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Individual Accountability in Cooperative Learning in EFL Classrooms: More Opportunities for Peer Interaction

Puji Astuti|Leslie Barratt
아시아테플 (AsiaTEFL (The Asian Association of Teachers of English As a Foreign Language))|2018.03|Journal of Asia TEFL|제15권 제1호|pp. 1-16

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참고문헌

키워드

cooperative learningpeer interactionindividual accountability

초록

Research shows that cooperative learning (CL) supports foreign language learning (e.g., Almuslimi, 2016; Wei & Tang, 2015). However, there is little research demonstrating how CL works and, specifically, how it promotes learning, particularly individual accountability, which is a principle in CL. This article reports on part of a larger study that aimed to fill this gap by exploring the roles of individual accountability in CL in enhancing EFL learning. The study involved two secondary school EFL teachers, with 77 students in their classrooms, and four focus students. Analysis of data from participant observations, in-depth interviews, and document analysis shows that individual accountability manifests itself in a series of activities from individual, group, and class presentations as well as other peer interactions. The findings also showed that the learners had more opportunities to interact and had more interactions with their peers during CL than during conventional group work (i.e., students simply completing non-CL activities in groups). Opportunities for student-student interactions in CL activities, absent in the conventional group work, may have contributed to the EFL learners’ communicative competence. However, teachers new to CL should follow the preset procedures for CL strategies to promote individual accountability and understand how these activities benefit students.

Abstract

Research shows that cooperative learning (CL) supports foreign language learning (e.g., Almuslimi, 2016; Wei & Tang, 2015). However, there is little research demonstrating how CL works and, specifically, how it promotes learning, particularly individual accountability, which is a principle in CL. This article reports on part of a larger study that aimed to fill this gap by exploring the roles of individual accountability in CL in enhancing EFL learning. The study involved two secondary school EFL teachers, with 77 students in their classrooms, and four focus students. Analysis of data from participant observations, in-depth interviews, and document analysis shows that individual accountability manifests itself in a series of activities from individual, group, and class presentations as well as other peer interactions. The findings also showed that the learners had more opportunities to interact and had more interactions with their peers during CL than during conventional group work (i.e., students simply completing non-CL activities in groups). Opportunities for student-student interactions in CL activities, absent in the conventional group work, may have contributed to the EFL learners’ communicative competence. However, teachers new to CL should follow the preset procedures for CL strategies to promote individual accountability and understand how these activities benefit students.

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관련 논문AI추천

“They Had Peer Preference” : A Portrait of Tensions in Cooperative Learning Implementation in EFL ClassroomsAstuti Puji, Lammers Jayne C.아시아테플 · Journal of Asia TEFL2020 · 제17권 제2호The Nature of Peer Interaction: Role Relationships Formed in Pair Interaction김윤희한국영어교육학회 · 영어교육2017 · 제72권 제1호Reading Concepts in Cooperative Work by EFL College Students서재석한국영어교육학회 · 영어교육2009 · 제64권 제2호ESL Children’s Second Language Learning through Cooperative Learning김명희한국영어교육학회 · 영어교육2007 · 제62권 제3호Cooperative Learning as an Organized Instruction in English Learning윤도현, 임익희21세기영어영문학회 · 영어영문학212011 · 제24권 제3호Voices from Freshmen in Cooperative Learning Classrooms강현숙팬코리아영어교육학회 · 영어교육연구2008 · 제20권 제4호

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