6 Project evaluation

　　6.1 The problem

　　Is the problem a researchable one? Yes. I think it is. But if given me enough resources, time, I will solve the problem completely.

　　6.2 The methods used in problem analysis

　　In this course, I think the methods that analyze the problem are useful, suitable and properly. For example, I used analytic method, questionnaire, survey and brainstorming activation.

　　6.3 The project objective

　　My research objective is to enhance learners’ interest in doing oral practice, I think we tried our best to do it and finally made lots of progress.

　　6.4 The project hypothesis

　　The hypothesis is that learners’ interest in oral English is improved by better organization. I think it is very effective.

　　6.5 Oral practice design

　　I have mentioned my project objective and project hypothesis, I have worked out the project implementation.

　　7 Problem unsolved

　　I spent much time and energy in exchanging of views on the project with my students. Though I found out that ability in the oral practice had been improved a lot through the project design. There was still need further improvement. That is to say, even though we have made such progress, there was still some problem. It can be categorized into the following aspects: First, most of the students have a weak point. It is that they have little vocabulary and the oral practice. Second, they often enjoy playing and chatting when oral lesson begin. A few students still don’t want to open their mouths to speak. Third. I think the teacher should provide some interesting topic to the students.

　　8 Conclusion

　　This present study is chiefly based on the project that I proceeded from May 18,2005 to June 18,2005, which aim to enhance the students’ interest in doing oral practice, Because in my teaching, I found the oral practice of the students are very poor and there are a lot of problem in it. So a long time ago, I want to do something and to help my students. But for some reasons, this thought can’t be done. A month ago, this thought hit me again, and this time I made up my mind to do it and made this project. In this project, I realized what problem should be solved above all. Next, I formulated a specific research hypothesis. And then I used some problem analysis, for example, analytic method questionnaire survey, and brainstorming activation. Next, I implemented my project and during the four weeks, I designed the oral tasks and organized them to practice. Finally we made great improvement. At last, I did a questionnaire survey to see the result. Most of the students felt it was very popular, and the problem have been solved successfully.

　　As we can see, the project design is useful and helpful. It helps not only the students but also me. from the active research. I have gained a lot of benefits, my teaching has been improved considerably, and I know how to do with some problems that I would meet in oral practice and so on. So I become more confident in myself as a language teacher.

　　Teaching is not a lonely profession, however, a feeling of isolation from peers and a lack of continuing professional growth are generally found among teachers in Hong Kong. Developing a clear cooperative interdependence among teachers has many advantages over encouraging competitive or individualistic relationships. Structuring teachers into professional support groups can have important effects on teacher morale as well as on the competence in using cooperative learning procedures.

　　Not only do teachers need to learn how to use cooperative learning procedures with students, but principals and other administrators may need to learn how to structure cooperative relationships among teachers and encourage the implementation of effective cooperative learning procedures. As principals or administrators, they should be members of the professional support group in school. They should always think in terms of staff development, not in radically changing everything the teachers are already doing.

　　Perhaps the use of cooperative learning in our school is facing some unresolved problems, but research shows that students who work in groups develop an increased ability to solve problems and evidence greater understanding of the material (Davis, 1993). Given enough time, teachers will experience increased confidence in professional competence and students can benefit from group work. The focus of schools should be on developmental planning in this direction for two or three years. Also, it is possible for principals or administrators to provide teachers with support, encouragement, and feedback, in order for teachers to learn how to use cooperative learning procedures successfully.

　　Even if we have learned a lot and improved a lot, but we should not be satisfy at this, we should find more questions and solved them, because learning is never end.