BỘ GIÁO DỤC VÀ ĐÀO TẠO
TRƯỜNG ĐẠI HỌC QUẢN LÝ VÀ CÔNG NGHỆ HẢI PHÒNG
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ISO 9001:2015
KHÓA LUẬN TỐT NGHIỆP
NGÀNH : NGÔN NGỮ ANH
Sinh viên : Khoa Thanh Tâm
Giảng viên hướng dẫn: Th.S Bùi Thị Mai Anh
HẢI PHÒNG 07– 2020
BỘ GIÁO DỤC VÀ ĐÀO TẠO
TRƯỜNG ĐẠI HỌC QUẢN LÝ VÀ CÔNG NGHỆ HẢI PHÒNG
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APPLICATION OF ACTIVE LEARNING
STRATEGIES TO ENGLISH CLASSES IN PRIMARY
SCHOOL
KHÓA LUẬN TỐT NGHIỆP ĐẠI HỌC HỆ CHÍNH QUY
NGÀNH: NGÔN NGỮ ANH
Sinh viên : Khoa Thanh Tâm
Giảng viên hướng dẫn: Th.S Bùi Thị Mai Anh
HẢI PHÒNG 07 – 2020
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BỘ GIÁO DỤC VÀ ĐÀO TẠO
TRƯỜNG ĐẠI HỌC QUẢN LÝ VÀ CÔNG NGHỆ HẢI PHÒNG
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NHIỆM VỤ ĐỀ TÀI TỐT NGHIỆP
Sinh viên: Khoa Thanh Tâm
Mã SV: 1412402087
Lớp : NA1802
Ngành : Ngôn Ngữ Anh
Tên đề tài: Application of active learning strategies to English classes in primary
school
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NHIỆM VỤ ĐỀ TÀI
1. Nội dung và các yêu cầu cần giải quyết trong nhiệm vụ đề tài tốt nghiệp
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2. Các tài liệu, số liệu cần thiết
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3. Địa điểm thực tập tốt nghiệp
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CÁN BỘ HƯỚNG DẪN ĐỀ TÀI TỐT NGHIỆP
Họ và tên : Bùi Thị Mai Anh
Học hàm, học vị : Thạc sĩ
Cơ quan công tác : Trường Đại học Quản lý và Công nghệ Hải Phòng
Nội dung hướng dẫn: Application of active learning strategies to English classes in
primary school
Đề tài tốt nghiệp được giao ngày 30 tháng 03 năm 2020
Yêu cầu phải hoàn thành xong trước ngày 30 tháng 06 năm 2020
Đã nhận nhiệm vụ ĐTTN Đã giao nhiệm vụ ĐTTN
Sinh viên
Giảng viên hướng dẫn
Khoa Thanh Tâm
Th.S Bùi Thị Mai Anh
Hải Phòng, ngày 01 tháng 07 năm 2020
HIỆU TRƯỞNG
iv
CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM
Độc lập – Tự do – Hạnh phúc
PHIẾU NHẬN XÉT CỦA GIẢNG VIÊN HƯỚNG DẪN TỐT NGHIỆP
Họ và tên giảng viên: Bùi Thị Mai Anh
Đơn vị công tác:
Trường Đại học Quản Lý và Công Nghệ Hải Phòng
Họ và tên sinh viên:
Khoa Thanh Tâm Chuyên ngành: Ngôn Ngữ Anh
Nội dung hướng dẫn: Áp dụng những chiến lược học chủ động vào các lớp học tiếng
Anh ở trường tiểu học
1. Tinh thần thái độ của sinh viên trong quá trình làm đề tài tốt nghiệp
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2. Đánh giá chất lượng của đồ án/khóa luận (so với nội dung yêu cầu đã đề ra trong
nhiệm vụ Đ.T. T.N trên các mặt lý luận, thực tiễn, tính toán số liệu…)
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3. Ý kiến của giảng viên hướng dẫn tốt nghiệp
Được bảo vệ
Không được bảo vệ
Điểm hướng dẫn
Hải Phòng, ngày … tháng … năm ……
Giảng viên hướng dẫn
(Ký và ghi rõ họ tên)
QC20-B18
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CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM
Độc lập – Tự do – Hạnh phúc
PHIẾU NHẬN XÉT CỦA GIẢNG VIÊN CHẤM PHẢN BIỆN
Họ và tên giảng viên: ………………………………………………………………………………….
