Collaborative Reading in a University EFL Classroom
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참고문헌
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초록
This research investigates how collaborative reading affects university students’ reading comprehension in an EFL classroom. It also examines the students’ perception towards collaborative group reading. The participants in this study were forty-six students taking an English reading course at a Korean university. For data collection, the participants were given two assignments: an individual translation assignment and a collaborative translation assignment. For the collaborative translation, the students were split into twelve groups, six homogeneous and six heterogeneous based on their reading proficiency. The students were also asked to fill out a survey regarding their perception toward collaborative group reading. The analysis of the data showed that the students benefited from the collaboration. However, it appeared that there was little difference in reading comprehension between the two different groups; homogeneous and heterogeneous. The data obtained from the survey revealed the students perception of the benefits and disadvantages of collaborative reading. The questionnaire data also displayed that high- and low-achieving students perceived collaborative reading in different ways. Low-achieving students, compared to high-achieving students, tended to place a higher value on group collaboration. Important pedagogical implications are discussed in relation to the research findings.
Abstract
This research investigates how collaborative reading affects university students’ reading comprehension in an EFL classroom. It also examines the students’ perception towards collaborative group reading. The participants in this study were forty-six students taking an English reading course at a Korean university. For data collection, the participants were given two assignments: an individual translation assignment and a collaborative translation assignment. For the collaborative translation, the students were split into twelve groups, six homogeneous and six heterogeneous based on their reading proficiency. The students were also asked to fill out a survey regarding their perception toward collaborative group reading. The analysis of the data showed that the students benefited from the collaboration. However, it appeared that there was little difference in reading comprehension between the two different groups; homogeneous and heterogeneous. The data obtained from the survey revealed the students perception of the benefits and disadvantages of collaborative reading. The questionnaire data also displayed that high- and low-achieving students perceived collaborative reading in different ways. Low-achieving students, compared to high-achieving students, tended to place a higher value on group collaboration. Important pedagogical implications are discussed in relation to the research findings.
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