Investigation of Small Group Interaction in a Korean University EFL Classroom
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This paper investigates learner-learner interactions performed by Korean college students. It intends to accomplish two purposes: (a) to provide a clear picture of how learners learn from one another by assisting each other; and (b) to convince Korean college teachers who are skeptical about small group work. Nine interactions in one small group discussion session were recorded, transcribed and analyzed. Along with a cognitive-interaction analysis, a supplemental student opinion survey was also conducted in order to provide students’ perspectives towards small group discussion activities. The results showed that learners were able to assist one another in various ways, such as correction, negotiation moves, and lexical assistance. Lexical assistance was the most common strategy. More than 70% of peer assistance was taken as repair and the rest as needs-repair. Mis-correction/mis-assistance was very rare and the uptake rate of this was also low. The survey revealed that two advantages of small group work were, (a) gaining competence in speaking in English and (b) increasing comprehensibility of the content by sharing with others. The students’ most serious concern was missing mistakes, and their main suggestions were to rotate group members and to have a proficient learner as a discussion leader in a group.
Abstract
This paper investigates learner-learner interactions performed by Korean college students. It intends to accomplish two purposes: (a) to provide a clear picture of how learners learn from one another by assisting each other; and (b) to convince Korean college teachers who are skeptical about small group work. Nine interactions in one small group discussion session were recorded, transcribed and analyzed. Along with a cognitive-interaction analysis, a supplemental student opinion survey was also conducted in order to provide students’ perspectives towards small group discussion activities. The results showed that learners were able to assist one another in various ways, such as correction, negotiation moves, and lexical assistance. Lexical assistance was the most common strategy. More than 70% of peer assistance was taken as repair and the rest as needs-repair. Mis-correction/mis-assistance was very rare and the uptake rate of this was also low. The survey revealed that two advantages of small group work were, (a) gaining competence in speaking in English and (b) increasing comprehensibility of the content by sharing with others. The students’ most serious concern was missing mistakes, and their main suggestions were to rotate group members and to have a proficient learner as a discussion leader in a group.
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