Đơn vị công tác:
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Họ và tên sinh viên:
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Đề tài tốt nghiệp:
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1. Phần nhận xét của giáo viên chấm phản biện
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2. Những mặt còn hạn chế
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3. Ý kiến của giảng viênchấm phản biện
Được bảo vệ
Không được bảo vệ
Điểm phản biện
Hải Phòng, ngày … tháng … năm ……
Giảng viênchấm phản biện
(Ký và ghi rõ họ tên
QC20-B19
vi
TABLE OF CONTENTS
ABSTRACT……………………………………………………………………..i
ACKNOWLEDGEMENTS……………………………………………………ii
LIST OF ABBREVIATIONS…………………………………………………iii
LIST OF TABLES AND FIGURES………………………………………….iv
PART I: INTRODUCTION……………………………………………………1
1. Rationale………………………………………………………………………1
2. Aims of the study………………………………………………………………2
3. Research question………………………………………………………………2
4. Scope of the study……………………………………………………………..2
5. Research methodology………………………………………………………..2
6. Structure of the study…………………………………………………………3
PART II: DEVELOPMENT…………………………………………………..5
CHAPTER 1: THEORETICAL BACKGROUND…………………………..5
1. An overview of active learning strategies…………………………………….5
1.1. Definition of active learning and active learning strategies…………5
1.1.1. Definition of active learning……………………………………5
1.1.2. Definition of active learning strategies…………………………6
1.2. The basic elements of active learning strategies…………………………..7
1.3. Active learning strategies design model……………………………………..8
1.3.1. Active learning strategies framework…………………………………..8
1.3.2. Active learning strategies time model…………………………………..9
1.4. Active learning activities…………………………………………………………10
1.4.1. Group activies…………………………………………………………………10
1.4.2. Indivisual activities………………………………………………………….12
1.4.3. Partner activities………………………………………………………………14
1.4.4. Visual organizing activities……………………………………………….15
2. Advantages and disadvantages of active learning strategies………………………16
2.1. Advantages of active learning strategies……………………………………16
2.2. Disadvantages of active learning strategies……………………………….17
vii
CHAPTER 2: METHODOLOGY………………………………………………………….18
1. Research methodology…………………………………………………………………………18
1.1. Experimental method……………………………………………………………..19
1.2. Survey research method………………………………………………………….20
1.3. Observation method……………………………………………………………….20
2. Data collection instruments and procedures……………………………………………21
3. Data analysis………………………………………………………………………………………29
3.1. Frequency of Active learning strategies usage………………………30
3.2. Effectiveness of Active learning Strategies in primary students in
English class……………………………………………………………………32
3.3. Aspects to consider of Active learning Strategies in primary students in
English class……………………………………………………………………34
CHAPTER 3: FINDINGS AND DISCUSSION………………………………………36
1. Findings………………………………………………………………………36
1.1. The categories of teacher and child actions observed during periods
when the whole class was gathered together at English classes in Primary
school…………………………………………………………………………..36
1.2. The categories of teacher and child actions observed during small
group time at English class in Primary school…………………………………37
1.3. Impact of Active learning Strategies in Students’ characteristics….37
2. Discussion……………………………………………………………………40
2.1. How to apply the teaching techniques based on active learning for
good learner characteristics?…………………………………………………………………….40
2.2. Should we use Active Learning in an Online Class?…………………….41
PART III: CONCLUSION……………………………………………………43
1. Conclusion………………………………………………………………………………………….43
2. Recommendations……………………………………………………………44
2.1. Barriers and remedial measures for using active learning
strategies……………………………………………………………………….44
viii
2.2. Recommendations to teachers in Active learning at Primary
school…………………………………………………………………………..45
2.3. Recommendations to students in Active learning at Primary
school………………………………………………………………………….46
REFERENCES……………………………………………………………….48
APPENDIX………………………………………………………………………………………….49
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ABSTRACT
Quality of teaching and learning, particularly in Primary school, is a
subject of increasing importance and attention by public opinion in general. It is
because primary schools deal with young learners aged 6-12 years and this
period is believed as the best moment to gain knowledge. It is in line with the
basic principle stating that young learners can learn English better. Teaching
and learning English in primary schools provides both benefits and challenges.
