SKKN Diversifying pairwork activities and reordering two sections in some clil lessons in Tieng Anh 10 global success to better students’ communication skill

- Teacher leads in the lesson by setting up an Emotion wheel with different 
feeling words in each section, then invites one student to the board, facing the 
other classmates. Teacher spins the wheel and then asks the other students to use 
gestures to express the word which the wheel stops at while the representative has 
to guess the word. 
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- Teacher introduces the topic of the lesson: “Today, we are going to practise 
expressing feelings.” 
- Teacher pairs students by using The wheel of names 
- Teacher gives each pair a set of feeling words and guides them to do: “You 
now have 7 minutes to work in pairs, take turns to pick a word, one student gives 
questions and the other anwers, using the picked word.” 
- Teacher sets an example with a student by choosing a word like: “angry” 
- Teacher goes round to observe and gives help if necessary. 
- Teacher calls some pairs to act out 
- Teacher gets some peer feedback and comments 
Sample interview: 
(ANGRY) 
Student: Have you ever been angry? 
Teacher: Yes, for sure. I was really angry when my husband betrayed me. He 
made me feel disappointed and discouraged. 
Student: What did you do when you felt angry? 
Teacher: Well, I just kept silent and went out for a long walk. What about you? 
Student: To be honest, I often get angry easily. That’s why I usually feel 
nervous when coming up against something unpleasant. I am afraid of losing 
my temper and making other peole sad. 
Teacher: Don’t be worried. You are still young and have much time to perfect 
yourself. 
Student: Thanks so much, teacher. 
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3. SURVEY ON THE URGENCY AND FEASIBILITY OF THE TEACHING 
EXPERIENCE 
3.1. Aims of the survey 
The survey was conducted with the aims of: 
- Evaluating the levels of urgency of the teaching experience in conducting 
some CLIL lessons in Tieng Anh 10 Global Success in Nghe An. 
- Assessing the levels of feasibility of the teaching experience in teaching 
CLIL lessons in Tieng Anh 10 Global Success in the current conditions of several 
education institutions in Nghe An. 
3.2. Content and Method to conduct the survey 
3. 2.1. Content 
The survey focused on the two main aspects: 
Urgency: The survey centered on finding out whether the solutions put 
forward in the teaching experience were really necessary to be applied in teaching 
CLIL lessons in Tieng Anh 10 Global success to enhance students’ engagement in 
English and improve their communication skills or not and determining how urgent 
they were. 
Feasibility: The survey also emphasized on clarifying the levels of 
feasibility of the solutions mentioned in the thesis and answering the question that 
whether these solutions could be applied widely and easily in teaching CLIL 
lessons in Tieng Anh 10 Global Success or not. 
3. 2.2. Method and Mark Scales 
a. Method: Based on the content of the thesis the survey was carried out by using 
questionaires with the answers ranked at four different levels of urgency and 
feasibility including: very urgent/ feasible, urgent/ feasible, somewhat urgent/ 
feasible and not urgent/ feasible. 
(The Questionaire is enclosed at Appendix section) 
b. Mark scales : 
- These four levels are equivalent to four, three, two and one point (s) 
respectively. 
3. 3. Targetted survey participants 
The survey was performed with the participation of many teachers of 
English at high schools in Quynh Luu, Hoang Mai and Dien Chau. All of them are 
my close friends as well as co- workers who have already heard, learnt, observed 
or applied this teaching experience to a certain extent. They have actively done 
the survey with a high sense of responsibility and commitment. 
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Synthesized table of targetted survey participants: 
Ordinal number Targetted survey participants Total number 
1 Teachers of English 19 
3. 4. Results of the survey 
3.4.1. Overall findings collected from Google Form 
3. 4.2. Average marks calculated by using R software 
On the foundation of the figures gained from Google Forms, these results 
were analyzed to calculate the average marks by using R software, including these 
following steps 
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Step 1: Down load R software using the link 
Step 2: Install and open the R software. 
Image of R after opening 
Step 3: Enter the number of teachers taking part in the survey and the points 
equivalent to the figures shown on the Google form into R software to 
calculate the average marks �̅� 
Images of calculating the average mark 
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From the average marks calculated by R software, two tables denoting the 
levels of urgency and feasibility were formed as follow. 
