instructional use of small groups so that students work together to maximize their
own and each other’s learning. In other words, students in a team should work collaboratively
Supervisor name: Đoàn Minh Huệ, M.A.
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Student name: Văn Ngọc Bảo Trân
Student ID number: 17032251
on a shared task to acquire knowledge, making their own decisions independent of the
instructor, and assisting each other though. They are free to express themselves and listen to
others. Learners refer to work in a team to complete common tasks. Teamwork is more than
just separating students into groups to answer a challenging question that a normal student
cannot solve; learners must collaborate in order to complete the work in general.
In general, from the authors' point of view on teamwork in learning, "teamwork in
learning is also a type of cooperative learning." teamwork can be described as more than two
people working together, having clear goals for everyone, revealing ideas and feelings, and
forming union relationships through the interaction of the members. In order to have effective
teamwork, all members must cooperate and work towards the collective objective, in addition
to the individual tasks that are assigned. Individuals in cooperative learning pursue results that
are both beneficial to themselves and beneficial to the other community members.
2.1.2. The Effectiveness of Teamwork Skills
Effective teamwork skills are essential for success in an increasingly learning and
workplace. Teamwork in the classroom is both an ability required for the completion of learning
tasks and a general standard to be acquired. Working as a team brings a lot of benefits to learners
which is strongly agreed by almost experts. According to Paris S.Strom and Robert D.Strom
(2011). There are some concepts effectiveness teamwork skills for learners.
The first and most important things that learners prefer to seek and shares information. It
goes without saying that learners tend to work in teams is one of the most essential things these
days. Learners are acquainted with sharing recommendations to their friend, providing
encouragement when others necessary and sharing assignment to perform tasks while providing
feedback and support for team members. This readiness to collaborate increase with awareness
of business and learning are engaged by teamwork. The cooperative learning experience they
have at school can be a great asset (Goleman, 2011).
When members feeling uncertain in lines of what they are doing, they often have the
mentality to ask the group members to answer the question, making the group members
carefully consider the question. Ask questions and help each other by explaining or reviewing
lessons. Besides, seeking information which makes the team have more people to find the
document and contribute ideas so that everyone can select many useful information sources and
the project can be achieved more effectively.
Supervisor name: Đoàn Minh Huệ, M.A.
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Student name: Văn Ngọc Bảo Trân
Student ID number: 17032251
Another point worth noting is the importance of communication among members. Firstly,
learners will have more opportunities to communicate. There is not enough time to share ideas
or feelings when teamwork in class, so teamwork skills requires all members to speak clearly
and easily understand vocabulary to contribute successfully objectives of the team. Moreover,
teamwork promotes learners to collect different ideas and varied contributions. They can listen
to everyone, respect their views and recognize the contributions of others.
Moreover, the encouragement for creative thinking has typically centered on
extraordinary individuals. This support must expand because companies place greater reliance
on the critical and creative thinking that occurs in teams (Moore & Parker, 2008; Myers &
Anderson, 2008). This means that creative thinking is an essential element of every strong and
efficient team. This is the aspect that may transform a previously failed team into a succesful
team. Creative and innovative ideas are one of the key aspects of corporate growth. In addition,
members have to think carefully about the ideas before reaching conclusions and they also have
to build on the ideas of others members and offer new ways of looking at the problems.
Furthermore, in terms of critical thinking features worth noticing, members should
analyze their ideas that differ from a personal viewpoint and apply logic to challenge group
thinking or work techniques. Additionally,
2011). This explains that when members express a distinctive viewpoint, they might be critical
regarding the worth of their ideas. They may be criticized for advancing non-traditional views,
taking a stand, refusing to compromise their principles or be questioned by other individuals.
Hence, individual members need to have to think critically and creatively when working as a
team.
In addition, the relationship among members developed when working as a team.
Moreover, cooperative learning has been the focus of many investigations to determine how
social relationships impact student behaviour and achievement. The challenges of getting along
in teams should also be acknowledged. Getting along with teammates, members should be
willing to accept criticism from others because the process of teamwork could not avoid
conflicts between members; additionally, they should avoid blaming others for problems and
accept compromise as a way to deal with conflict. A teamwork environment provides learners
with great opportunities to work as a team and practice negotiating with each other to reach an
Supervisor name: Đoàn Minh Huệ, M.A.
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Student name: Văn Ngọc Bảo Trân
Student ID number: 17032251
agreeable solution. Chen & Wang (2013) also claims that
others=. They found that
Besides another effective are mentioned in
of student talk when working in a team, not only the students contribute their ideas, but they
also have to listen to the other members and assess members’ opinion. A lot of students lack
conversational skill so that teamwork activities could solve this problem because it often faceto-face communication is a natural setting for conversation. In addition, students can practice a
wide range of language functions connected with the various roles and positions they take. In
other words, teamwork develops various skills making up communicative capability.
In addition, Harmer (2001) also writes
environment provides students with great opportunities to work as a team and practice
negotiating with each other to reach an agreeable solution. According to Kangan (1994),
teamwork develops important life skills including organization, negotiation, delegation,
teamwork, co-operation and leadership. Johnson, Johnson, & Maruyama, (1983) also agree that
that the benefits of cooperative learning activities hold for students at all age levels, for all
subject areas, and a wide range of tasks, such as those involving rote-decoding, retention, and
memory skills, as well as the problem-solving ability=. Furthermore, it develops thinking
abilities by explaining and negotiating contributions.