If the schools have the sufficiency of English teachers, media, and textbooks,
will they be ready to teach English? And if school is ready, what about the
students’ proficiency level?
Understanding these problems, this study has been developed to
introduce the whole new strategies: Active learning strategies. The aim of the
research presented in this paper is to observe outcomes of utilizing from active
learning strategies in Primary school and help people understand the application
of Active learning strategies in teaching and learning process. Various methods,
ideas and researches are discussed in order to acquire information about how to
use active learning activities, technology tools and multimedia to help enhance
the atmosphere of the classroom and engage students in two aspects – doing
things and thinking about the things they are doing.
This study analyses the effects that some Active learning strategies and
instruments have had in changing the classroom environment. Through active
learning activities and modeling by the teacher, students changed the traditional
role as passive receptors and learn and practice how to apprehend knowledge
and skills and use them meaningfully. A variety of strategies, namely conceptual
questions, group projects, reading tasks, assignments with tutorial review,
problem solving and a platform of e-learning is used. These strategies have been
used in English classes of Primary school in Haiphong city. After completing
the course, which is lasted for 3 months, students were asked to compare the
course and the process with previous ordinary courses and evaluate it. Although
the study is in its early stages the results are promising. It appears that students
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are more engaged in the classroom, more interested in the subjects that are
taught. However some strategies had not been well understood by the students
and so it will be necessary to reformulate them. But, in general, the results
indicate that the reactions of the students about those innovative strategies are
quite positive.
In line with this purpose, the present study was carried out with 40
students in English class studying at Primary school. Activities based on active
learning were used in the treatment group, while teacher-centered instructional
methods were used in the control group. The data in the study were collected
using the ‘attainment test’ and ‘attitude scale’ for English lesson. The purpose
of the study is to investigate the impacts of active learning and teacher-centered
instruction on learners’ academic attainment, attitudes and retention of what is
learned.
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ACKNOWLEDGEMENTS
Foremost, I would like to send my special thanks to Ms. Bui Thi Mai Anh,
M.A. my enthusiastic thesis advisor, for her encouragement and direction. Her
care and spirit of open-minded thought have been a great inspiration and
guidance for me. Without her help it would have been difficult to finish my
graduation paper.
Additionally, I would not have been able to finish my thesis without the
valuable support of all the teachers at the Department of Foreign Languages of
Hai Phong Technology and Management University for the useful lectures,
helpful support and encouragement throughout four years of my studies. I would
like to give my heartfelt thank for all that you’ve done for me.
Last but not least, I cannot express enough my gratitude to my family and
friends. I have received a lot of assistance, guidance, and encouragement from
them in the process of doing the graduation paper.
xii
LIST OF ABBREVIATIONS
No.
Abbreviation English full name
Vietnamese
Meaning
1
Eg
For example
Ví dụ
2
P
Page
Trang
3
etc
et cetera
vân vân
xiii
LIST OF TABLES AND FIGURES
No
Name
Content
Page
1
Picture 1
ENGAGEMENT PYRAMID adapted from
National
Training
Laboratories.
Bethel.
Maine
2
Picture 2
A balance of four trends (Paul Nation 2001)
3
Picture 3
Castle Top model (L. Dee Fink, 2003)
4
Picture 4
BOOKEN MODEL for class design Adapted
from
Thinking
Together:
Collaborative
learning in Classroom (Harvard University,
2003)
5
Picture 5
Spectrum arranges active learning techniques
by Chris O’Neal and Tershia
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Table 1
General methodology of design research
(Vaishnavi and Kuechler, 2004/07)
7
Figure 1
Breakdown of responses based on discipline
for English class taught in Active learning
Strategies
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Figure 2
Proportion of Active learning Strategies
usage.
