Evolving collaboration among teacher traineesanalysis of collaborative discourse (original) (raw)
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Annual Review of Applied Linguistics, 2004
In this review of research, various aspects of collaboration are discussed to understand more completely the phenomenon of jointly constructed activity in pedagogical contexts. This chapter presents the parameter for collaborations, differentiates collaboration from interaction, and reviews studies organized into three themes: collaboration and community, collaboration and language development, and collaboration and identity. Concepts taken from sociocultural theory provide an overarching explanatory framework of learning in the collaborative setting. These concepts include goal-directed activity, human relations, mediation, history, and culture. Consideration for emergent directions for research on collaboration and language learning are presented.
The Use of Small Group Discussion Strategy in Teaching English Speaking
2020
The objective of this research is to answer the question on how small group discussion strategy could improve the students speaking skill. The research was conducted at the seventh grade students of SMPN 3 Ciawi in academic year 2019/2020. This paper used descriptive qualitative method. The data were collected through observation during teaching learning process. To add important data and resource, the researchers also did library research and internet research. The theory that support this research is based on the theory of Giri in (Rahmat 2017). This research consists of plans, how to develop and improve students speaking skills ability using small group discussion strategy. It also contains the preparation, teaching-learning process and the evaluation. The result of this research indicated that: (1)small group discussion strategy could build confidence of students’ in speaking; (2) engage students in work group discussion communicatively; (3) the students have the opportunities t...
Collaborative teaching from English language instructors’ perspectives
Journal of Language and Linguistic Studies, 2017
Collaborative teaching, a significant concept in the field of English language teaching, involves teachers in sharing expertise, decision-making, lesson delivery, and assessment. It is a common practice for instructors in many schools and universities where English is taught as a foreign/second language (EFL/ESL) in intensive programs or departments to be involved in collaboration in many ways ranging from co-planning to co-constructing and co-teaching their language classes. The present study concentrated on collaborative practices of English language instructors planning the EFL program together at a private university in Istanbul, Turkey and aimed to elaborate on the ways they were engaged in collaboration in language teaching, their beliefs on it, and which conditions they perceived as necessary to sustain successful collaboration. The results gained from written pre-interview protocols, focus-group and individual interviews shed light on the characteristics of collaborative tea...
2017
Collaborative teaching, a significant concept in the field of English language teaching, involves teachers in sharing expertise, decision-making, lesson delivery, and assessment. It is a common practice for instructors in many schools and universities where English is taught as a foreign/second language (EFL/ESL) in intensive programs or departments to be involved in collaboration in many ways ranging from co-planning to co-constructing and co-teaching their language classes. The present study concentrated on collaborative practices of English language instructors planning the EFL program together at a private university in Istanbul, Turkey. It aimed to elaborate on the ways they were engaged in collaboration in language teaching, their beliefs on it, and which conditions they perceived as necessary to sustain successful collaboration. The results gained from written pre-interview protocols, focus-group and individual interviews shed light on the characteristics of collaborative tea...
NEED FOR COLLABORATION IN AN ENGLISH LANGUAGE CLASSROOM: A STUDY ON TEACHERS' ATTITUDE
INTERNATIONAL JOURNAL OF ENGLISH LANGUAGE, LITERATURE AND TRANSLATION STUDIES (IJELR), 2018
The rationale behind teaching English as a second language is to impart English language skills and to enhance the communicative competence of learners. Though the objectives of the curriculum clearly reflect the rationale, the success of the curriculum largely depends on the execution of the syllabus. Undoubtedly, the sole responsibility of making the curriculum effective lies in the hands of the teachers. The mandate given to all English language teachers is to find novel methods and pedagogical tools in converting the curriculum into effective classroom modules. In reality, teachers of English in India are facing lots of challenges mainly due to the untoward significance given to test-based instruction. Hence, there is always a conflict between teaching English as a subject and as a skill. The result based structure supports the former and the latter is miserably neglected. At this juncture, it is essential to revisit English language teaching in schools. If English is taught to hone English language skills, a classroom needs to be interactive to bridge the gap between the objectives of the curriculum and the outcome. Therefore, the researcher proposes to employ collaborative learning approach to complement the acquisition of English speaking skills. This quantitative study aims at analysing the attitude of school teachers in employing collaborative learning strategies for the enhancement of English speaking skills. The study is conducted among school teachers because the researcher believes that it is crucial for the learners to achieve a certain level of competence in English speaking skills before pursuing higher education.
Taking stock of research on teacher collaborative discourse: Theory and method in a nascent field
Teaching and Teacher Education, 2020
Scholars generally agree that teacher professional conversations can play a critical role in teacher learning on the job. However, empirical research on the topic is relatively diffuse, both theoretically and methodologically. This paper presents a systematic review of 64 articles about teacher team discourse and interaction. The review offers an overview of the field and analyses of studies’ theoretical perspectives on teacher learning, methodological approaches to analyzing discourse, research and intervention designs, and emergent ideas and findings about generative discourse. We conclude with key questions and emphases for the consolidation and further development of this fragmented and nascent field.
Journal of English Education and Teaching (JEET), 2022
Collaborative learning (CL) is a learning approach that emphasizes activities focused on the students, which has been implemented in teaching English. Interdependence, social behavior, cognitive development, and social psychology views may all be used to explain its effectiveness. The systematic review's purpose is to investigate practical influencing elements on CL insight from a social psychology perspective. The research was conducted using a qualitative method and then thematically analyzed. The findings break down the success of CL interactions into three categories: social cognition, social relationship, and social behavior. According to our research, the social-psychological aspects of collaborative learning have also become a vital component in curricular practices. Consequently, starting with pre-service and building on it with the teacher.
A Cooperative Small-Group Methodology in the Language Classroom
TESOL Quarterly, 1987
The study reported in this article assessed the effects of two small-group cooperative techniques (Discussion Group; Student Teams and Achievement Divisions) and the whole-class method on academic achievement in EFL for 665 pupils in 33 seventhgrade classes. The students were taught by 18 teachers (assigned at random to one of the three methods), who participated in training workshops followed up by in-class coaching. Evaluation of pupils' achievement was conducted by observation and by special achievement tests administered before and after the experiment. Particularly noteworthy are the findings revealing that both group methods registered significantly greater improvement than the whole-class method on the total score of the test and on the listening comprehension scale. These findings support the link between the communicative approach to foreign language instruction and cooperative learning in small groups. The study demonstrates how to forge a link between the content and the process of instruction. of both receptive and a more controlled productive skills. manner than in DG.
Strategies used by Senior High School English Teachers for Collaborative Work
Psychology and Education: A Multidisciplinary Journal, 2024
This qualitative study aimed to study and identify the strategies of Senior High School English teachers of Holy Trinity College of General Santos City for collaborative work. The researchers purposely selected seven (7) English teachers of the Senior High School Department of Holy Trinity College of General Santos City who are teaching the subjects Practical Research and Reading and Writing. To obtain the results of this study, the researchers utilized a structured and comprehensive interview guide. The participants were then able to share the collaborative works they are implementing, the challenges they face in the implementation of such, and most importantly the strategies for collaborative work. The study established two major themes in the strategies of the participants which are peer evaluation and educational guidance. Considering the findings of the study, it is recommended for the institution to strengthen the integration of the collaborative learning theory in collaborative works inside the classrooms to ensure that the benefits already innate in collaborative work is achieved. Furthermore, the researchers also recommend the future researchers to venture in a comparative study that will analyze and explore the strategies for collaborative work in diverse educational subjects and contexts which can provide a comprehensive understanding into the benefits of intervention or strategies for collaborative work.