Yıl 2018, Cilt 19, Sayı 3, Sayfalar 582 - 597 2018-12-30

Exploring Collaborative Learning with a Focus on Group Activities in EFL Classrooms
Exploring Collaborative Learning with a Focus on Group Activities in EFL Classrooms

Ebru Koç [1]

0 26

This study aims to investigate the views of English-language teachers and their students with respect to collaborative learning (CL) and more specifically, with respect to group activities. The study included 25 Turkish English-language teachers and their 486 EFL (English as a Foreign Language) students. The data were collected from separate questionnaires completed by the students and the teachers. Additionally, four teachers and 10 students were interviewed. The percentage of responses for each option of each question was calculated for each item on both questionnaires.

 The recorded interviews were analysed through content analysis. The results indicate that most of the students favor group activities in the classroom, whereas the teachers exhibit far less enthusiasm for group activities because of difficulties associated with classroom management and excessive noise levels generated during group activities. It is suggested that teachers receive training in CL so that they can effectively implement the technique in the classroom and teach their students how to effectively use their interactional skills during CL activities.

This study aims to investigate the views of English-language teachers and their students with respect to collaborative learning (CL) and more specifically, with respect to group activities. The study included 25 Turkish English-language teachers and their 486 EFL (English as a Foreign Language) students. The data were collected from separate questionnaires completed by the students and the teachers. Additionally, four teachers and 10 students were interviewed. The percentage of responses for each option of each question was calculated for each item on both questionnaires.

 The recorded interviews were analysed through content analysis. The results indicate that most of the students favor group activities in the classroom, whereas the teachers exhibit far less enthusiasm for group activities because of difficulties associated with classroom management and excessive noise levels generated during group activities. It is suggested that teachers receive training in CL so that they can effectively implement the technique in the classroom and teach their students how to effectively use their interactional skills during CL activities.