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Figure 3
Frequency of Active learning Strategies
usage
10
Figure 4.1
Effect of Active learning Strategies
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Figure 4.2
Effect of Active learning Strategies
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Figure 5
Agreement of Active learning Strategies
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Figure 6
Test results in English active learning class
1
PART I: INTRODUCTION
1. Rationale
Children between three and fourteen years of age are at the optimal age
for learning foreign languages. Children have brains, which are more active,
connected, and flexible than adults. If it is acquired after the optimal period, it
will become more challenging to learn the language. There have been many
common controversy rages by parents is over which of the many different ways
of transferring knowledge from teacher to student helps the student at the
optimal age learn English effectively, get better pronunciation and fluency.
Teaching English in primary schools will give more advantages rather
than the disadvantages. The benefits are in terms of awareness, language
aptitude, time, and confidence: Learning in their age is going natural, exciting
and enjoyable; they are self-confidence; in primary schools, the students have
more time to learn the foreign language instruction…
Teaching English in primary schools is not easy. Students may come with
excellent English; the others may know nothing about English at all. There are
some challenges: several characteristics of young learners are active, self-
centered, get bored easily, and find difficulties to differentiate the concrete and
abstract things; teaching materials are not attractive, there is a pedagogy
competence dealing with the proper use of teaching strategies… Several new
learning strategies are applied in language teaching and learning. However, the
teachers may find it challenging to introduce those strategies for several reasons.
English in Indonesia becomes one of the foreign languages that are taught in the
schools besides local and national languages.
From simple techniques that get students involved in lecture to complex
assignments that incorporate critical thinking and problem solving, active
learning strategies increase student learning and develop instructor flexibility
with diverse learning environments.
Active learning includes any activity or approach that makes students
engage the material through meaningful activities that promote active learning
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as “instructional activities involving students in doing things and thinking about
what they are doing” (Bonwell and Eison, 1991). Such activities occur in the
classroom during instruction and involve all students.
2. Aims of the study
Within the framework of a minor thesis, the study is aimed at:
Give an overview of active learning strategies
Try active learning strategies in class in order to bring some energy and
observe the effects of this approach on students. It proves the
effectiveness of active learning strategies with all kinds of students
Give some suggestions with the hope to assure the training quality for
students in order to meet the outcome criteria and help students who know
their own learning style become better learners.
3. Research questions
Based on the problem statement mentioned before, the following
questions are constructed:
1. What are active learning strategies? What are advantages and
disadvantages of active learning strategies?
2. How to use active learning strategies in English classes in primary
school?
4. Scope of the study
This study focused on the reality of teaching and learning English at
primary school and the effectiveness of Active learning strategies as well as
offering some techniques to promote active learning in classroom. Additionally,
the result of study is limited only to those students participating in primary
school and these findings may impact the generalization to the larger population
of all students and they can also be the references for anyone who wants to teach
or learn English actively.
5. Research methodology
Research methodology plays a very important role to proceed and carry
out with the whole all research study. Research design involves the following
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steps: Secondary data analysis, Qualitative research, Methods of collecting
quantitative data (survey, observation, and experimentation), Definition of the
information needed, Measurement and scaling procedures, Questionnaire design,
Sampling process and sample size, Plan of data analysis.
Moreover, it is very important to choose the suitable methodology for the
study in order to achieve the objectives of the study such as gathering data and
information, development and evaluation.
With a hope that readers could have an overview of active learning
strategies in Primary school, the following methods are used in the studying
process:
Firstly, the main method is desk research: the Internet, analytical reports
and statistical publications
Secondly, interviews with teachers and students. A survey questionnaire
relating active learning strategies was conducted to gather information
and evidence for the study.
Thus, interview items, including final test and midterm test of students.
And then get information from Internet because it supplies such a large
source of information relating to the subject of my paper graduation.
