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imes, S1 had 9 times, S3 had 7 times. Two students (S4 and S5) had 6 times, and the last students who usually kept silent when working individually had 4 times. On average, the students were on-task 70% of the given time.

It is clearly shown that the average percentage of time to be on-task of the students increased gradually, from 65% to 70%. Based on these figures, it can not be denied that the level of the students' participation in speaking activities increased significantly when the use of group work activities applied.

4.2.2. Students' feelings after using group work activities.

Beside the information collecting from observations, the result from 6 interviews once confirmed that group work activities enhanced students to participate in speaking activities. All students (100%) realized the important of speaking and reported that they would rather work in groups than work individually or whole class. When being asked about participation in speaking activities, most students said that they met difficulties and did not want to speak when working alone. However when the teacher let them work in groups, all of them felt happy and willing to involve or help each other.

Student 1 (S1) said that she was usually on-task when working individually or working in groups, but she preferred working in groups. She thought that in groups students were not shy and did the task more actively for example they could discuss and shared opinions when meeting a difficult task.

Student 2 (S2) had nearly the same ideas with S1 and he said working in groups made him more self-confident and comfortable than working in whole class or individually.

Student 3 (S3) considered that she felt easier to speak when working in groups and she involved in the activities better than working individually.

Student 4 (S4) showed that he had hardly ever spoken English and often kept silent when he was at high school, but when he studied at VIC he found that speaking English was very interesting, especially working in groups.

Student 5 (S5) said he was afraid of speaking English although he liked English and knew that It was very important to his future job. He used to participated in English speaking activities reluctantly, but when working in groups he was on-task more often with better quality.

Student 6 (S6) shared that when working in groups, he participated in the task excitedly. He hoped that he would speak English in class better when working in groups.

4.3. The percentage of students' participation in 2 stages

The following graph will show the percentages of students' participation in speaking activities in individual work (lesson 2- C, lesson 2- D) and in group work (lesson 2- B, lesson 2- D).

4.4. Summary of major findings.

Based on the result above, I could answer the two research questions mentioned in chapter 2 and draw out two major findings as follows:
1. The students participate in English speaking individual activities poorly and reluctantly.
2. The introduction of group work activities can change the levels of students' participation in speaking activities significantly (from 38.3 and 41.6% to 65 and 70%)

第五章：建议和结论-CHAPTER 5: RECOMMENDATIONS AND CONCLUSIONS

5.1. Recommendations

On the b