Applying cooperative learning principles to the teaching of English speaking skills in large classes = Ứng dụng các nguyên lý học hợp tác vào việc dạy kỹ năng n

VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST – GRADUATE STUDIES




NGUYỄN THỊ XUÂN HƯƠNG



APPLYING COOPERATIVE LEARNING PRINCIPLES TO
THE TEACHING OF ENGLISH SPEAKING SKILLS
IN LARGE CLASSES

ỨNG DỤNG CÁC NGUYÊN LÝ HỌC HỢP TÁC VÀO VIỆC DẠY
KỸ NĂNG NÓI TIẾNG ANH CHO CÁC LỚP ĐÔNG

M.A. MINOR THESIS



Field: English Language Teaching Methodology
Code: 60.14.10



Hanoi - 2012
VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST – GRADUATE STUDIES

NGUYỄN THỊ XUÂN HƯƠNG



APPLYING COOPERATIVE LEARNING PRINCIPLES TO
THE TEACHING OF ENGLISH SPEAKING SKILLS
IN LARGE CLASSES

ỨNG DỤNG CÁC NGUYÊN LÝ HỌC HỢP TÁC VÀO VIỆC DẠY
KỸ NĂNG NÓI TIẾNG ANH CHO CÁC LỚP ĐÔNG

M.A. MINOR THESIS



Field: English Language Teaching Methodology
Code: 60.14.10
Supervisor: PHAN THỊ VÂN QUYÊN, M.A


Hanoi - 2012

1

TABLE OF CONTENTS
DECLARATION……………………………………………………………….

ACKNOWLEDGEMENT…………………………………………… ……….
ABSTRACT…………………………………………………………………….
LIST OF ABBREVIATIONS………………………………………………….
LIST OF TABLES……………………………………………………………
i
ii
iii
iv
v
PART A: INTRODUCTION…………………………………………………
1
1. Rationale for the study……………………………………………………
1
2. Objectives of the study…………………………………………………….
2
3. Scopes of the study………………………………………………………
2
4. Research questions…………………………………………………………
2
5. Method of the study………………………………………………………
2
6. Organization of the study………………………………………………….
3
PART B: DEVELOPMENT……………………………………………………
4
CHAPTER 1: THEORETICAL BACKGROUND………………………………
4
1.1. Speaking skills……………………………………………………………….
4
1.2. Large classes…………………………………………………………………

5
1.2.1. Definitions…………………………………………………………….
5
1.2.2. Advantages of large classes…………………………………………
5
1.2.3. Disadvantages of large classes………………………………………
6
1.2.4. Teaching speaking skills to large classes……………………………
7
1.2.5. Key aspects effective for large class management……………………
7
1.3. Cooperative learning (CL)…………………………………… …………
10
1.3.1. Definitions of CL……………………………………………………
10
1.3.2. Principles of CL……………………………………………………….
11
1.3.3. Benefits of CL…………………………………………………………
13
1.4. Cooperative Language Learning…………………………………………….
14
1.4.1. Goals of CLL………………………………………………………….
15
1.4.2. Advantages of CLL……………………………………………………
15
1.4.3. Disadvantages of CLL………………………………………………
16

2

1.4.4. Main differences between CLL and traditional method………………
16
1.5. Application of CL principles in teaching English speaking skills to large
classes………………………………………………………………………
18
CHAPTER 2: METHODOLOGY………………………………………………
22
2.1. Current situation of teaching and learning speaking skills at
VIMARU…………………………………………………………………….
22
2.2. Research questions…………………………………………………………
22
2.3. Research methods……………………………………………………………
22
2.4. Subjects of the study…………………………………………………………
25
2.5. Data collection instruments………………………………………………….
25
2.5.1. Classroom observation…………………………………………….
25
2.5.2. Students’ journals………………………………………………….
26
2.5.3. Informal interviews………………………………………………
26
2.5.4. Questionnaires……………………………………………………
26
2.5.5. Speaking tests……………………………………………………
27
2.6. Data analysis procedure……………………………………………………
27