In addition, to make the data collected more reliable and authentic,
qualitative method was applied with two instruments: an informal
interview and observation. All the comments, remarks, recommendations
and conclusion provided in the study were based on the data analysis of
the study.
Last but not least, in order to accomplish the thesis, a flexible combination
of methods is employed, which embraces collection, categorizing and
analyzing of data, and description of result.
6. Structure of the study
The study is divided into three parts:
Part I: Introduction, this chapter introduces the problem, gives the
rationale to the study. It also discusses the aims of the study, research
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subjects, the scope of the study. Literature reviewing, and synthesizing
intend to delineate the framework of active learning driven classroom
where teachers lessen their own profile from lecturers into facilitators.
Part II divided into three chapters:
Chapter 1: Theoretical background. This chapter defines active
learning and active learning strategies. Besides, it is also showed
the advantages and disadvantages of active learning strategies.
Chapter 2: Research methodology, this chapter introduces the
methodology of this research. It is based on the five general
research steps that are proposed by Vaishnavi & Kuechler.
Chapter 3: Finding and discussion.
Part III, Conclusions: Some limitations and suggestions for further
research are stated.
The last are references, the appendixes that include all the documents
relating to the study.
5
PART II: DEVELOPMENT
CHAPTER 1: THEORETICAL BACKGROUND
1. An overview of Active learning strategies
1.1. Definition of Active learning and Active learning strategies
1.1.1. Definition of Active learning
ENGAGEMENT PYRAMID
There is no common definition of active learning that is accepted by
everybody but active learning refers to the level of engagement of the student in
the instructional process. Active learning engages students in learning, using
activities such as reading, writing, discussion, or problem solving, which
promote analysis, synthesis, and evaluation of class content. What the active
learning applications have shown is that there is a particularly powerful lift in
performance by moving from Low Levels to High Levels of Student
engagement. Surprisingly teachers’ use of the term “active learning” is based on
intuitive agreement rather than common definition.
Dewey and Maria Montessori who advocated a child-centered approach
points out that active learning as Student-centered, or learner-centered learning,
where students play an active role in their learning, with the teacher as an
activator of learning, rather than an instructor. Students are involved in more
than listening and engaged in activities (e.g., reading, discussing, writing).
Students learn from direct experience, by addressing and posing questions,
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analyzing evidence, connecting such evidence to preexisting knowledge,
drawing conclusions and reflecting upon their findings.
Neal (2010) defines active learning as “educational methods in which
students are involved in higher-order thinking (analysis, synthesis, evaluation).
The term therefore primarily reflects what is going on in a student’s mind,
whether or not the body (or the mouth) is physically active.
Learning seems to be in control of the student; however, it is shaped by the
teacher’s instructions. The teacher, who is in the role of a moderator in the
process of implementing this approach, prepares the infrastructure. To be able
to apply active learning techniques, the physical conditions of the class need to
be sufficient for learning, the level of readiness of the students to the topic
needs to be high, sufficient training should be given for the application and the
teacher needs to have the necessary knowledge about the techniques.
1.1.2. Definition of Active learning strategies
Active learning strategies (Passive is out, Active is in) are activities,
which aimed at activating the action verbs used in the Active learning class.
Active learning strategies include what the teacher does (teaching activities)
and what the student does (learning activities). In learner-centered course,
selecting teaching and learning activities should not be a random process. The
activities chosen should be intentional & meaningful: activities, which align
with our active learning aim and will help students to attain the intended
learning outcomes. These activities can be teacher-managed, peer-managed or
self-managed.
After 10 to 15 minutes of lectures the students attention and
assimilation fall rapidly (Stuart, John, & Rutherford, 1978); retention also
drops considerably after the first 10 minutes (Hartley & Davies, 1978),
however many teachers ignore such. This can be problematic when your class
lasts for an hour and fifteen minutes. Utilizing active learning strategies can
help. Most people learn better from actively engaging with material than they
do from passively listening to a speaker or reading from a textbook. Active
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learning strategies have students “doing” things – analyzing, creating, role
playing, experiencing, reflecting…
Active Learning Strategies help to initiate learners and teacher into
effective ways to help learners engage in activities based on ideas about how
they learn. Doing something with information being engaged with the material
is necessary for a learner to store new information in long-term memory.
