Students’ Perceptions of Group-LED Workshop Project in Current Issues in Applied Linguistics Class (original) (raw)
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Students` perception on Project-Based Learning in sociolinguistic class
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Student-centered learning is a model of learning in which students play more roles in determining their success in learning. The students are demanded to be the active learners who seek knowledge by themselves with lecturer's assistance. This model of learning is implemented in English Language Education (ELESP) Study Program Sanata Dharma University Yogyakarta. One of the student-centered learning models found in ELESP is project-based learning (PBL). PBL is an approach allowing the students to work autonomously, individually or in group, in certain projects over extended period of time and resulted in tangible products in the form of written papers and oral presentations. The researcher found that PBL was implemented in sociolinguistic class. After reviewing some theories, the researcher found that these two things have a similarity. They both have something to do with social life. PBL deals with working with other people, whereas sociolinguistics deals with social life and language. Thus, this research was intended to find out whether PBL is beneficial for the sociolinguistic class students. There are two problems to be solved in this research. They are: How is PBL implemented in sociolinguistic class? and What is the students' perception on PBL implemented in sociolinguistic class? The researcher conducted survey research to find out how PBL is implemented and the students' perception on PBL implemented in sociolinguistic class. This research included 37 sociolinguistic class students in ELESP Sanata Dharma University 2009 academic year. The data were obtained through field notes, observation sheets, questionnaires, and interviews. The result of this research showed that PBL implemented in sociolinguistic class was conducted in group work. PBL contains complex task with challenging problems or questions which involve students in designing, problem solving, decision making, and investigating activities. It lasts over extended period of time, let the students work autonomously, and resulted in tangible products in the form of publishable papers and presentable presentation. Approximately 85% of sociolinguistic class students had positive perceptions on PBL in Sociolinguistic class. They considered that PBL is an interesting approach to be implemented in sociolinguistics class. It also develops the students' soft skills and English skills. The rest 15% had negative perceptions because they prefer to work individually than group work. The researcher suggested the teachers or lecturers, who are about to use PBL in their class, to adjust PBL with the students' needs to achieve the lessons' objective. Therefore, PBL will be effectively used.
Group Work in the Secondary ESL Classroom
Asian Social Science, 2012
This study involves a survey on student's perceptions on whether group work is enjoyable, interesting, promotes interaction and an effective mechanism of learning. It further investigated if gender and performance in English had any bearing on group work. The instrument used consisted of four sections. Section A is for the descriptive data, while section B, C and D use a Likert scale where '5' was the most positive answers. The sample of 70 respondents was randomly chosen from a semi urban school in the East Coast state of Terengganu. There were 27 males and 43 females and all of them were 16-year-old Malay Form Four students. The findings indicated that the students found group work to be enjoyable, interesting and promoted interaction. They also perceived it to be an effective means of learning. Through comparison of means and t-testing, it was established that there was no significant different between the genders in their inclination towards group work. Co-relational analysis indicated that there was no significant relationship between the students English language performance in their keenness towards group work. For future research, the study should be conducted in a longer period and in experiential way.
Group Processes in the Foreign Language Classroom
ABSTRACT This qualitative study observed group processes in the foreign language classroom. The four objectives were to describe group processes, identify pedagogical processes and impeding factors in foreign language team assignments and to characterize student experience of groups and learning environments in EFL classrooms at Silpakorn University. The researchers engaged students in group tasks and then assembled written evaluations by the sample group of Silpakorn university students revealing the meaning that they found in their EFL group work. This study is limited to the perceptions and meaning that students find in groups, and not so much in measuring either student satisfaction or their level of proficiency. The sample consisted of essays of 517 bachelor degree students in English classes at three different faculties of Silpakorn University. The data was analyzed for typology, taxonomies, grounded theory, analytical induction, matrixes for causation of group processes and tasks, hermeneutical analysis and discourse analysis. However, computerized discourse analysis (vocabulary frequency and readability levels) proved less helpful for the current study, but has potential for quantifying language and proficiency levels. The study found that cohesive, cooperative groups in the foreign language classroom are very meaningful particularly in the integration of language skills acquisition, interpersonal skills and professional skills. The group processes observed in this study followed Tuckman’s five categories of forming, storming, norming, performing and adjourning with L1 (Thai) characteristics and cultural considerations influencing group life at each step. For most students, this was their first positive experience of teamwork. Leadership of groups proved to have an evolving and lateral hierarchy that stood in contrast with previous perceptions of Thai cultural ideas of leadership being authoritarian and reciprocal. Recommendations were given for assigning group tasks to provide scaffolding (particularly in helping groups to identify and divide up important functions or roles for the success of the group) and for controlling group assignment design. The complicated issue of criteria for marking group work and individual contributions is modeled. Significantly, conflict avoidance behavior hindered group cohesion and completion of tasks, so students reported greater individual benefits when their group overcame conflict in the process. Finally, the study identified 9 factors that could be useful for future studies to measure group cohesion and to correlate this with language proficiency development. Keywords: groups, group processes, English as a foreign language, cooperative learning, group cohesion.