CHAPTER 3: DATA FINDINGS AND DISCUSSION…………………………
28
3.1. Difficulties affecting teaching of English speaking skills to large classes at
VIMARU……………………………………………….……………………
28
3.1.1. Insufficient time for giving instructions and checking………………
28
3.1.2. Challenges in maintaining the class’ discipline……………………….
28
3.2. The benefits of the application of CL principles in teaching English
speaking skills to large classes at VIMARU…………… ………………….
3.2.1. Enhancing students’ participation……………………………………
3.2.2. Changes in nature of participation……………………………………
3.2.3. Improvement in speaking skills……………………………………….
3.2.4. Improvement in social skills…………………………………………
3.2.5. Improving collaborative skills………………………………………
3.2.6. A solution to the problem of mixed-ability students…………………
3.2.7. Less time-consuming………………………………………………….
3.2.8. Improving independent working………………………………………
29
29
29
30
32
34
35
35
36
36
36

36


3

3.2.9. Preventing social loafing phenomena ………………………………
3.2.10. Reducing the teacher from hard workload …………………………
CHAPTER 4: IMPLICATIONS…………………………………………………
37
4.1. CL implementation plan……………………………………………………
37
4.1.1. CL group structuring…………………………………………………
37
4.1.2. Classroom arrangment……………………………………………….
37
4.1.3. CL atmosphere………………………………………………………
38
4.2. Difficulties in CL application……………………………………………….
38
4.3. The teacher’s role in a CL speaking lesson………………………………….
38
PART C: CONCLUSION………………………………………………………
39
1. Conclusion……………………………………………………………………
39
2. Recommendation………………………………………………………………
39
3. Limitations of the study………………………………………………………
39
4. Suggestions for furtherstudy……………………………………… ………

40
REFERENCES
41
APPENDICES
I-X




4

PART I: INTRODUCTION
1. Rationale for the study
The current English language teaching and learning context in Vietnam shows that
the demand for English learning is very great. As a result, English classes at
schools and universities are large in number of students. However, the teaching of
speaking skill encounters many difficulties due to large class size as well as lacks
of appropriate methods, teaching aids, insufficient time, unmotivated students,…
The choice of this study was made in an attempt to solve the problems the
researcher faced after three years of working as a teacher of English at VIMARU.
She finds herself unable to manage large classes effectively especially during
speaking lessons because of the following reasons. First, most of students of
VIMARU had learned English in difficult conditions before they entered the
university, so their motivation was low. Secondly, their levels of proficiency are
low especially in speaking skills. This made them unwilling to speak English in
the classroom. To make matter worse, the number of students in each class is
usually over 60 and even 90 which is too difficult for the teacher to keep the class
in good discipline.
One of the teachers’ concern is, therefore, how to help the students to speak
English better by participating more actively in speaking activities. In order to

address this concern, the researcher found the suggestion on using cooperative
learning seemingly effective. After studying the CL principles which are
heterogeneous grouping, collaborative skills, group autonomy, simultaneous
interaction, equal participation, individual accountability and positive
interdependence, the researcher found these applicable to her teaching context as
she had long been searching an effective method in teaching speaking skills to
large classes. Therefore, the researcher decided to carry out a study in order to
find out how well students can cooperate with each other to improve their
speaking skills and build up confidence. On the other hand, it helps overcome the
disadvantages while improving the advantages of a large class. Most importantly,

5

it may encourage students to get involved in the speaking lessons and thus,
improve their participation in a more conscious way.
Many CL programmes have been carried out worldwide and in Vietnam.
However, few have been done particularly for large classes while this is one of the
difficulties the researcher and her colleagues have encountered at VIMARU.
Accordingly, the researcher of this study would like to conduct an action research
project to find out how CL works in her teaching context.
Once the study proves the CL works well, it is hoped to be widely recommended
and implemented to enhance the students’ participation in speaking lessons and
serves as effective way to improve the traditional ways of teaching and at the same
time to make the teacher’s job in a large class less hard.
2. Objectives of the study
The overall objective of this study is to examines how CL works in a university
context where students are studying English as a curriculum subject. Particularly,
the study was conducted to experiment CL principles in a large class where
students’ oral competence was really low to see if CL could help to improve the
situation.

