Quasi-experimental research to evaluate the effectiveness of collaborative learning method versus cooperative learning method on English reading and speaking skills of grade 3 students in a primary school in Hanoi = Nghiên cứu ngụy thực nghiệm nhằm đánh giá hiệu quả của phương pháp học tập cộng tác so với phương pháp học tập hợp tác trong kỹ năng đọc và viết Tiếng Anh đối với học sinh lớp 3 của một trường Tiểu học tại Hà Nội

Abstract

The aim of this study is to explore the impact of using collaborative learning method versus cooperative learning method on students’ academic achievements in reading and speaking practicing regarding to the relevant topics in the subject of English language. Specifically, the study aims to obtain two objectives: To assess the influence of collaborative learning method versus cooperative learning method on students’ academic achievements in reading and speaking practicing and to identify the students’ preferences to some features of collaborative learning method and cooperative learning method. To fulfill the objectives, a quasi-experimental research project was carried out. The participants of the study were 44 primary students enrolled in an English course at a private school in Hanoi, Vietnam. The data were gathered through survey questionnaires, interviews, and the analysis of students’ pre-tests and post-tests. The results of the study indicated that cooperative learning method seemed to exceed collaborative learning method in enhancing students' speaking skills whereas collaborative learning method seemed to outperform cooperative learning method in terms of improving student’s reading skill. Besides, most of students in the two groups showed their preferences with the absence of teachers in class in order that students have their own freedom of communicating with peers and facilitating activities in class. Students in both groups also showed positive attitudes towards the ability and contribution of the fellow when collaboratively working with each other. A minor number of students demonstrated their hesitation to the absence of teachers in class since they still want to have the management of teachers regarding to students’ behaviors. About the orientation of the lessons, they revealed that it should be student-oriented rather than teacher-oriented. The students would like to hold the active role in class for designing learning activities and collaborating to solve the learning tasks.