Journal of Education and Practice, 2017
The main purpose of this study was to assess determinants of teacher's implementation of group work in EFL speaking classroom In Angacha General secondary school. The study aimed at revealing factors that hamper the implementation of group work in EFL speaking class room. To attain the set objective 174 students of the school and 4 EFL teachers of the school were selected as participants of the study. In addition, questionnaire, interview, and classroom observation were used to collect data from the selected participants of the study. To analyze the collected data both qualitative and quantitative methods were used. Thus data collected through close-ended questionnaire, classroom observation were interpreted using number and percentages. On the other hand the data collected through open-ended items of questionnaire and interview were described and discussed. From the analysis of data different findings were achieved. The study reveals that teachers had little understanding of group work in EFL speaking classroom, teachers were not using group work in EFL speaking classroom as a result of less attention & lack of awareness. The study also sought that the lack of resources, bulkiness of textbooks, inhibitions of learners, fear and students background are the result of the study that factors impede the implementation of group work in EFL speaking class room. It is hoped that the result of this study could help EFL teachers, school supervisors, materials designers, and other concerned bodies Based on the finding of data analysis conclusion are made and recommendation are forwarded
European Journal of English Language Teaching, 2021
Group work is believed to be one of the possible solutions to the problem of dealing with large number of students within one speaking class. However, how students perceive group work in their EFL speaking classes is an area that needs to be researched. This study looks at how students perceive group work in their speaking classes and their preference of being given a specific role in a given speaking task that involves working in a group. A questionnaire has been distributed to 42 students to highlight their perceptions towards group work. Results from this study revealed that EFL students seem to like the idea of working in groups in their speaking classes as they reported a number of benefits that they gain when they work in groups, for example, they feel more independent, they have a chance to share ideas, and they speak English in most of the time in the class. However, a number of drawbacks have been also reported by the students, for example, the domination of one student in ...
Sustaining Interaction Through Group Work in English Foreign Language Classroom
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The purpose of teaching and learning English as a foreign language in Indonesia is to enable the learners to use English for communication in various contexts. To promote communication in teaching and learning activities, the teachers should be able to initiate interaction. To initiate interaction, the teachers may use questions, by which the teachers should consider the appropriate types of question that match with the students. In addition, the teachers should be able to maintain or sustain the interaction in their teaching and learning context. One of the activities which are effective to sustain interaction in the process of teaching and learning is group work. By using group work, the learners are encouraged to interact in English communicatively. Besides, this method increases students' motivation in learning. This is as the effect of learning climate which offers freedom for the students to express their ideas, feeling or criticism freely in front of their group's mem...
Students Attitudes towards Group Work in Language Classroom
Collaborative learning has been adopted as a teaching technique in ESL classes in last three decades. Teachers use CL based on recommendations of researchers and linguists who wrote very positive feedback on the same. Students' attitudes and feedback to collaborative learning, i.e. group work are highly crucial to determine an aspect of success in the teaching-learning process. 1 This research is an attempt to investigate the attitudes of students towards group work activities they perform in English language classrooms.
The effect of group work strategy in English teaching and learning in SMP Bandar Lampung
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This research aims to analyze the effect of group learning strategies in teaching and learning English at the stage of junior high schools in Bandar Lampung. Moreover, this study used a descriptive qualitative research. Observation, open-ended questionnaires, and interviews were used in this study. The result of this study showed that the group work strategy had significant effect towards English learning outcomes. In addition, some teachers and students approved that the group work strategy is an active learning strategy. It was proven by teachers’ answers on open-ended questionnaires. In sum, it can be inferred that group work strategy can be used to make an active learning and improve students’ outcomes in learning English. Although in pandemic situation, group work strategy can be applied by using some application which can support teaching and learning English.
Throughout the last two or three decades, group work has become a part that cannot be separated from other classroom activities. This research study identifies the different opinions of Kurdish students concerning the advantages and disadvantages of group work in the classroom. The research was conducted on 100 Kurdish university students who had at least two years experience of group work at Universities in Kurdistan (Zakho, Dohuk, Salahaddin, and Sulaimani universities). Anonymously, a questionnaire was completed and its results were submitted by the respondents, hoping that their responses could directly address the research aim. Then, 20 students from the ones who participated in filling in the questionnaire were chosen and interviewed so as to gain as valid and reliable data as possible for the results of the study to be authentic. Thus, a triangulation methodological strategy was followed in this research study to produce valid results. The findings from both instruments revealed that " better communication " , " group work is a mutual interest " , " group members clarify difficult things to each other " and ''it takes a short time to finish a task in group work'' were students' positive opinions, while " some members prefer to relax and stay silent " , " some members do not like to work " , ''group work is a waste of time as students talk about external things and they cannot reach any agreement' 'and " students depend on each other " were their negative opinions concerning group work. Suggesting further considerable studies on attitudes of students concerning group work, the research concludes.
EFL Students' Perception on Strengths and Weaknesses of Group Working in Project-Based Learning
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This study investigates the EFL students' perception on Strengths and weaknesses of group working in project-based learning. This implements qualitative research of study. Data were collected using reflections, which were distributed to 15 students of the fifth semester at the English Education Study Program in higher education at Kendari as participant. The finding showed that there were strengthen and weaknesses in implementing group work on PBL. Some strengthen on group work do PBL are brainstorming ideas, providing easier learning, and understanding material, practicing cooperation skills, sharing the task inside team and developing responsibilities. Meanwhile, for the weaknesses of group work on PBL namely the students’ feel their group member was incohesive team these included of lack unity and think of themselves, difficulties to set time, uneven assigment, and misunderstanding in the discussion group. This study implies the lecturer or prospective teacher should have som...