3. Scope of the study
In this individual research, the researcher will only focus on the effectiveness of
applying CL principles in teaching speaking skills to two large classes of first-year
Informatics students at VIMARU, 76 of whom were male (57.57%) and 56 female
(42.43%). Most of the participants were between 19 and 21 years old who were in
their second semester of general English course. The speaking activities are
selected and adapted the course book New Headway Elementary 3
rd
edition
(Oxford University Press), basing on Spencer Kagan’s CL structures. The data
collected from classroom observation, informal interviews and questionnaires are
then analyzed by the researcher herself.



6

4. Research questions: The study aims at answering the two following questions:
- What are the difficulties of teaching English speaking skills in large
classes at VIMARU?
- To what extend did the application of cooperative learning principles
improve English speaking skills of students in large classes at VIMARU?
5. Method of the study: The action research employs both quantitative method
and qualitative method to analyze the collected data. During speaking lessons on
the basis of CL principles, classroom observation is made to note down the
students’ attitude, participation and cooperation in groups, discussion and even
conflicts,…The students are also interviewed to clarify their answers in the
questionnaires previously done by themselves. The collected information, thus, is
more reliable and straightforward.
6. Organization of the study: The study is divided into three main parts. The

contents covered in each part are as follows:
- Part A is the introduction which gives the rationale of the study, the objectives,
the research questions, the scope, methods and organization of the study.
- Part B is the development of the study which comprises 3 chapters. Chapter 1
presents the literature reviews of the study. Chapter 2 describes the process of
implementation of the study such as data collecting and analyzing, findings and
research discussing questions. Chapter 3 is devoted to pedagogical implications
and suggestions for further study.
- Part C is the conclusion of the study.









7

PART II
CHAPTER 1: THEORETICAL BACKGROUND

1.1. Speaking skills……………………………………………………………….
1.2. Large classes…………………………………………………………………
1.2.1. Definitions…………………………………………………………….
1.2.2. Advantages of large classes…………………………………………
1.2.3. Disadvantages of large classes………………………………………
1.2.4. Teaching speaking skills to large classes……………………………
1.2.5. Key aspects effective for large class management……………………

1.3. Cooperative learning (CL)…………………………………… …………
1.3.1. Definitions of CL……………………………………………………
1.3.2. Principles of CL……………………………………………………….
1.3.3. Benefits of CL…………………………………………………………
1.4. Cooperative Language Learning…………………………………………….
1.4.1. Goals of CLL………………………………………………………….
1.4.2. Advantages of CLL……………………………………………………
1.4.3. Disadvantages of CLL………………………………………………
1.4.4. Main differences between CLL and traditional method………………
1.5. Application of CL principles in teaching English speaking skills to large
classes………………………………………………………………………










8

CHAPTER 2: METHODOLODY
2.1. Current situation of teaching and learning speaking skills at VIMARU
The teaching and learning of English speaking skills at VIMARU face common
problems that most universities with large classes of students do. Within a limited
time and a large size of students in each class which ranges from 65-80, most
teachers find themselves unable to implement efficiently their tasks. Besides, it it
impossible to carry out individual checks which is essential for evaluating and

