Research Article
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Year 2019, Volume 5, Issue 1, 1 - 22, 25.06.2019

Abstract

References

  • Alfares, N. (2017). Benefits and difficulties of learning in group work in EFL classes in Saudi Arabia. English Language Teaching, 10(7), 247-256.
  • Brown, D. (2001). Teaching by Principles. An Interactive Approach to Language Pedagogy. Oxford, UK: Longman.
  • Brown, J. D., & Rodgers, T. S. (2002). Doing second language research. New York: Oxford University Press.
  • Canagarajah, A. S. (1997). Safe houses in the contact zone: Coping strategies of African-American students in the academy minority. College Composition and Communication, 48(2), 173–196.
  • Chiriac, E. H., & Frykedal, K. F. (2011). Management of group work as a classroom activity. World Journal of Education, 1(2), 3–16.
  • Consolo, D. A. (2006). Classroom oral interaction in foreign language lessons and implications for teacher development. Linguagem & Ensino, 9(2), 33-55.
  • Çelik, S., Aytın, K., & Bayram, E. (2013). Implementing cooperative learning in the language classroom: Opinions of Turkish teachers of English. Procedia - Social and Behavioral Sciences, 70, 1852–1859.
  • Coşkun, A. (2016). Causes of the 'I can understand English but I can't speak' syndrome in Turkey. i-Manager's Journal on English Language Teaching, 6(3), 1-12.
  • Freeman, M., & Mckenzie, J. (2002). SPARK, a Confidential Web-based template for self and peer assessment of student teamwork: Benefits of evaluating across different subjects. British Journal of Educational Technology, 33(5), 551–569.
  • Ghorbani, A. (2011). First language use in foreign language classroom discourse. Procedia - Social and Behavioral Sciences, 29, 1654–1659.
  • Hall, J., & Walsh, M. (2002). Teacher-Student interaction and language learning. Annual Review of Applied Linguistics, 22, 186-203. Hamzah, M. H., & Ting, L. Y. (2010). Teaching speaking skills through group work activities. Available at https://core.ac.uk/download/pdf/11785638.pdf.
  • Harmer, J. (2007). How to teach English (2nd Ed). Essex: Longman.
  • Hay, P., & Nilsson, O. (2016). Group works' impact on the cognitive learning processes in the ESL classroom. Available at https://muep.mau.se/bitstream/handle/2043/21852/Group%20works%20impac t-%20essay.pdf?sequence=2.
  • Hughes, A. (2003). Testing for Language Teachers. Cambridge: Cambridge University Press.
  • Humaera, I. (2015). Inhibition in speaking performance. Journal of the Association for Arabic and English, 1(1), 31–50.
  • Jayanth, A. R. S., & Soundiraraj, S. (2016). Exploiting group work activities to develop speaking skills of the ESL learners. The English Classroom, 18(1), 127-141.
  • Kayi, H. (2006). Teaching speaking: Activities to promote speaking in a second language. The Internet TESL Journal, 12(11). Available at http://iteslj.org/Techniques/Kayi-TeachingSpeaking.html
  • Larsen-Freeman, D. (2000). Techniques and principles in language teaching. Oxford: Oxford University Press.
  • Long, M. H., & Porter, P. A. (1985). Group work, Interlanguage Talk and Second Language Acquisition. TESOL Quarterly, 19(2), 207-228. Marzano, R. (2003). Classroom Management that Works. Alexandria, VA: ASCD.
  • McDonough, J., & Shaw, C. (2003). Materials and Methods in ELT. Blackwell.
  • Monchisnki, T. (2008). Critical Pedagogy and the Everyday Classroom. New York: Springer.
  • Özdemir, B. (2015). How to prevent students’ code-switching during group work. International Journal of Languages, Literature and Linguistics, 1(1), 15–19.
  • Paker, T. (2006). Çal bölgesindeki okullarda İngilizce öğretiminin sorunları ve çözüm önerileri. In Topuz, B., Urhan R., & Gülel, M.A. (Eds), Proceedings of Çal Symposium (684-690). Denizli: Pamukkale University.
  • Pyun, O. (2004). The role of group work in the second language classroom. The Korean Language in America, 9(1), 169-191. Available at http://www.jstor.org/stable/42922866.
  • Richards, J., & Rodgers, T. (2001). Approaches and methods in language teaching. Cambridge: Cambridge University Press.
  • Sainsbury, E., & Walker, R. (2009). Motivation, learning and group work: The effect of friendship on collaboration. In A. Hugman (Ed.), Proceedings of UniServe Science, The University of Sydney Conference (pp. 118-124). University of Sydney, Sydney.
  • Şener, S. (2014). Turkish ELT students’ willingness to communicate in English. ELT Research Journal, 3(2), 91–109. Available at https://dergipark.org.tr/eltrj/issue/5482/74454
  • Tauber, R.T. (2007). Classroom management: Sound theory and effective management. Westport: Praeger Publishers.
  • Ur, P. (2012). Course in English language teaching. Cambridge: Cambridge University Press.
  • Üstünlüoğlu, E. (2009). Autonomy in language learning: Do students take responsibility for their learning?. Journal of Theory and Practice in Education, 5(2), 148–169.
  • Wang, Q., & Castro, C. D. (2010). Classroom interaction and language output. English Language Teaching, 3(2), 175–186.
  • Wijaya, M. S., & Sari, M. (2017). Inside outside circle: Teaching students’ speaking skill. ELT-Echo, 2(2), 114–123.
  • Willey, K., & