Letting students decide whether to work in pairs or  individually in class

Communicative approaches to language teaching have advocated for the benefits of pair and group work when learning foreign languages. This paper reports an example of classroom research that has been carried out with intermediate students of English, level B1+, focusing on how they prefer to work in class as regards grammar and vocabulary exercises when given the chance to choose. In order to obtain the results for this classroom research study, the students’ teacher becomes a participant observer who records the data throughout the course and collects the data on observation worksheets. Contrary to what it might be expected, the outcomes show that many of the younger students prefer working on their own and then compare and justify their answers with their partners, rather than working in pairs from the very beginning. This is recommended to establish whether this is just specific of these students, or it is something common with other students and teachers have been unaware of it. Keywords: Classroom research, individual work, learning gains, learning preferences, pair work, personal decision.

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Alternatives for Pragmatic Responses to Group Work Problems

10.28945/3425 ◽

2016 ◽

Author(s):

Bill Davey ◽

Karoly Bozan ◽

Robert Houghton ◽

Kevin R. Parker

Keyword(s):

Group Work ◽

Research Study ◽

Learning Experience ◽

Effective Means ◽

Collaborative Tools ◽

Video Tutorials ◽

Time Work ◽

The Usa ◽

Part Time ◽

Part Time Work

Group work can provide a valuable learning experience, one that is especially relevant for those preparing to enter the information system workforce. While much has been discussed about effective means of delivering the benefits of collaborative learning in groups, there are some problems that arise due to pragmatic environmental factors such as the part time work commitments of students. This study has identified a range of problems and reports on a longitudinal Action Research study in two universities (in Australia and the USA). Over three semesters problems were identified and methods trialled using collaborative tools. Several promising solutions are presented to the identified problems, including the use of video tutorials and commentary using screen recordings as a means of providing feedback to students.

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A phenomenological research study: Perspectives of student learning through small group work between undergraduate nursing students and educators

Nurse Education Today ◽

10.1016/j.nedt.2018.06.013 ◽

2018 ◽

Vol 68 ◽

pp. 153-158 ◽

Cited By ~ 3

Author(s):

Florence Mei Fung Wong

Keyword(s):

Nursing Students ◽

Student Learning ◽

Small Group ◽

Group Work ◽

Research Study ◽

Phenomenological Research ◽

Undergraduate Nursing Students ◽

Small Group Work ◽

Undergraduate Nursing

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Group work as the way of organising and motivating students

Teaching languages at higher institutions ◽

10.26565/2073-4379-2019-34-20 ◽

2019 ◽

Keyword(s):

Foreign Language ◽

Group Work ◽

Role Playing ◽

Traditional Teaching ◽

Discipline Problems ◽

Advanced Learners ◽

Language Class ◽

Group Format ◽

Interactive Exercises ◽

Pair Work

The article is devoted to the analysis of group work as specific way of organizing students at all the stages of an English lesson. Various kinds of group work are taken into consideration as alternative to the traditional teaching format. They are described as the form of work designed for motivating students, encouraging their active participation, use of imagination, creativity and cooperation between a teacher and learners. It is shown that well-organised group work is the essential component of role playing activities. The types of group format, introduced by N. Mcclver, are taken into consideration. The peculiarities of pair work are revealed. Such group format may be used in groups where there are discipline problems. Triad group format is analyzed as the alternative to pair work. The role play activities designed for pairs and triads are introduced. It is proved that short role playing exercises can be especially helpful. Group format Pyramid can be an excellent way of practicing the language of persuasion and having discussion. It is shown that activities of interview type can be successfully organized by means of a pyramid group format. It is proved that in the foreign language classroom interviews are useful because they force students to listen carefully, to practice new grammar structures as well as recycle vocabulary. Interviews give students the opportunity to improve their general knowledge and to be able to communicate on various subjects. Pairs and triads can be easily transformed into group format Pyramid, which requires participation of at least eight students. It is shown that group format Mingles is considered to be the most challenging and the most effective type of group work. It requires much preparation and greater workload from the teacher. It is proved that Mingles group format is fruitful for advanced learners as activities, organized by means of this format can occupy a lot of time and require acting skills. The use of all types of group format is aimed at creating relaxed and friendly atmosphere in a foreign language class. It is pointed out that Pyramid and Mingles group formats usually require more preparation than work in pairs and Triads format. Pyramids and Mingles group formats make use of variety of techniques and contribute to the development of group feeling that helps the teacher to motivate students and to create happy learning environment. The interactive exercises offered in the article are easily adaptable to different group format and different learners` needs.