adjusting their teaching methods and materials. To make matter worse, the levels
of proficiency of the students are mixed while it is extremely difficult for the
teacher to carry so many teaching plans simultaneously. Most students enrolled
VIMARU with relatively poor knowledge of English since it is neither their major
nor a requirement for university entrance exam. This made them more
demotivated and disinterested in English in general and in improving their
speaking skills in particular.
2.2. Reseach questions: the reseacher would like to have an action research
aiming at finding answers to two following questions:
- What are difficulties of teaching English speaking skills to large classes at
VIMARU?
- To what extend did the application of cooperative learning principles improve
English speaking skills of students in large classes at VIMARU?
2.3. Reseach methods: Both quantitative method and qualitative method are
employed to analyze the data collected through classroom observation sheets,
students’ journals, questionnaires and informal interviews. Procedures this action
research is implemented basing on the 7 steps proposed by Nunan (1992) as
follows:
Step 1. Problem identification: From her own experience as a teacher of English
at VIMARU for 3 years, the researcher has found a common problem of all large
classes in speaking lessons. It is impossible to teach speaking skills to a great
number of students at the same time and that group work does not always help to

9

solve the problem as only one or two better students in a group works and the rest
do nothing. Therefore, the assessment is not correct and can not motivate both the
active and the passive ones.
Step 2. Preliminary Investigation: The researcher had some informal talks in
class with students to give preliminary insight into perceptions of group work, the

activities they wish to perform, the topics to talk about in their speaking lessons to
find out what teaching method is most likely to suit them. After defining the
difficulties encountered when working in groups, which are low, uneven
participation among group members and poor cooperation, she then introduced the
CL principles to solve these problems.
Step 3. Hypothesis: The researcher conducted classroom observation and had
some discussion with students about the reasons for ineffective learning of
speaking skills and group working in order to form the hypothesis of the study
basing on the initial data collected: applying CL principles to the teaching of
English speaking skills in large classes. The research questions then were set up,
followed by the theoretical background for the study.
Step 4. Intervention: The intervention was implemented basing on the 7
principles of CL as follows:
a. Group structuring: The decision of member grouping was made by the teacher
basing on heterogeneous principle which means a group will consist of both boys
and girls of different levels of proficiency and ages. There were some students
coming from rural areas and others from big cities whose abilities were different,
too. The group members discussed the allocation of each role: a speaker, a leader,
a moderator, a note taker whose tasks are relatively equal as it is believed that the
ideal number of students in each group is four.
b. CL introduction: The students were then made known of the CL definitions,
its 7 principles, how it has been applied in different countries especially in
language learning and teaching; and most importantly, how it was going to apply
in their own classes. There was a demonstration on how this works, the students

10

took their roles and tried working basing on these principles. The teacher guided
them necessary skills for group working and how to cooperate effectively such as
group planning, task dividing, timing, solving possible conflicts, …

c. Implementing CL activities: The speaking tasks were suitably designed for
group working by the teacher basing on the textbook. There were several different
tasks assigned to different groups to ensure that the groups would not discuss to
copy each other’s work. They were organized to sit knees by knees for better
interaction and discussion. Besides, they were asked not to discuss too loudly so as
not to affect other groups as well as to control the noise of the whole large class.
The assessment was also made known to the class which was of different levels
basing on the contribution of each individual.
Step 5. Evaluation: When the students first worked with their groups, the teacher
walked around to render help where necessary. After that she noted down the
performance of all groups in her observation sheets. At the end of each lesson,
informal talks were carried out to find out the students’ opinions on CL, their
inquiries and progress. The collected data were then analyzed both qualitatively
and quantitatively. The role rotation and member participation which had
previously been marked were then calculated and demonstrated in tables. Their
feedbacks and attitudes towards CL were also noted down for analysis.
Step 6. Dissemination: While carrying out the study, whenever the researcher
encountered any problem or noticed any progress with the teaching of speaking
skills using CL principles, she shared the experience with other teachers for
dissemination as well as for their advice and consultation. The action research was
also hoped to be introduced to some other teachers when this M.A thesis is
presented.
Step 7. Follow-up: Lessons and suggestions for better application were made in
this final step.
2.4. Subjects of the study: This action research is carried out in two classes of
first-year IT students who are taking their second course of general English. The

11

total number of students in these two classes is 132, out of which 56 are girls.