Learners must work with the information to make it part of their understanding.
One of the most obvious ways to increase your classroom qualities is to increase
the amount of active learning in your class
In this context, it is important to promote learning strategies and
instruments where students are actively involved in making things and reflecting
in what they are doing. The use of these strategies in classroom is vital to have a
positive impact on the quality of the students learning process and outcomes.
1.2. The basic elements of active learning strategies:
According to the statement of Center for Teaching & Learning at the
University of Minnesota, there are four basic Active Learning Activities which
are the same elements used in class:
Talking and listening – Students actively process information when they
ask or answer questions, comment, present, and explain. When students go
beyond passive listening to relate, analyze, and use what they are hearing, they
are engaged in active learning. Discussions and Interactive Lectures are useful
strategies.
Writing – Students can actively process information by putting it in
their own words; this can help students organize their thoughts and reflections
and prepare them for discussion.
Reading – Instructors often expect students to learn through reading. It’s
easy for students to read passively in order “to get it done.” Providing
questions, summary exercises, opportunities for posts or reflection, etc., can
transform it into an active process. Students can often benefit from instruction
on active reading.
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Reflecting – Class periods are often packed with information. Students
sometimes need time to process the material and connect it to what they’ve
already learned. Reflecting on the applications and implications of new
knowledge can help develop higher-order thinking skills and Metacognition.
Bases on these four elements, language courses should be designed
with a balance of four strands (Paul Nation, 2001):
a. Meaning-focused input (through listening and reading),
b. Meaning-focused output (through speaking and writing),
c. Language development (grammar, vocabulary, pronunciation), and
d. Fluency development
1.3
. Active learning strategies design model
1.3.1. Active learning strategies framework model
When incorporating active learning activities into your course, it is
helpful to use a design framework. This study introduces the Castle Top model
(L. Dee Fink, 2003). The model calls for instructors to situate learning activities
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in ways that create a smooth pathway from one activity to the next, and that
supports the desired learning objectives of your course and unit. Fink identifies
the following sequence of activities:
Pre-Class — Present new information and the building of knowledge.
Provide students with the knowledge needed to support future active learning
activities that facilitate deeper learning. Often, pre-class activities test
knowledge or facilitate reflection in ways that guide instruction that follows.
In-Class — Build on foundational knowledge developed in pre-class
activities. Active learning activities may address misunderstandings, questions,
or reflections that preceded it.
Post-Class — Provide student feedback; facilitate student reflection,
application, evaluation, and synthesis of learning that has taken place. Evaluate
effectiveness of the activity.
1.3.2. Active learning strategies time model
Adapted from Thinking Together: Collaborative learning in Classroom
(Harvard University, 2003), the Bookend Model to structure lessons is
illustrated in Figure 4.
Starts with an activity that will help students connect to the content that
day. Then, use lecture regularly for 10-15 minutes augmented with recaps for 3-
4 minutes
Teach again for another 10-15 minutes and follow that up with active
learning activities to instruct students. You repeat this cycle until the content is
fully taught or you start to get close to the end of the class.
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Finally, you do a summary activity to synthesize or consolidate all of the
lessons and practice.
1.4. Active learning activities
1.4.1 Group activities
Case-based learning:
Description: Case-based learning requires students to apply their
knowledge to reach a conclusion about an open-ended, real-world
situation. Provide students with a case, asking them to decide what they
know that is relevant to the case, what other information they may need,
and what impact their decisions may have, considering the broader
implications of their decisions. Give small groups of 3-4 students time to
consider responses, circulating to ask questions and provide help as
needed. Provide opportunities for groups to share responses.
Benefits: This activity helps students apply what they have learned
through reading or didactic teaching. The greatest value from case-based
learning comes from the complexity and variety of answers that may be
generated. The activity can be done in pairs or group.
Fishbow:
Description: Choose a central text. The text can be read independently
before class or with the class in the Close and Critical Reading phase.
