scholarly journals Identifying Emergent Leaders in Small Groups in the Language Learning Classroom: An Exploratory Study

2021 ◽  
Vol 43 (2) ◽  
pp. 215
Author(s):  
Paul Leeming
Keyword(s):  
Language Learning ◽  
Small Groups ◽  
Group Work ◽  
Group Leader ◽  
Emergent Leadership ◽  
Individual Difference Variables ◽  
Language Classroom ◽  
Perceived Leadership ◽  
Group Members ◽  
English Speaking

Researchers claim that when students work together in small groups in the language classroom, a single student often emerges as a group leader and that teachers should construct groups based on roles adopted by students. This advice is based on the assumptions that leaders emerge and that teachers can identify leaders in their own classrooms. This paper reports on research that empirically tested these assumptions. Students working in small, fixed groups rated their group members based on perceived leadership. The teacher was responsible for identifying the leader in each group. Individual difference variables of English proficiency, extroversion, and English-speaking self-efficacy (SE) were used to predict emergent leadership. In most groups clear leaders emerged, but the teacher accurately identified the leader in only half of the cases. The findings suggest that teachers should regularly vary group membership and be cautious when assigning roles within groups. 語学の授業において、学生が少人数のグループで活動していると、リーダーが一人現れることがしばしばある、ということが研究者により指摘されている。そして教師は学生それぞれの役割に基づいてグループを作るべきであるという提案がなされている。これは、授業において現れるリーダーを教師は特定できるという想定に基づいている。本稿では、これらの想定を実践的に検証した研究について述べる。固定メンバーの小グループで活動を行う学生たちが、自分の考えるリーダーシップに基づいて自分のグループのメンバーを評価した。また、教師も各グループのリーダーを特定した。グループ内で現れるリーダーを予測するために、英語能力、外向性、英語スピーキングの自己効力感、という個人差が使用された。ほとんどのグループで明確なリーダーが現れたが、教師がそのリーダーを正確に特定できたのは、クラス全体の半分にすぎなかった。検証の結果、グループメンバーを定期的に入れ替えるべきである事と、グループ内で役割を決めるときには十分に注意が必要だと言うことが分かった。 Keywords: emergent leaders; group work; pedagogy; TBLT

scholarly journals USING GROUP-BASED METHODS IN A FOREIGN LANGUAGE CLASSROOM WITH STUDENTS OF HIGHER EDUCATION ESTABLISHMENTS

2021 ◽  
pp. 216-220
Author(s):  
T. SOKURENKO ◽  
O. KONONENKO ◽  
A. KRYSHTAL
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Learning ◽  
Small Group ◽  
Small Groups ◽  
Group Work ◽  
Foreign Language Learning ◽  
Small Group Work ◽  
Language Classroom ◽  
Foreign Language Classroom

The article deals with the problem of using group-based foreign language learning in higher education establishments. The emphasis is on the advantages of small-group work in the foreign language classroom. The general models of using small groups are described in the article.

Cooperative Language Learning in School Contexts

1992 ◽  
Vol 13 ◽  
pp. 127-140 ◽  
Author(s):  
Ann K. Fathman ◽  
Carolyn Kessler
Keyword(s):  
Cooperative Learning ◽  
Foreign Language ◽  
Language Learning ◽  
Small Groups ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Common Goal ◽  
School Contexts ◽  
Language Classroom

Cooperative learning is designed to engage learners actively in the learning process. Through inquiry and interaction with peers in small groups, learners work together towards a common goal. As a major movement within the broad context of the educational mainstream, cooperative learning has specific relevance for literacy and language learning. Communicative approaches to second/foreign language teaching can effectively draw on the principles and characteristics of cooperative learning to make language teaching and learning more effective. This joining of communicative instructional approaches with cooperative learning should be effective whether applied to the second/foreign language classroom or to the sheltered classroom integrating language learning with content-area learning.

scholarly journals Metalinguistic awareness in children with differing language learning experience