Finally,
of working without the teacher’s control. Therefore, students feel free to discuss and make their
own decisions.
To sum up, everything that has been stated working as a team helps both the learners and
the teacher during the teamwork process. Various scholars have proved that teamwork brings a
Supervisor name: Đoàn Minh Huệ, M.A.
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Student name: Văn Ngọc Bảo Trân
Student ID number: 17032251
lot of benefits to learners. Furthermore, teamwork not only makes learners work well together,
but it also developed their various skills including communication, negotiation, organization
teamwork, co-operation and leadership.
2.1.3 Disadvantages of teamwork
Teamwork has several drawbacks. Disadvantages of teamwork are usually
subcategorized as use of control the team, contribution of members, imitation others mistake.
According to Beebe & Masterson (2003) claims that
alienated in the decision-making process=. It is usually seen that good students often dominate
discussion while weak ones, already under-confident, are taken away chances to contribute to
the teamwork. There is usually at least one bright or aggressive learners that attempt to retain
control of the group in any group (Long, 1977). In a team, there are some members dominating
the conversation. The others who are considered to be passive will depend on those students
because they are lazy of thinking, sharing, information, expressing ideas, etc. However, Burke
(2011) explains that some members want to avoid conflicts, so they just accept the solution
without arguing. Hence, they choose to be silent or passive in group work.
Another disadvantage is created by students who do not contribute to the team so that
other members are prevented from performing their tasks. This can be also avoided by giving
each of their roles and observing them during the activity. The option includes giving problem
students specific roles to play in their teams or removing students from teams entirely and
assigning them the task of an observer who must document and account for the activities of the
team. Another possibility is to offer a particularly tempting reward for team success (Johnson
and Johnson, 1984-85).
According to Michael H. Long (1977) students are allowed to speak freely despite the
fact that they are making mistake. Students will unintentionally imitate their partners’ mistake
(misinterpreted purpose, influenced things outside the class, etc). That can cause the learners to
learn each other’s mistakes or errors, but if they discuss the common ones, these mistakes or
errors cease to be. Learning from partners is one of the advantages when working in a team.
But students are also easily affected by their partners’ incorrect English because they have no
awareness of what right or wrong English is.
The last disadvantage of collaboration skills is the instructors' risk of losing control of the
classroom. Linda Martine (2001) supposes that when working as a team, the teacher finds it
Supervisor name: Đoàn Minh Huệ, M.A.
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Student name: Văn Ngọc Bảo Trân
Student ID number: 17032251
1.1 Rationale
As a growing nation, Vietnam’s education system urgently needs to enhance quality and
foster potential. Along with enhancing training efficiency, students have to be active and
creative in their practices and learning. Additionally, learners need to have soft skills in the
process of studying and working. Teamwork skills are a valuable skill for university students.
The Faculty of Foreign Languages at IUH requires dynamism as well as important soft
skills, especially teamwork skills. However, since the learning environment is so different from
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high school to college, the majority of students do not adapt to learning and teamwork. Most
Tieu luan
students are unaware of the effectiveness of teamwork, lack a sense of the high spirit of
collaboration when working together, students continue to neglect their studies, lack soft skills,
successful teamwork...
Furthermore, despite participating in teamwork, some others were unable to discover an
interest in the cooperation and did not create productivity in teamwork, which has not yet been
completely promoted, resulting in an individual capacity, poor work productivity. As a result,
teamwork skills are extremely important for students, and research on the teamwork skills of
second-year English-majored students at the Faculty of Foreign Languages. Additionally, we
will learn more about the challenges that students encounter during the teamwork process and
propose some approaches to assist second-year students in being more advantageous in the
teamwork process.
In conclusion, we choose the topic "The effectiveness classroom of teamwork skills of
English-majored Sophomore students at IUH" which is meaningful and should be investigated
to enhance the ability of learners’ teamwork. In addition, the study also encourages students to
recognize the value of teamwork skills.
1.2 Research Objectives:
The study aims to fulfil two main purposes. Firstly, the study is carried out to survey the
effectiveness of teamwork skills, analyzes the collected data and information from participants.
Secondly, finding the problems while working in a team and offers some useful solutions to
enhance learners join teamwork more effectively. Furthermore, the objectives consider the
Supervisor name: Đoàn Minh Huệ, M.A.
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Page:2
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Tieu luan
Student name: Văn Ngọc Bảo Trân
Student ID number: 17032251
challenges of recognizing the efficiency of collaboration skills and apply teamwork skills to
stimulate learners to enhance their social skills.
1.3 Research Questions
1. What is the effectiveness of teamwork skills for English-majored sophomores
2. What are the problems of teamwork and some solutions to improve learners’ teamwork
skills?
1.4 Scope of the study
As mentioned above, the thesis, titled
effectiveness of teamwork in second-year English-majored students at IUH and some solution
for learners to gain better effects. Therefore, I do hope that through this study, students would
be aware of the value of the benefits that teamwork skills bring to them, allowing them to
produce the best results possible. Furthermore, this study will provide students with several
advantages of teamwork and suggestion a variety of recommendation to enhance learners’
teamwork skills.
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Supervisor name: Đoàn Minh Huệ, M.A.
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Student name: Văn Ngọc Bảo Trân
Student ID number: 17032251
CHAPTER II: LITERATURE REVIEW
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