How Do University Students Construct Text Meanings Through Collaborative Reading?
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This study investigated how students co-constructed text meanings through collaborative reading and also the students’ perceptions on group work. Forty-one students participated in this study. These students were divided into 11 different groups and asked to translate reading texts with their group members. They were required to videotape their work on DVDs. The eight DVDs(except 3 with technical problems) were transcribed. In addition, a survey was conducted to look at participants’ reactions to the group work. Further information about the group reading was gathered by email exchanges. This study, throughout the analysis, found that the students co-constructed text meanings by 1)building vocabulary words they did not know before the reading; 2)determining text meanings using context through the act of reading; and 3)negotiating text meanings by understanding sentence and grammatical structures. The participants’ perceptions to the group work was positive. The findings imply that learning vocabulary and grammar in reading contexts are one of the effective reading instructions, and present how reading teachers should teach reading. The study also suggest teachers’ careful plan for group work
Abstract
This study investigated how students co-constructed text meanings through collaborative reading and also the students’ perceptions on group work. Forty-one students participated in this study. These students were divided into 11 different groups and asked to translate reading texts with their group members. They were required to videotape their work on DVDs. The eight DVDs(except 3 with technical problems) were transcribed. In addition, a survey was conducted to look at participants’ reactions to the group work. Further information about the group reading was gathered by email exchanges. This study, throughout the analysis, found that the students co-constructed text meanings by 1)building vocabulary words they did not know before the reading; 2)determining text meanings using context through the act of reading; and 3)negotiating text meanings by understanding sentence and grammatical structures. The participants’ perceptions to the group work was positive. The findings imply that learning vocabulary and grammar in reading contexts are one of the effective reading instructions, and present how reading teachers should teach reading. The study also suggest teachers’ careful plan for group work
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