Table 1: Levels of Urgency 
Ordinal 
number 
Solutions 
Scores 
�̅� Level 
1 
Diversifying pairing activities in teaching 
Communication section in CLIL lesson in 
Tieng Anh 10 Global Success 
3.5 Urgent 
2 
Reordering the two sections in teaching CLIL 
lessons in Tieng Anh 10 Global Success 
3.32 Urgent 
Table 2: Levels of Feasibility 
Ordinal 
number 
Solutions 
Scores 
�̅� Level 
1 
Diversifying pairing activities in teaching 
Communication section in CLIL lesson in 
Tieng Anh 10 Global Success 
3.32 Feasible 
2 
Reordering the two sections in teaching 
CLIL lessons in Tieng Anh 10 Global 
Success 
3.42 Feasible 
3. 4.3. The conclusion drawn from the survey 
Based on the figures gained from the survey, it can be seen that the 
solutions put forward in the study are marked above 3.0 in terms of both urgency 
and feasibility. Therefore, it can be concluded that these solutions needed to be 
adopted as well as were easily to be applied in teaching Communication section in 
CLIL lessons in Tieng Anh 10 Global Success, which is the foundation for the 
author to be sure that it is essential and feasible for these suggested ideas to be 
employed to enhance students’communication skill in particular and their English 
competence in general. 
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PART III. CONCLUSION 
I. A summary of the development of the study 
As mentioned in the first part of the study, the primary purpose is to suggest 
some solutions to diversify pairwork in Communication part of CLIL lessons as 
well as change the sequence of two sections to make them more logical, thereby 
helping students sharpen their communication through many adapted activities. In 
general, the aim of the study has been achieved thanks to deep analysis of related 
theories and real situations, together with diverse methods used in desiging 
pairwork activities for some CLIL lessons. 
 To complete the study, many reliable material sources including reference 
books as well as the Internet were exploited and several surveys were conducted 
carefully before and after applying the solutions at Quynh Luu I high school to 
assess their effectiveness. Moreover, experimental teaching periods were 
performed with thorough preparations and were highly evaluated later by 
colleagues and students. Their favourable attitudes toward the study were also 
conveyed in the survey on the urgency and feasibility of the solutions. 
 From the results obtained, it can be seen that the solutions put forward in the 
study definitely brought about a certain number of benefits to both teachers and 
learners. Firstly, students were more inspired and engaged to carry out the tasks. 
With a variety of techniques and different types of activities, students could get rid 
of borebom of a repeated task in CLIL lessons. Secondly, for teachers, the study 
benefitted them greatly in two ways. The most prominent one was its versatility, 
which meant that they could apply these suggestions in numerous lessons requiring 
pairwork. Another strong point of the study was its simplicity, the feature that 
attracted the attention of many teachers, which helped trainers prepare the lessons 
more easily even if they were not skilful at digital technology. In conclusion, 
diversifying pairwork and reordering two sections in teaching CLIL lessons are of 
great neccessity. Teachers should take these solutions into account when planning 
a lesson to create an exciting learning environment for students. 
II. Limitations of the study 
Apart from the possitive results stated above, admittedly, there are some 
existing drawbacks of the study. The first limit is that the study covers 
Communication part, the one that needs spontaneous responses which may be 
hinderances for low- academic learners, requires students to have a rather wide 
range of knowledge to accomplish the given assingments. Thus, these solutions 
might not be effectively applied to classes at the bottom of the rankings. What’s 
more, only about 100 students and nearly 20 teachers were involved in the study, 
hence, it is unplausible to consider the suggestions made in the study the best ones 
for all education institutions. 
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III. Recommendations 
With aforenamed strengths and weaknesses, I would propose applying the 
study in pairing students not only for Communication part but also for all lessons 
at all grades to create an inspiring atmosphere for English classes. About 
reordering solution, it can be harnessed and adapted flexibly depending on the 
needs of the students and the requirement of the tasks in Tieng Anh 10 Global 
Success. 
The study conducted also carries some implications that the author does 
hope to transmit to co- workers and educators or experts in education field. 
- For teachers, it is important for them to exploit their devotion and 
knowledge in planning lessons to customarize learning activities suitable and 
fascinating for students and avoid repetitive strategies that lead to a dull learning 
atmosphere to the most. Thus, flexibility and creativity are two most important 
criteria to be taken into account when we design a lesson plan. 
- For experts in education, a comprehensive investigation should be done to 
assess the real teaching and learning situations so that they can set up a more poper 
and scientific curriculum for both learners and teachers. 
 Last but not least, due to the limit of knowledge, experience as well as other 
objective factors, the author cannot fully cover the topic intensively, more research 
on the topic, therefore, needs to be done to offer more teaching approaches in 
performing CLIL lessons. The author also would be grateful when receiving any 
constructive remarks from colleagues and all other people who are conerned with 
education domain. 
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REFERENCES 
1. Ministry of education and training. (2022) Tieng Anh 10 Global Success. 
Viet Nam Education publisher. 