2013 ◽  
Vol 13 ◽  
pp. 81-108 ◽  
Author(s):  
Angela Tellier ◽  
Karen Roehr-Brackin
Keyword(s):  
Language Learning ◽  
Learning Experience ◽  
Theoretical Research ◽  
Metalinguistic Awareness ◽  
Learning Difficulty ◽  
Language Classroom ◽  
L2 Learning ◽  
English Speaking ◽  
Explicit And Implicit Knowledge ◽  
Levelling Effect

Theoretical research concerned with the notion of second language (L2) learning difficulty has resulted in specific criteria that can be used to predict the learning difficulty of different languages in terms of both explicit and implicit knowledge. The characteristics of the constructed language Esperanto suggest that this language has lower explicit and implicit learning difficulty than other languages. It may therefore be a suitable ‘starter language’ for child L2 learning in the classroom. Specifically, we propose that Esperanto may facilitate the development of metalinguistic awareness and, as a consequence, boost children’s budding capacity for explicit learning. This would be particularly advantageous in the minimal-input setting of the average foreign language classroom. We present findings from an empirical study which compared 11 to 12-year-old English-speaking children who had learned Esperanto and a European L2 (N = 35) with children who had learned various combinations of European and non-European L2s (N = 168) in terms of their performance on a measure of metalinguistic awareness. No significant differences in overall level of metalinguistic awareness were identified, but the Esperanto group significantly outperformed the comparison group on one of the eleven metalinguistic tasks included in the measure. Moreover, the Esperanto group displayed a more homogeneous performance than the other groups of children. This suggests that learning Esperanto may have a lasting levelling effect, reducing differences between children with varying metalinguistic abilities.

scholarly journals Low proficiency students: can we help them to speak confidently?

2021 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Muriatul Khusmah Musa ◽  
Rushita Ismail
Keyword(s):  
Small Groups ◽  
Fairy Tale ◽  
Group Decision ◽  
Role Play ◽  
Speaking Anxiety ◽  
Self Confidence ◽  
English Class ◽  
Equal Chance ◽  
Group Members ◽  
English Speaking

This action research was carried out to find out whether the speaking activities that were done during English lessons could encourage the low proficiency students to speak English confidently. These students admitted that they were afraid of speaking English, particularly in front of their classmates. They had very low self- confidence and felt very anxious when they were asked to speak or present in English. For this research, five speaking tasks were incorporated in the English class with the aim of building up students’ confidence and at the same time encouraging them to speak and participate in the English speaking activities. The five tasks were: self- introduction, fairy tale role-play, open mic, product advertisement campaign and group decision making. These activities were carried out individually as well as in small groups. In short, all the students were given an equal chance to speak English and actively participate as individuals and as group members. Students’ positive responses signify the speaking tasks have helped to reduce their speaking anxiety, build up their confidence in speaking English and improve their speaking skills.

The use of English as a lingua franca in the Japanese second language classroom

2018 ◽  
Vol 7 (1) ◽  
pp. 131-151 ◽  
Author(s):  
Blake Turnbull
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Environments ◽  
First Language ◽  
Lingua Franca ◽  
Proficiency Level ◽  
Language Classroom ◽  
English Speaking

AbstractDespite the growing interest surrounding the use and role of the first language in the second language classroom, the vast majority of research in the field has been conducted in classrooms where English is taught as a second language in English-speaking countries. Very little research has investigated the role of English as a lingua franca (ELF) in other language learning environments, such as those in which Japanese is learnt as a second language (JSL) in Japan. This paper investigates the purposes for which ELF is employed, and the perspectives of learners from multilingual and multicultural backgrounds on the use of ELF, in the JSL classroom. The findings show that English is employed to varying degrees in relation to proficiency level, and that learners themselves are generally welcoming of this use. The author suggests that learners seek security and comfort in what they already know, with ELF easing the gap between their L1 and their developing Japanese skills.