  • Referans 1: Abrami, P., Chambers, B., Poulsen, C., DeSimone, C., & Howden, J. (1995). Classroom connections: Understanding and using cooperative learning. Montreal: Harcourt Brace.
  • Referans 2: Alghamdi, R.& Gillies,R. (2013). The impact of cooperative learning in comparison to traditional learning (small groups) on EFL learners’ outcomes when learning English as foreign language. Asian Social Science, 9(13), 19-27.
  • Referans 3: Al-Yaseen, W.S. (2012). Expectations of a group of primary school teachers trained on cooperative learning on the possibility of successful implementations. Education,132 (2), 273-284.
  • Referans 4: Antil, L., Jenkins, J., Wayne, S., & Vadsay, P. (1998). Cooperative learning: conceptualizations, and the relation between research and practice. American Educational Research Journal, 35, 419-454.
  • Referans 5 :Anton, M. & DiCamilla, F. (1998). Socio-cognitive functions of L1 collaborative interaction in the L2 classroom. Canadian Modern Language Review, 54, 314–42.
  • Referans 6: Baines, E., Rubie-Davies,C. & Blatchford, P. (2009). Improving pupil group work interaction and dialogue in primary classrooms: Results from a year-long intervention study. Cambridge Journal of Education, 39 (1), 95-117.
  • Referans 7: Baines, E., Blatchford, P., & Kutnick, P. (2003). Changes in grouping practices over primary and secondary school. International Journal of Educational Research, 39, 9-34.
  • Referans 8: Baines, E., Blatchford, P. & Kutnick, P. and others (2009). Promoting effective group work in Primary Schools. London, England: Routledge.
  • Referans 9: Bennett,N.,& Dunne,E. (1992). Managing classroom groups. Cheltenham,England : Stanley Thornes Publishers.
  • Referans 10: Bertucci A., Johnson ,D.W, Johnson,R.T & Conte,S. (2012). Influence of group processing on achievement and perception of social and academic support in elementary inexperienced cooperative learning groups. The Journal of Educational Research, 105(5), 329-335.
  • Referans 11: Blatchford, P., Kutnick, P., Baines, E., & Galton, M. (2003). Toward a social pedagogy of classroom group work. International Journal of Educational Research, 39, 153-172.
  • Referans 12: Blatchford, P., Baines, E., Rubie-Davies, C., Bassett, P., & Chowne, A. (2006). The effect of a new approach to group work on pupil-pupil and teacher-pupil interactions. Journal of Educational Psychology, 98, 750-765.
  • Referans 13: Breen, M. P., & Candlin, C. (2001). The essentials of a communicative curriculum in language teaching. In D. Hall & A. Hewings (Eds.), Innovation in English language teaching: A reader (pp. 9-26). London, England: Routledge.
  • Referans 14: Brown, H.D. (1994). Teaching by principles: An interactive approach to language pedagogy. Englewood Cliffs, NJ :Prentice Hall
  • Referans 15: Cohen,E. G. (1994). Designing group work (2nd ed.). New York,USA: Teachers College Press.
  • Referans 16: Cohen,E. G. (1994). Restructuring the classroom: Conditions for productive small groups. Review of Educational Research, 64(1), 1–35.
  • Referans 17: Day, S. P. &Bryce. G.(2013). The benefits of cooperative learning to socio-scientific discussion in secondary school science. International Journal of Science Education, 35(9), 1533-1560.
  • Referans 18: Gagne,N, & Parks, S. (2013). Cooperative learning tasks in a Grade 8 intensive ESL class: Role of scaffolding. Language Teaching Research, 0(0), 1-22.
  • Referans 19: Galton,M., Simon,B., & Croll, E. (1980). Inside the primary classroom. London, England: Routledge & Kegan Paul.
  • Referans 20: Gillies, R., & Ashman, A. (1996). Teaching collaborative skills to primary school children in classroom-based work groups. Learning and Instruction, 6, 187-200.
  • Referans 21: Gillies, R. (2004). The effects of communication training on teachers' and students' verbal behaviours during cooperative learning. International Journal of Educational Research, 41, 257-279.
  • Referans 22: Gillies, R. (2003). Structuring cooperative group work in classrooms. International Journal of Educational Research, 39, 35-49
  • Referans 23: Gillies, R. (2008). The effects of cooperative learning on junior high school students’ behaviours, discourse, and learning during a science-based learning activity. School Psychology International, 29, 328-347.
  • Referans 24: Gillies, R.M., & Boyle, M. (2008). Teachers’ discourse during cooperative learning and their perceptions of this pedagogical practice. Teaching and Teacher Education, 24, 1333–1348.
  • Referans 25: Gillies, R.M. & Boyle, M. (2010). Teachers’ reflections on cooperative learning: Issues of implementation. Teaching and Teacher Education, 26,933-940.
  • Referans 26: Guk, H. & Kellogg, D. (2007). The ZPD and whole class teaching: Teacher-led and student-led interactional mediation of tasks. Language Teaching Research, 11, 281–99.
  • Referans 27: Johnson, D. & Johnson, R. (1990). Cooperative learning and achievement. In S. Sharan (Ed.), Cooperative learning: Theory and research (pp. 23-37). New York, USA: Praeger
  • Referans 28: Johnson, D. W. & Johnson, R. T. (1999). Making cooperative learning work. Theory into Practice, 38(2), 67–73.
  • Referans 29: Kagan , S. ( 1995 ) . We can talk : Co-operative learning in the elementary ESL classroom. ERIC DIGEST, No: ED382035.
