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“They Had Peer Preference” : A Portrait of Tensions in Cooperative Learning Implementation in EFL Classrooms

Astuti Puji|Lammers Jayne C.
아시아테플 (AsiaTEFL (The Asian Association of Teachers of English As a Foreign Language))|2020.07|Journal of Asia TEFL|제17권 제2호|pp. 446-462|DOI 10.18823/asiatefl.2020.17.2.9.446

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키워드

cooperative learningpeer interactionCL structuresindividual accountabilitypeer preference

초록

Despite an increase in research on the effects of cooperative learning (CL) on EFL learning, few studies explore the processes occurring within the use of CL and even fewer depict challenges with CL implementation. To address that gap, this qualitative multi-case study explored the important roles that individual accountability  CL’s key principle  play in enhancing EFL learning and was guided by the following question: How does missing the activities that demonstrate individual accountability in CL affect EFL learning? Data were generated by participant observations, in-depth interviews, and document analysis to conduct an empirical examination of what teachers and students experience, namely that while CL was part of teacher participants’ instructional practice, the procedures of some selected CL structures were only partially followed by these teachers. When CL was not implemented with fidelity, performances of individual accountability in home groups and peer interactions were missed. With a Cultural-Historical Activity Theory lens, this analysis provides a portrait of tensions in the CL implementation, such as one between EFL learners (subjects) and the EFL classroom (community); it was evidenced by the learners having peer preference, i.e., taking the attitude that not all of their peers could be their resource person.

Abstract

Despite an increase in research on the effects of cooperative learning (CL) on EFL learning, few studies explore the processes occurring within the use of CL and even fewer depict challenges with CL implementation. To address that gap, this qualitative multi-case study explored the important roles that individual accountability  CL’s key principle  play in enhancing EFL learning and was guided by the following question: How does missing the activities that demonstrate individual accountability in CL affect EFL learning? Data were generated by participant observations, in-depth interviews, and document analysis to conduct an empirical examination of what teachers and students experience, namely that while CL was part of teacher participants’ instructional practice, the procedures of some selected CL structures were only partially followed by these teachers. When CL was not implemented with fidelity, performances of individual accountability in home groups and peer interactions were missed. With a Cultural-Historical Activity Theory lens, this analysis provides a portrait of tensions in the CL implementation, such as one between EFL learners (subjects) and the EFL classroom (community); it was evidenced by the learners having peer preference, i.e., taking the attitude that not all of their peers could be their resource person.

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관련 논문AI추천

Individual Accountability in Cooperative Learning in EFL Classrooms: More Opportunities for Peer InteractionLeslie Barratt, Puji Astuti아시아테플 · Journal of Asia TEFL2018 · 제15권 제1호Voices from Freshmen in Cooperative Learning Classrooms강현숙팬코리아영어교육학회 · 영어교육연구2008 · 제20권 제4호Reading Concepts in Cooperative Work by EFL College Students서재석한국영어교육학회 · 영어교육2009 · 제64권 제2호Co-Teaching in a Primary EFL Classroom: An Ethnographic Perspective도주현언어과학회 · 언어과학연구2020 · 제94호The Nature of Peer Interaction: Role Relationships Formed in Pair Interaction김윤희한국영어교육학회 · 영어교육2017 · 제72권 제1호Co-initiations in EFL Collaborative Teaching Interaction이미진한국영어교육학회 · 영어교육2017 · 제72권 제3호

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