scholarly journals Student team achievement divisions technique to improve students’ behaviour engagement

2018 ◽  
Vol 4 (2) ◽  
Author(s):  
Fajar Arif Herjayanto
Keyword(s):  
Data Analysis ◽  
Language Learning ◽  
Small Groups ◽  
Learning Process ◽  
Group Work ◽  
Teaching Strategy ◽  
Learning Outcome ◽  
Work Activity ◽  
English Class ◽  
Student Team

Student Team Achievement Divisions (STAD) is a teaching strategy where students work together in small groups on a structured activity and it is presumably able to improve students’ behaviour engagement and learning outcome. Collaborative learning and engagement (specifically behaviour engagement) are something considered important in learning, especially in language learning as they can promote the effectiveness of learning via active participation of students in the learning process. The data of this study were collected by using questionnaire, observation, interview and diary which used successively. The data analysis revealed that (1) STAD can improve students’ behaviour engagement (2) Difficulties of STAD when it was applied in enhancing students’ behaviour engagement. Taking sample of twenty one students divided into five small groups, the research was conducted by using classroom action research design. The results indicates that students in a class with caring atmosphere and supportive interaction managed by the teacher; who played active roles as prompter, participant, and/or tutor as well as addressed the students autonomy via group work activity, are engaged behaviourally to the instructional. In conclusion, the student team achievement divisions technique can be applied to enhance students’ behaviour engagement on the english class successfully. Keywords: Student Team Achievement Divisions, Students’ behaviour engagement.

scholarly journals Interactive language learning activities for learners’ communicative ability

2020 ◽  
Vol 9 (4) ◽  
pp. 1010
Author(s):  
Siti Fatimah Omar ◽  
Haslinda Sutan Ahmad Nawi ◽  
Tengku Shahrom Tengku Shahdan ◽  
Rita Wong Mee Mee ◽  
Lim Seong Pek ◽  
...  
Keyword(s):  
Learning Environment ◽  
Primary School ◽  
Language Learning ◽  
English Language ◽  
Learning Activities ◽  
Self Confidence ◽  
Communicative Ability ◽  
Language Classroom ◽  
English Speaking ◽  
Motivation And Learning

Learners’ communicative in English language has been unsatisfactory due to the factors that affect their self-confidence and motivation to speak. However, the problem persisted even though ways were used to overcome the lack of communicative ability among learners in Malaysia. Therefore, this study was conducted to address learners’ perceptions of interactive language learning activities in improving English-speaking ability. The study aimed to analyse the effectiveness of the interactive language learning activities in motivating learners to speak in language classroom. A set of questionnaires containing two sections with 30 questions was administered. There were 50 primary school learners selected randomly to participate in this study. The results were collected and presented in the form of tables. The finding showed that self-confidence, motivation and learning environment affect the learners’ English language speaking ability and the results indicated that interactive language learning activities are able to overcome problems pertaining to communicative in language classroom. In conclusion, interactive language learning activities improved the learners’ English language speaking ability.

Motivating teens to speak English through group work in Storyline

ELT Journal ◽  
2019 ◽  
Vol 73 (4) ◽  
pp. 387-395
Author(s):  
Sharon Ahlquist
Keyword(s):  
Young Adult ◽  
Small Groups ◽  
Group Work ◽  
Self Confidence ◽  
Language Classroom

Abstract Overcoming the reluctance of teenage learners to speak in the language classroom is a challenge for many teachers. This article reports on a study in which 60 Swedish pupils, aged 15–16, took part in a Storyline project based on a young adult fantasy novel. In the Storyline approach, a fictive world is created when learners, taking on the roles of characters in a story, collaborate on tasks to develop the story. A key feature is that the learners work in the same small groups for much of the time. During the six-week period of this study, these learners used English in a variety of speaking and writing tasks. The project showed a number of benefits, the most important of which were an increase in their motivation to speak English and enhanced self-confidence through doing so.