  • Referans 30: Kao, E. S. (2003). The effectiveness of small-group discussion on the improvement of EFL learners’ reading ability in large. Taipei,Taiwan:Tamkang University Press.
  • Referans 31: Larsen-Freeman, D. (2000). Techniques and principles in language teaching (2nd ed.). New York, USA: Oxford University Press.
  • Referans 32: Lee, J. H. & Macaro, E. (2013). Investigating age in the use of L1 or English- only instruction: Vocabulary acquisition by Korean EFL learners. The Modern Language Journal, 97(4), 887-901.
  • Referans 33: Liao, H. C. (2005). Effects of cooperative learning on motivation, learning strategy utilization, and grammar achievement of English language learners in Taiwan (unpublished doctoral dissertation), University of New Orleans, USA.
  • Referans 34: Lightbown, P. & Spada, N. (1999) How languages are learned (2nd ed.). New York: Oxford University Press.
  • Referans 35: Lopata, C., Miller, K., & Miller, R. (2003). Survey of actual and preferred use of cooperative learning among exemplar teachers. The Journal of Educational Research, 96, 232-241
  • Referans 36: Lou, Y., Abrami, P., Spence, J., Poulsen, C., Chambers, B., & d'Apollonia, S. (1996). Within-class grouping: a meta-analysis. Review of Educational Research, 66, 423-458.
  • Referans 37: Lou, Y., Abrami, P., & d'Apollonia, S. (2001). Small group and individual learning with technology: a meta-analysis. Review of Educational Research, 71, 449-521.
  • Referans 38: Harmer, J. (2001). The practice of English language teaching (3rd edition), London, England: Longman.
  • Referans 39: Macaro, E. (1997). Target language, collaborative learning and autonomy. Clevedon: Multilingual Matters.
  • Referans 40: MacQuarrie, S., Howe, C. & Boyle, C. (2012). Exploring the characteristics of small groups within science and English secondary classrooms, Cambridge Journal of Education, 42(49), 527-546.
  • Referans 41: Marks, M.B. & O’Connor, A. H. (2013) Understanding students’ attitudes about group work: What does this suggest for instructors of business? Journal of Education for Business, 88(3), 147-158.
  • Referans 42: Mishra, S. and Oliver, R. 1998: Secondary school ESL learners’ perceptions of pair work in Australian classrooms. TESOL in Context, 8(2), 19–23.
  • Referans 43: Moore,P.J. (2013). An emergent perspective on the use of the first language in the English as as a foreign language classroom. The Modern Language Journal, 97(1), 239-253
  • Referans 44: Muijs, D. & Reynolds, D. (2005). Effective teaching: Evidence and practice (2nd ed.). London, England: Sage Publications.
  • Referans 45: Mulryan, C. (1994). Perceptions of intermediate students’ cooperative small-group work in mathematics. Journal of Educational Research, 87, 280–291.
  • Referans 46: Nair, G.K.S., Rahim, R.A., Adam,A.F.M., Setia, R.,…….Seman,N.A. (2012). Group work in the secondary ESL classroom. Asian Social Science, 8(10), 3-7.
  • Referans 47: Ngeow, K. (1998). Motivation and transfer in language learning. ERIC No. ED 427 318,1-7.
  • Referans 48: Race, K., & Powell, K. (2000). Assessing students' perceptions of classroom methods and activities in the context of outcomes-based evaluation. Evaluation Review, 24, 635-646.
  • Referans 49: Richards, J., & Rodgers, T. (2001). Approaches and methods in language teaching (2nd ed.). Cambridge, England: Cambridge University Press.
  • Referans 50: Sanap, A.N. (2013, May). Effectiveness of collaborative strategies used in teaching history or achievment and interest in history at secondary school level. Golden Research Thoughts, 2(11).
  • Referans 51: Sarobol, N. (2012). Implementing cooperative learning in English language classroom: Thai University’s students’ perceptions. The International Journal of Interdisicplinary Social Sciences, 6(10),111-122.
  • Referans 52: Slavin,R. E. (1995). Cooperative learning: Theory, research, and practice. Boston: Allyn and Bacon
  • Referans 53: Storch, N. (2005). Collaborative writing: Product, process and students’ reflection. Journal of Second Language Writing, 14, 153–173.
  • Referans 54: Storch, N., & Aldosari, A. (2010). Learners’ use of L1 (Arabic) in pair work activity in an EFL class. Language Teaching Research, 14, 355–376.
  • Referans 55: Swain, M., & Lapkin, S. (2000). Task based second language learning: the uses of the first language. Language Teaching Research, 4, 251–274.
  • Referans 56: Tian, L., & Macaro, E. (2012). Comparing the effect of teacher codes-witching with English-only explanations on the vocabulary acquisition of Chinese university students: A lexical focus-on-form study. Language Teaching Research, 16(3), 367–391.
  • Referans 57: Ur, P. (1996). A course in language teaching: Practice & theory. Cambridge: Cambridge University Press.
  • Referans 58: Webb, N., Nemer, K., Chizhik, A., & Sugrue, B. (1998). Equity issues in collaborative group assessment: group composition and performance. American Educational Research Journal, 35, 607-651.
  • Referans 59: Wigglesworth, G. & Storch, N. (2012). What role for cooperation in writing and writing feedback. Journal of Second Language Writing, 21, 364-374.
  • Referans 60: Woolfolk, A. (1998). Educational psychology (7th ed.). Boston, MA: Allyn & Bacon
  • Referans 61: Vygotsky, L. S. (1978) Mind in Society. Cambridge, Mass.: Harvard University Press.
Birincil Dil en
Konular Sosyal
Dergi Bölümü Makaleler
Yazarlar