2. Oxford, UK. (2010) Oxford Advanced Learner's Dictionary (8th) . Oxford 
University Press 
3. Robert Slavin. (1980) "Cooperative Learning: Theory, Research and 
Practice". Pearson Education publisher 
4. David Nunan and Jane Willis. (1989). "Designing Tasks for the 
Communicative Classroom" Cambridge University Press. 
5. Sandra J. (1991) Savignon."Communicative Competence: Theory and 
Classroom”. Addison-Wesley Publishing Company 
6. Jill Hadfield. ( 1990) "Communication Games". Cambridge University 
Press and (1997) "Intermediate Communication Games". Cambridge University 
Press 
 7. Penny Ur. (1991) "A Course in Language Teaching". Cambridge 
University Press. 
8. Mario Rinvolucri (1998) "Roleplays for Today". DELTA Publishing 
9. Julie Dirksen. (2012) "Design for How People Learn". New Riders 
Publishing 
10. Abbie Brown. (2011) "The Essentials of Instructional Design". 
Routledge Publishing. 
35 
APPENDIX 
1. The questionaire of the survey on the real situation of using pairing 
activities and reordering solution in teaching CLIL lessons in Quynh Luu 1 
High school 
QUESTIONAIRE 
Question 1: Have you ever 
participated in pairwork activity? 
A. Yes 
B. No 
Question 2: Has your teacher ever 
changed the order of the two sections 
in CLIL lessons? 
A. No 
B. Yes 
Question 3: How often do you work 
in pairs? 
A. Usually 
B. Sometimes 
C. Rarely 
Question 4: How are you often 
paired? 
A. Teacher’s selection 
B. Self- pairing 
C. Using games or apps 
Question 5: Who are you often paired 
with? 
A. The student right by you 
B. Teacher 
C. Anyone you like 
Question 6: How do feel about 
pairwork in CLIL lessons? 
A. Boring 
B. Normal 
C. Exciting 
Question 7: What are the benefits of 
pairwork activities in your opinion? 
A. Increased speaking practice 
B. Opportunity to work collaboratively 
C. Both of the above options 
Question 8: What are the challenges 
you face during pairwork activities? 
A. Finding a suitable partner 
B. Unequal participation 
C. Lack of interest 
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2. The Questionaire of the survey on the urgency and feasibility of the 
teaching experience 
The survey on the urgency and feasibility of the teaching experience 
Question 1: How urgent are the solutions to diversify pairing activities in 
teaching Communication section in some CLIL lessons in Tieng Anh 10 
Global Success? 
Solution 1: Randomness 
A. very urgent B. urgent C. somewhat urgent D. not urgent 
Solution 2: Lottery game 
A. very urgent B. urgent C. somewhat urgent D. not urgent 
Solution 3: Level-based pairing 
A. very urgent B. urgent C. somewhat urgent D. not urgent 
Solution 4: Similar current items 
A. very urgent B. urgent C. somewhat urgent D. not urgent 
Solution 5 : Similar interests 
A. very urgent B. urgent C. somewhat urgent D. not urgent 
Solution 6: Self- pairing 
A. very urgent B. urgent C. somewhat urgent D. not urgent 
Solution 7: Wheel of the names 
A. very urgent B. urgent C. somewhat urgent D. not urgent 
Question 2 : How urgent are the reordering solution in teaching 
Communication section in some CLIL lessons in Tieng Anh 10 Global 
Success? 
A. very urgent B. urgent C. somewhat urgent D. not urgent 
Question 3: How feasible are the solutions to diversify pairing activities in 
teaching Communication section in some CLIL lessons in Tieng Anh 10 
Global Success? 
Solution 1: Randomness 
A. very feasible B. feasible C. somewhat feasible D. not feasible 
Solution 2: Lottery game 
A. very feasible B. feasible C. somewhat feasible D. not feasible 
Solution 3: Level-based pairing 
37 
A. very feasible B. feasible C. somewhat feasible D. notfeasible 
Solution 4: Similar current items 
A. very feasible B. feasible C. somewhat feasible D. not feasible 
Solution 5 : Similar interests 
A. very feasible B. feasible C. somewhat feasible D. not feasible 
Solution 6: Self- pairing 
A. very feasible B. feasible C. somewhat feasible D. not feasible 
Solution 7: Wheel of the names 
A. very feasible B. feasible C. somewhat feasible D. not feasible 
Question 4: How feasible are the reordering solution in teaching 
Communication section in some CLIL lessons in Tieng Anh 10 Global 
Success? 
A. very feasible B. feasible C. somewhat feasible D. not feasible