scholarly journals Scaffolding Student Understanding in Small-Group Work: Students’ Uptake of Teacher Support in Subsequent Small-Group Interaction

2018 ◽  
Vol 28 (2) ◽  
pp. 206-239 ◽  
Author(s):  
Janneke van de Pol ◽  
Neil Mercer ◽  
Monique Volman
Keyword(s):  
Small Group ◽  
Group Work ◽  
Teacher Support ◽  
Group Interaction ◽  
Student Understanding ◽  
Small Group Work ◽  
Small Group Interaction

scholarly journals Accuracy and Idea Consideration: A Study of Small-Group Interaction in Biology

2022 ◽  
Vol 21 (1) ◽  
Author(s):  
Andy R. Cavagnetto ◽  
Joshua Premo ◽  
Zachary Coleman ◽  
Kate Juergens
Keyword(s):  
Small Group ◽  
Learning Outcomes ◽  
Group Work ◽  
Group Interaction ◽  
Small Group Work ◽  
Undergraduate Biology ◽  
Small Group Interaction ◽  
Scientific Accuracy ◽  
The Relationship ◽  
Biology Lab

The study examines the relationship between scientific accuracy of contributions, peer idea consideration, one’s ability to direct the conversation, and learning outcomes of students engaged in small-group work in an introductory undergraduate biology lab course.

What factors shape the collaborative pattern of group interaction during peer feedback in the L2 writing classroom?

2015 ◽  
Vol 28 (2) ◽  
pp. 618-640 ◽  
Author(s):  
Shulin Yu
Keyword(s):  
Small Group ◽  
Group Work ◽  
Peer Interaction ◽  
Group Interaction ◽  
Peer Feedback ◽  
Research Literature ◽  
L2 Writing ◽  
Power Relationship ◽  
Small Group Work ◽  
L2 Learning

While research on peer interaction in language learning has proliferated over the past two decades, little is known regarding why students interact differently with their peers and how collaborative patterns can be developed to promote the effectiveness of small group work in L2 learning. To fill such a void in the research literature, the present case study investigates the factors that shape the collaborative pattern of a small group of Chinese EFL learners in peer feedback activities. Multiple sources of data were collected, including video recordings of peer feedback sessions, semi-structured interviews, stimulated recalls, and student drafts of writing. The findings show that students’ beliefs and values, students’ motives and goals, the use of mediating artifacts, and the power relationship among the students shape the patterns of group interaction considerably. This study deepens our understanding of the nature of peer interaction in peer feedback for L2 writing and contributes new knowledge to the research on pair and small group work in L2 learning.

THE EFFECT OF SMALL GROUP WORK STRATEGY ON STUDENTS’S ACHIEVEMENT IN WRITING PROCEDURE TEXT

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Asrina Sari Siregar ◽  
Sumarsih Sumarsih ◽  
Masitowarni Siregar
Keyword(s):  
Small Group ◽  
Research Design ◽  
Experimental Research ◽  
Group Work ◽  
Random Sampling ◽  
Null Hypothesis ◽  
Control Group ◽  
Small Group Work ◽  
Procedure Text ◽  
Experimental Group

This study attempts to discover the effect of applying Small Group Work Strategy on students’ achievement in writing procedure text. It was conducted by using experimental research design. The population of this research was the nineth (IX) grade students of SMP N 1 Padang Bolak Julu which consists of 3 parallel classes with the total number of students is 90. The samples of this research were taken by random sampling through lottery technique. The result was class IX1 consisted of 30 students became the experimental group and class IX3 consisted of 30 students became the control group. The experimental group was taught by Small Group Work Strategy while the control group was taught by using individual work strategy. The instrument was used to collect the data was writing procedure text. After the data were analyzed, it was found that the value of t-observed was 3.37 with the degree of freedom (df) = 58 at the level significance 0.05. it means that t-observed was higher than t-table (3.37 > 2.00. Therefore, the null hypothesis (Ho) is reected and the hypothesis alternative (Ha) is accepted.Key words : Small Group Work Strategy, Writing Procedure Text.

Self-Disclosure, Participation, and Perceived Cohesiveness in Small Group Interaction

1974 ◽  
Vol 35 (1) ◽  
pp. 361-362 ◽  
Author(s):  
David L. Johnson ◽  
Larry R. Ridener
Keyword(s):  
Small Group ◽  
Group Interaction ◽  
Discussion Groups ◽  
Group Cohesiveness ◽  
Same Sex ◽  
Self Disclosure ◽  
Perceived Norms ◽  
Small Group Interaction

In small, same-sex, undergraduate discussion groups ( N = 23), self-disclosure was associated significantly with perceived group cohesiveness, but not participation. Only males' self-disclosure (Jourard's questionnaire) was associated with perceived cooperation, and only females' self-disclosure was associated significantly with perceived norms and influence. Contrary to expectation, participation was associated significantly only with males' perceived group cohesiveness including perceived cooperation, ideas, norms, liking, and influence.

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