Yazar: Ebru Koç (Sorumlu Yazar)
Kurum: İNÖNÜ ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ
Ülke: Turkey


Bibtex @araştırma makalesi { inuefd385741, journal = {İnönü Üniversitesi Eğitim Fakültesi Dergisi}, issn = {1300-2899}, eissn = {2149-9683}, address = {İnönü Üniversitesi}, year = {2018}, volume = {19}, pages = {582 - 597}, doi = {10.17679/inuefd.385741}, title = {Exploring Collaborative Learning with a Focus on Group Activities in EFL Classrooms}, key = {cite}, author = {Koç, Ebru} }
APA Koç, E . (2018). Exploring Collaborative Learning with a Focus on Group Activities in EFL Classrooms. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 19 (3), 582-597. DOI: 10.17679/inuefd.385741
MLA Koç, E . "Exploring Collaborative Learning with a Focus on Group Activities in EFL Classrooms". İnönü Üniversitesi Eğitim Fakültesi Dergisi 19 (2018): 582-597 <http://dergipark.gov.tr/inuefd/issue/39149/385741>
Chicago Koç, E . "Exploring Collaborative Learning with a Focus on Group Activities in EFL Classrooms". İnönü Üniversitesi Eğitim Fakültesi Dergisi 19 (2018): 582-597
RIS TY - JOUR T1 - Exploring Collaborative Learning with a Focus on Group Activities in EFL Classrooms AU - Ebru Koç Y1 - 2018 PY - 2018 N1 - doi: 10.17679/inuefd.385741 DO - 10.17679/inuefd.385741 T2 - İnönü Üniversitesi Eğitim Fakültesi Dergisi JF - Journal JO - JOR SP - 582 EP - 597 VL - 19 IS - 3 SN - 1300-2899-2149-9683 M3 - doi: 10.17679/inuefd.385741 UR - http://dx.doi.org/10.17679/inuefd.385741 Y2 - 2018 ER -
EndNote %0 İnönü Üniversitesi Eğitim Fakültesi Dergisi Exploring Collaborative Learning with a Focus on Group Activities in EFL Classrooms %A Ebru Koç %T Exploring Collaborative Learning with a Focus on Group Activities in EFL Classrooms %D 2018 %J İnönü Üniversitesi Eğitim Fakültesi Dergisi %P 1300-2899-2149-9683 %V 19 %N 3 %R doi: 10.17679/inuefd.385741 %U 10.17679/inuefd.385741
ISNAD Koç, Ebru . "Exploring Collaborative Learning with a Focus on Group Activities in EFL Classrooms". İnönü Üniversitesi Eğitim Fakültesi Dergisi 19 / 3 (Aralık 2018): 582-597. http://dx.doi.org/10.17679/inuefd.385741