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Penggunaan Metode Show and Tell untuk Meningkatkan Keterampilan Berkomunikasi Anak Usia Dini

JURNAL PAUD AGAPEDIA ◽

10.17509/jpa.v1i1.7169 ◽

2017 ◽

Vol 1 (1) ◽

pp. 129-136

Author(s):

Tri Lestari ◽

Yasbiati Yasbiati ◽

Bela Nurlaela Mustika

Keyword(s):

Action Research ◽

Communication Skill ◽

Research Study ◽

Phase 1 ◽

Eye Contact ◽

Classroom Research ◽

Teaching Process ◽

Young Learners ◽

The Subject ◽

Young Learner

This action research is based on the lack of communication skill in young learner from TAAM HIDAYATULLAH. This problem is investigated through classroom research in teaching process in the classroom.The aim of this study is describing the things related to the use of show and tell method to incease young learner communication skill. The used methodology in this rsearch is action research with four phases model by Kemmis and Mc. Taggart. Every phases are consist of planning phase, action phase, observation phase and reflection phase. This research is conducted by 11 young learners as the subject of this research study. The use of show and tell method enables to increase yung learners communication skill, that is from the children aspect are able to do eye-contact, speak out clearly, listen and respond appropiately.The result shows that the show and tell methodology can enhance the young learners communication skill. This result can be proved from the research that there is an increase amount 12, 1% in the phase Berkembang Sesuai Harapan(BSH) from 29,3% in the phase 1 becomes 41,4 % inthe phase 4 and also there is an increase in the phase Berkembang Sangat Baik (BSB)from 0% in the phase 1 becomes 58,6% in the phase 4. Penelitian tindakan kelas ini dilatarbelakangi anak usia dini TAAM Hidayatulloh masih mulai berkembang dalam keterampilan berkomunikasi. Masalah ini ditindaklanjuti melalui penelitian tindakan kelas dalam proses pembelajaran di kelas.Tujuan dilaksanakannya penelitian ini adalah untuk mendeskripsikan hal – hal yang berkaitan dengan penggunaan metode show and tell untuk meningkatkan keterampilan berkomunikasi anak usia dini. Metode yang digunakan dalam penelitian ini adalah penelitian tindakan kelas (PTK) dengan model Kemmis dan Mc. Taggart dengan menggunakan empat siklus. Setiap siklus terdiri dari tahap perencanaan, tahap bertindak, tahap pengembangan, dan tahap refleksi. Penelitian ini dilakukan dengan subjek penelitian yang terdiri dari peneliti, peneliti mitra, dan anak sejumlah 11 orang. Penggunaan metode show and tell mampun untuk meningkatkan keterampila berkomunikasi anak usia dini, yaitu pada aspek anak mampu melakukan kontak mata, berbicara dengan jelas dan benar, serta mendengarkan dan merespon dengan tepat. Hasil penelitian menunjukan bahwa metode show and tell dapat meningkatkan keterampilan berkomunikasi anak usia dini. Hal ini dapat dibuktikan dari hasil penelitian bahwa terjadi peningkatan sebesar 12,1% pada tahap kemampuan Berkembang Sesuai Harapan (BSH) dari 29,3% pada siklus 1 menjadi 41,4% pada siklus 4 dan terjadi peningkatan sebesar 58,6% pada tahap Kemampuan Berkembang Sangat Baik (BSB) dari 0% pada siklus 1 menjadi 58,6% pada siklus 4.

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Developing Reflective and Investigative Skills in Teacher Preparation Programs: The design and implementation of the Classroom Research Component at the Foreign Language Program of Universidad del Valle

Colombian Applied Linguistics Journal ◽

10.14483/22487085.180 ◽

2011 ◽

pp. 22

Author(s):

Rosalba Cárdenas Ramos ◽

Carmen Cecilia Faustino

Keyword(s):

Foreign Language ◽

Linguistic Competence ◽

Classroom Research ◽

Foreign Languages ◽

Teacher Preparation Programs ◽

Initial Training ◽

Preparation Programs ◽

Language Program ◽

Design And Implementation

In this article we want to describe our process and experience in studying, designing, planning and implementing the Classroom Research Component in the first five semesters of the Licenciatura program at the School of Language Science, Universidad del Valle. We want to stress the role of Classroom Research in our students’ initial training and in our own professional development. We also want to show the importance of preparing students and future teachers who possess not only linguistic competence in the foreign languages, but also competences that allow them to reflect, analyze and find ways of improving their professional practice.The description of this experience leads us to share our achievements, difficulties and plans for future development.

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Methods and Techniques Used by English Teacher Educators in Nepal

Journal La Edusci ◽

10.37899/journallaedusci.v1i4.211 ◽

2020 ◽

Vol 1 (4) ◽

pp. 9-15

Author(s):

Bhim Lal Bhandari

Keyword(s):

English Language ◽

Teacher Educators ◽

Research Study ◽

Language Teaching ◽

Communicative Language Teaching ◽

English Language Teaching ◽

Qualitative Research Study ◽

Methods And Techniques ◽

Play Group ◽

Pair Work

This qualitative research study aims to explore the methods and techniques used by teacher educators in Nepalese English Language Teaching (ELT) contexts. Four teacher educators from two campuses of Rupandehi district of Nepal were selected purposively. Open-ended questions were used to collect information from the participants. The results of the study reveal that grammar-translation method (GTM), audio-lingual method and communicative language teaching (CLT) were three major methods like-wise, role play, group, and pair work techniques were found to be used frequently used in the ELT classrooms by teacher educators. The study reveals a positive perception of teachers towards the methods and techniques used by them. It also shows the necessity of the eclectic method with the idea that no method or technique is the best and worst in English language teaching.