Their English proficiency levels are mixed: 13.7% are intermediate, 12.1% pre-
intermediate, 51.5% elementary and 10.6% beginners. The participants have 2
English classes a week, one is 3 periods and the other is 2 periods. The textbook
for their second course of general English is New Headway English course, 3
rd

edition, Oxford University Press.
2.5. Data collection instruments: Three instruments used to get the empirical
data for the study are the observation sheets, questionnaires, students’ journals and
informal interviews. All data were collected during the second semester of their
first year.
2.5.1. Classroom observation: The observational record is frequently referred to
as field notes - detailed, nonjudgmental, concrete descriptions of what has been
observed. The observation form used to measure the students’ participation and
their on-task behaviour in the group was developed by Peacock (1997). The
observation was entirely conducted by the researcher herself.
2.5.2. Students’ journals: For the purpose of this study the students were asked to
write their journals in Vietnamese once a week after their speaking lesson basing
on the optional prompts given by the teacher. The journals were structured to
focus on the issues related to the research questions. These were supposed to give
the researcher useful information about the students’ reflection on CL activities
implemented during their speaking lessons. No names were required to be entered
in the journals to ensure reliable qualitative data for this study and the students felt
free to express their opinions and attitudes towards CL application.
2.5.3. Informal interviews: The informal interviews are typically done as part of
the process of observing a social setting of interest. This instrument of data
collection foster 'low pressure' interactions and allow respondents to speak more
freely and openly. Thus, it is an essential part of gaining an understanding of a
setting and its members' ways of seeing. Before and after each speaking lesson or

12

during the break, the researcher had an informal interview with her students for
their opinions about the CL structured lesson.
2.5.4. Questionnaires: To collect more truthful and reliable data for analysis, the
researcher also handed out survey questionnaires to the students at the end of the
semester after series of CL structured speaking lessons were conducted. The
questionnaires were made to survey the students’ preference towards the CL group
work. This is a less time-consuming tool yet effective and reliable as the students
were not asked to enter their names.
2.5.5. Speaking tests: For the purpose of comparison, the students’ individual
scores in previous speaking tests were noted down before implementing CL group
work. Speaking tests were taken after every 2 speaking lessons in the form of CL
structured groups. The whole group’s score was assessed as one which enabled
cooperation and at the same time saved time.
2.6. Data analysis procedure: The data collected from the classroom observation
was analyzed to find out the frequency of participation of each student in every
activity. The second observation sheet which consists of a series of interaction
categories aiming at recording the nature of participation during CL structures
activities, the students’ journals, the questionnaires and the informal interviews
were analyzed qualitatively. These sources of data showed the improvement in
speaking skills the students made when working on CL principles. The changes
towards greater participation of the students can be easily seen in the tables which
were made from the collected observation forms of 3 activities; so was the nature
of participation.The students’ reflection on CL structured speaking lessons in the
journals which were given to each student three times during the second semester
and the information collected from informal interviews were studied and
categorized to serve the purpose of answering the research questions which are the
student’s participation, the improvement in speaking skills they made with the
application of CL principles.

13

CHAPTER 3: FINDINGS AND DISCUSSION
This chapter deals with the data collected through observation sheets, students’
journals, speaking test scores, questionnaires and informal interviews. The
findings will then be discussed against the research questions.
3.1. Difficulties affecting teaching of English speaking skills to large classes at
VIMARU
3.1.1. Insufficient time for giving instructions and checking: Teachers of
English at VIMARU have always encountered the problem of insufficient time for
giving instructions and checking in large classes. In fact, the number of students in
each class at VIMARU is usually 4-5 times bigger than an ideal one for language
learning. Within 5 periods of 45 minutes a week, the teacher can not manage such
large classes to carry out the lesson plan especially in speaking lessons and at the
same time to give instructions and check the students’ work individually. Besides,
it is not easy to get students to participate in classroom activities or to do
assignments in a timely manner. The teacher is also unable to give extra attention
to shy, quiet or weak students who will probably be left behind.
3.1.2. Challenges in maintaining the class’ discipline: It is really challenging to
keep the class in good discipline with a size of 60-80 students per class. There are
always some late arrivals, early departures and many others talking and going off-
track which causes distraction. Additionally, it takes a long time to remember the
students’ names which is really important for interaction between the teacher and
the students as they may feel unnoticed. Checking attendance of a large class is
also time consuming. Some students do not stay in their places in the seating plan
but keep changing their seats so the teacher has difficulties remembering their
names. When practice speaking in a large class, with so many people speaking at
the same time, it gets too noisy, thus affecting other neighboring classes. As the

