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Cast study of collaborative learning in two contexts: What do English language learners gain?

TL;DR: In this paper, the authors describe the use of collaborative learning as an approach to enhance English language learning by students from non-English speaking backgrounds, and apply Communicative Language Teaching (CLT) principles to two case studies, one comprising of undergraduate English as Foreign Language Learners in Turkey and the other involved English as Second Language learners in Australia.
Abstract: This chapter describes the use of collaborative learning as an approach to enhance English language learning by students from non-English speaking backgrounds. Communicative Language Teaching (CLT) principles were applied to two case studies, one comprising of undergraduate English as Foreign Language Learners in Turkey and the other involved English as Second Language learners in Australia. Social constructivism inspired communicative language teaching using collaborative learning activities such as team work, interactive peer-based learning, and iterative stages of learning matrix were incorporated to enhance students' learning outcomes. Data collected after the CLT intervention was made up of field notes, reflective logs and focus group interviews which revealed complementarities, as well as subtle differences between the two cases. The findings were summarized as learning dispositions; speaking fluency and confidence; learning diagnostics and completion deficiencies; task engagement, flow theory and higher order thinking skills; in addition to self efficacy and development of student identity. CLT has the potential to provide a more inclusive and dynamic education for diverse learners through vital outcomes and benefits which resonate with the real world.
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Journal ArticleDOI
TL;DR: The authors investigated the effects of using collaborative learning to enhance students speaking achievement using a pre-test and post-test design was conducted with 35 undergraduate students enrolled in a fundamental English course at Bangkok University to examine their speaking achievement on an English oral test.
Abstract: This experimental study aims to investigate the effects of using collaborative learning to enhance students speaking achievement The study using a pre-test and post-test design was conducted with 35 undergraduate students enrolled in a fundamental English course at Bangkok University to examine their speaking achievement on an English oral test before and after they had participated in provided instructional tasks based on collaborative learning To explore the students views on the use of the collaborative learning, all of the students were asked to complete a student diary after finishing each task, fill in a four scale-rating questionnaire and join a semi-structured interview at the end of the course The data was analyzed by frequency, means, standard deviation, t-test, effect size (Hedges g) and content analysis The findings reveal the improvement of the students speaking performance and positive feedback from the students on the use of collaborative learning activities The study provides some pedagogical implications and suggestions for further investigations

66 citations

Journal ArticleDOI
01 Feb 2014-System
TL;DR: The authors conducted an exploratory study into the practices of teachers of EAP writing and found repeated use of a number of instructional strategies that can be termed "modeling" to advance students' skill across a range of academic text types.

35 citations

Dissertation
01 Jan 2014
TL;DR: This article investigated Chinese students' groupwork experiences and attitudes in three different educational contexts: a Chinese tertiary education context, a joint program between a Chinese university and an Australian university set in China; and an Australia tertiary higher education context.
Abstract: As a result of internationalization in education, the Chinese learner is being exposed to changing sociocultural environments and a Chinese government changing educational policies. This study documented domestic and overseas Chinese students’ groupwork experiences under these changes with the intention to evaluate and, if necessary, amend existing accounts of groupwork and the Chinese learner. To build on current knowledge of Chinese students’ groupwork experiences during this time of change and to identify the factors that can influence their experience and attitudes, this study investigated the Chinese students' groupwork experiences and attitudes in three different educational contexts: a Chinese tertiary education context; a joint program between a Chinese university and an Australian university set in China; and an Australian tertiary education context. In this embedded mixed-method case study, a QUAL-quan model recommended by Creswell (2012) was used, with the qualitative approach as the primary method and the quantitative approach as the supporting method. Interview data of students and their teachers, video recordings of classroom activities and of out-of-class student group meetings were collected to understand the nature of the student groupwork experience and their attitudes to groupwork. Interview and video data were supplemented with questionnaire data. This study found that the Chinese students were engaged in a larger variety of groupwork activities in China than in Australia. Student political organizations assumed responsibility for organizing aspects of students’ groupwork experiences in response to a directive from the Central PRC government and the Ministry of Education (1999; 2010). The students performed differently in different kinds of groupwork. The Chinese students were found to be effective collaborators in homogeneous groupwork (when all members were Chinese) both in China and Australia, with the consequence of deep knowledge construction and high levels of interaction. The students reported positive attitudes towards homogeneous groupwork in three areas: valued individual learning; collective wellbeing; and social emotional needs. The teacher’ perception of the learner and groupwork played a significant role in students’ groupwork experiences. It is argued in this study that groupwork should be treated as a body of practice with a variety of forms instead of as a singular practice. As Chinese education is undergoing change and the Chinese learner is undergoing change in response to the changing educational context, Western educators should refresh their conceptions and expectations of the Chinese learner. It was found that the educational contexts, educational policies and the teacher’s actions significantly shaped the student’s groupwork experiences. This investigation of Chinese students’ groupwork demonstrates the dynamic nature of learner practices and the manner in which they are integrated into increasingly cosmopolitan university programs.

15 citations

Journal ArticleDOI
TL;DR: This paper investigated the effects of technology-mediated TBLT (Task based language teaching) tasks where students must collaborate within an English as Foreign Language (EFL) course created to develop their English speaking abilities.
Abstract: Abstract The purpose of this study was to investigate the effects of technology-mediated TBLT (Task based language teaching) tasks where students must collaborate within an English as Foreign Language (EFL) course created to develop their English speaking abilities. A total of 25 students participated in this study and were assigned to groups of 4 to 6. Each group was asked to create seven five-minute video productions in English using their cell phone camera about topics assigned to them by the teacher over the course of one semester. The results of the pre-test and post-test indicated that the tasks were effective in improving students’ English speaking abilities. Class observations and students’ Facebook posts showed predominately positive perceptions towards the task of video making with their respective groups using technology tools. The bi-weekly video productions and the end-of-term survey revealed that the participants believe that technology-mediated TBLT in a collaborative learning environment was beneficial in increasing their English speaking abilities, which highlights the need to shift from teacher-centered activities to learner-centered activities within a collaborative learning environment.

8 citations