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Peer Instruction in a Flipped Learning Environment: Investigating ESL Students’ Critical Thinking Performance in Argumentative Essay Writing

EDUVELOP (Journal of English Education and Development) ◽

10.31605/eduvelop.v4i2.986 ◽

2021 ◽

Vol 4 (2) ◽

pp. 51-70

Author(s):

Amreet Kaur Jageer Singh ◽

Raja Nor Safinas Raja Harun

Keyword(s):

Critical Thinking ◽

Learning Environment ◽

Group Work ◽

Teaching Method ◽

Peer Instruction ◽

Control Group ◽

Flipped Learning ◽

Esl Students ◽

Essay Writing ◽

Pair Work

Research shows that peer instruction and flipped learning help ESL/EFL students compensate for their shortcomings in their language, support the language learning process, and facilitate social interactions and collaboration between teachers and students in the class. Despite this, there has been little research into whether upper-intermediate ESL students can benefit from the use of peer instruction in a flipped learning environment in enhancing critical thinking performance in argumentative essay writing. This current study tests this hypothesis. A total of 120 English Proficiency 4 (EP4) students from a teacher education university in Malaysia were equally divided into two experimental groups (pair work and group work) and a control group (conventional teaching method). The experimental groups’ activities included a focus on different modes of peer instruction (pair work/group work) and flipped learning, while the control group’s did not. Two research instruments were employed in this study: pre- and post-tests and a holistic scoring rubric. The critical thinking aspect was adapted from Stapleton and Wu (2015) and Toulmin’s model of argumentation (2003). Descriptive and inferential statistics, namely, one-way analysis of variance (ANOVA) was computed using IBM SPSS Statistics 26. Overall, compared to the control group, both experimental groups (pair work and group work) performed better in mean scores for critical thinking in the posttest. The result of the study suggests that the use of peer instruction in a flipped learning environment can be an alternative teaching method to enhance the students’ critical thinking in argumentative essay writing and offer implications for ESL students, language instructors, and researchers.

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Findings from “Learning and teaching foreign languages in lower secondary school”, (BUNJO 2012): Implications for the education of teachers of English.

Neofilolog ◽

10.14746/n.2015.44.2.03 ◽

2019 ◽

pp. 171-182

Author(s):

Melanie Ellis

Keyword(s):

Longitudinal Study ◽

Secondary School ◽

Group Work ◽

Large Scale ◽

Independent Learning ◽

Foreign Languages ◽

Assessment Practices ◽

Lower Secondary School ◽

Learning And Teaching ◽

Degree Of Confidence

Findings from “Learning and teaching foreign languages in lower secondary school”, (BUNJO 2012): Implications for the education of teachers of English.This paper takes data from the first part of a longitudinal study, “Learn-ing and Teaching Foreign Languages in lower secondary school”, con-ducted by the Educational Research Institute in Warsaw. The sample is large scale and representative at the level of school, which allows us to generalise to the general population with some degree of confidence. From the data several areas appear to give cause for concern. The first is organisation of work in class, where pair and group work were found to be rare. The focus of lessons would currently appear to more often em-phasize grammar, vocabulary or receptive skills than productive skills. What is tested does not always seem to reflect what is taught, which suggests that assessment practices may not be fully informed. Motivating learners and engaging them in the lesson is also reported as a cause of dissatisfaction. Teachers were found to hold mixed views regarding the importance of independent learning, which suggests more emphasis needs to be placed on the understanding of learner autonomy. This pa-per discusses each of these areas in turn, with illustrations from the data, and makes suggestions for how teacher education could be enhanced.

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Significance and features of dialogical teaching

Pedagogy and Psychology ◽

10.51889/2021-2.2077-6861.18 ◽

2021 ◽

Vol 47 (2) ◽

pp. 169-176

Author(s):

E. A. Ibragimova ◽

◽

G.R. Nurekeshova ◽

А.А. Аbilov ◽

N.R. Khegai ◽

...

Keyword(s):

Group Work ◽

Teaching And Learning ◽

Interactive Learning ◽

Spoken Language ◽

Approaches To Teaching ◽

Advantages And Disadvantages ◽

Teacher Student ◽

Effective Form ◽

Teachers And Students ◽

Pair Work

The authors of the article focus on the features and importance of interactive learning, analyze the actions of teachers and students in the process of dialogical learning, the methods used in group work. Lectures on the specialty «Translation Studies», a joint conversation of students in practical classes, pair work, analysis of the group work advantages and disadvantages, identified the strengths and weaknesses of the lesson. The authors made a reflective analysis of the content of lectures and practical classes, using new approaches to teaching and learning. Ways of increasing the effectiveness of dialogical learning, specific methods used, lesson planning, proper feedback, ways of dialogue between student and teacher, student and learner have been determined. As interactive learning is a truly effective form of learning that contributes significantly to the development of students’ spoken language, this approach which helps them to open up, communicate, and increase their vocabulary is described in the article.

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