levels of students are differ, those who complete sooner tend to chat in Vietnamese
or do something else. If the teacher fails to notice and does nothing to prevent
these distractions, the learning of all students is compromised. They are also out

14

of control at the beginning or at the end of each lesson and it takes some time to
calm them down.
3.2. The benefits of the application of CL principles in teaching English
speaking skills in large classes at VIMARU:
3.2.1. Enhancing students’ participation: During each speaking lesson, an
observation sheet was used to measure levels of participation of each student. The
observation was started when the students work together in groups. General
speaking, the students’ average participation frequency in CL activities was much
higher compared with that of the traditional instructional ones. Most importantly,
all students got involved in the speaking tasks of their CL groups. Greater and
even participation could be noticed after the CL structured speaking lessons as
each member was supposed to fulfill his responsibility in the whole group’s task.
3.2.2. Changes in nature of participation: the students were more willing to
participate in the speaking activities as each member was supposed to fulfill his
own task. More importantly, everyone in all group felt free and safe to speak.
They were not afraid of being criticized in a small group. As they all tried their
best to compete with other groups and get good marks, they were ready to share
their ideas and help other group members to fulfill their tasks. The students’
speaking skills were improved noticeably as well as their confidence built up
especially to the shy and low level ones who were to participate in the speaking
activities as much as other members. In helping the weaker ones to do their tasks,
the more able students were helping themselves to get the group task done.
3.2.3. Improvement in speaking skills: Within a limited time of CL principles’
application in speaking lessons, the students gained considerable progress that

could be seen through scores of the speaking tests. Together with the greater
participation, the students also got better results which show the improvement in
the students’ speaking abilities in both classes. The improvement have also been
noticed from the students in some speaking skills as follows:

15

- Asking and giving responses: During group discussions, activities of asking and
answering questions are done repeatedly by role playing. Though having several
difficulties in question structures or use of tenses, the problem was quickly solved
with effective group cooperation. Instead of having only one source of instructions
from the teacher, those who did not know received help from other groupmates.
- Explaining and clarifying: The participants have learnt how to paraphrase or to
make it clear using simple words and structures. They were encouraged to explain
and clarify in English with the help of dictionary, internet access or instructions
from the teacher with unknown vocabulary or structures.
- Presentation skill: After several CL speaking lessons, most of the students were
able to make presentation in front of their groups as part of their speaking tasks.
The group members managed to cooperate with each other effectively by
contributing ideas, putting them in a logical order and adding necessary additional
information.
3.2.4. Improvement in social skills: After the application of CL principles in
their speaking lesson, the students did not only gain academic benefit, i.e.
improvement in their speaking skills, but also built up the confidence for social
interaction. As the students had more opportunities for speaking practice, their
speaking skills improved and confidence built up.
3.2.5. Improving collaborative skills: The participants of this study achieved
these skills through group working and interaction. A great number of the students
shared their ideas with other peers during CL speaking lessons, asked their
groupmates for opinions. The number of the students who always and often

required help from the teacher has reduced. Most of the students were never
reluctant to answer their groupmates’ questions.
3.2.6. A solution to the problem of mixed-ability students: The heterogeneous
grouping principle of CL proves to be effective for these large classes as the