scholarly journals “The Correlation Between Students’ Anxiety and Speaking Performance at The Second Grade In SMAN 1 Pantai Cermin Kabupaten Solok in Academic Years 2019/2020”

2021 ◽  
Vol 2 (2) ◽  
pp. 331-345
Author(s):  
Peni Oktavia ◽  
Syahrul
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Second Grade ◽  
High Anxiety ◽  
Learning Anxiety ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
English Speaking ◽  
Speaking Performance ◽  
Correlation Design

ABSTRACT The background of this research was the presence of anxiety among some students in their English Speaking activities in the school. In language learning, anxiety influenced speaking performance. Therefore, the researcher conducted observations and interviews to finding the real condition. In addition, some students had anxieties when speaking English because anxiety had an effect on performance while some other students had no problems. Relate to this condition, the researcher wanted to investigate the correlation between students’ anxiety and speaking performance at the second grade of SMAN 1 Pantai Cermin Kabupaten Solok Academic years 2020/2021. This research used quantitative approach in the type of the correlation design. The population of this research was all class of the second grade in SMAN 1 Pantai Cermin and all of them became sample because they were less than hundred. The data was got by questionnaire and documentation. The students fill the questionnaires directly relate to their anxiety in speaking. The questionnaires was adopted and adapted from foreign language classroom anxiety scale (FLCAS) developed by Horwitz (1986). The data of the documentation were taken from the students’ final scores in the speaking.To analyze the data, the researcher used the SPSS version 20 for windows. In analyzing the data, the researcher used Person Product Moment formula to find out the significant correlation, to find out the correlation direction and to find out the correlation magnitude of students’ anxiety and speaking performance. The results of the research showed that there was a correlation between students’ anxiety and speaking performance at the second grade of SMAN 1 Pantai Cermin academic years 2019/2020. The researcher found that the coefficient of correlation between students’ anxiety and speaking performance at the second grade of SMAN 1 Pantai Cermin was 0,146. The correlation was positive and significant. It means that Ho is rejected and Ha is accepted. Thus, there is a positive correlation between students’ anxiety and speaking performance at the second grade of SMAN 1 Pantai Cermin. Based on the result of the research, it can be conclude that if the students have high anxiety automatically she/he have low ability in speaking performance or when the students have low anxiety automatically she/he have high ability in speaking performance.   Keywords - Correlation, anxiety, speaking performance. .

Language ego, language fear and regression in adult language learning

1989 ◽  
Vol 12 (2) ◽  
pp. 65-88
Author(s):  
Yaier (Gerry) Cohen ◽  
Marlene Norst
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Student Perceptions ◽  
Foreign Languages ◽  
Language Classroom ◽  
Explicit Consideration ◽  
English Speaking ◽  
The Subject ◽  
Public Exposure ◽  
Fear And Anxiety

Abstract The affective aspects of language learning have been the subject of much discussion in literature, both in their positive and negative manifestations. This paper is concerned with negative affect in formal classes, upon English-speaking adults learning foreign languages in the adult education mode, as a compulsory element of a higher degree. The paper is based on diaries which students were required to keep as part of the course.2 The diaries were primarily intended to facilitate deliberate introspection and explicit consideration by the students of their own learning process and the various factors, linguistic and non-linguistic, which affected their learning. Diary and introspective studies as a qualitative, rather than a quantitative tool for research into language learning, have been undertaken by Bailey (1983), Schumann (1977 and 1980), McDonough (1978) and Rivers (1983). They do not however deal with the quite startling fears and anxieties manifested in our study nor with the consequences for their success or otherwise in language learning. This paper sets out to provide details of student perceptions, especially the sometimes extreme manifestations of fear and anxiety they reveal. The authors hypothesize, on the basis of the diaries, that it is the individual’s “language boundary” or “language ego” which is severely threatened by public exposure in the foreign language classroom and which results in these manifestations of fear, anxiety and regression.

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