16

students of different levels were organized in small groups where the better
students helped the weaker to fulfill the common tasks.
3.2.7. Less time-consuming: it saves a great amount of time as many students
speak at the same time. Besides, the teachers’s assessment is given for the whole
group of 4 which greatly reduced amount of time compared with individual
checking. Questions or enquiries raised by one or two members in the group may
be answered by the other members and thus reduces time for the teacher’s
explanation and clarification.
3.2.8. Improving independent working: the percentage of the students who
preferred sharing opinions with their peers shows great tendency of working
independently without the teacher’s instructions. Nearly half of the students being
asked met no difficulties working independently and the number of students who
are always and often felt confident enough to work on their own increased.
3.2.9. Preventing “social loafing” phenomena occurring in group working:
There are always loafers in groups who hitch-hike and do nothing. However, with
the application of CL’s principle of individual accountability, the common task is
divided equally among group members and everyone is responsible for his own
share in the way that one’s task can not be completed once the others’ tasks
remain unfulfilled.
3.2.10. Reducing the teacher from hard workload during the lesson: It takes
longer time for the teacher to get everything ready for a CL structured speaking
lesson at home. However, once the students get accustomed with the new way of
working in groups, the teacher’s job will be less hard since he will be acting as a

guide only. This benefits greatly especially to teachers who have too many classes.





17

PART III: CONCLUSION
1. Conclusion: This action research has been realized to identify the common
problems of teaching speaking skills to large classes at VIMARU. It was also
aimed at finding a solution to these problems with the application of CL
principles.
These problems are shortage of time for practice and checking, low and unequal
participation of students, management of noise and self-discipline.
The researcher then investigated how CL principles worked to solve these
problems and improve the students’ English speaking skills. With the learning
materials designed, classroom seating suitably organized for CL group work, the
researcher used variety of tools which are class observation, informal interviews,
questionnaires and students’ journals and speaking test scores, the discussion in
the previous chapters has made it possible to draw the following conclusions.
The application of CL principles has resulted in greater participation of the
students of different levels who showed more interest in the CL structured
speaking lessons and were more responsible in group work performance. Apart
from the teacher’s guidance, they have learnt great deal from each other and thus
improving group autonomy and interdependence. The nature of participation of
the students has changed towards a more positive way with more confidence and
self- accountability.
In general, the improvement made by the participants of this study was far better
than the researcher’s expectation with most of students got involved in CL groups

in their speaking lessons which have obviously built up their skills. More
importantly, they have now suitable learning strategies for long-term learning. The
objectives of the study was accomplished and the questions of the research were
answered.
The application of CL principles in teaching English speaking skills to large
classes at VIMARU will be more effective if its classrooms are well equipped
with more facilities. Besides, this application should be introduced and discussed

18

in a workshop among teachers of the English department so as it can be
implemented in a larger scale.
2. Limitations of the study: This action research was implemented with the first-
year students in two large classes of Informatics Technology at VIMARU. As
there are many other departments, the conclusions drawn may not be applicable
for all students at VIMARU such as the students at the faculties of Sea Transport
Economics, Navigation, Ship Building, etc. Besides, within the limit of a MA
minor thesis, the scope of the application of CL principles was narrowed to the
teaching of speaking skills with a view to overcoming the disadvantages of large
classes and enhancing the students’ participation in speaking lessons. Finally, the
record of students’ participation in observation sheets done by the teacher may not
be completely exact as the large number of groups were observed and noted down
at the same time within a short period of time.
3. Suggestions for further study: The researcher suggests further studies on
students of other majors, other population of students or students of higher levels
at VIMARU for a longer period. The conclusions on the application of CL
principles will then be more general and comprehensive. For those who are
interested in CL application, studies on related subjects and with other skills
would be beneficial to the teaching and learning of the English language.
The researcher also wishes to carry out a long-term research on teaching and

learning with the application of CL principles at her university on the same
population of the first-year students to see the effects of CL application on long-
term learning and teaching.A full research is also suggested on the design of CL
activities, unexpected effects on CL application. There should be a more thorough
study on the correlation between the nature of students’ participation and their
achievement as well.
Hopefully, these suggestions will be of some interest to other teachers of English
so as more researches will be carried out to bring the application of CL principles
into full play.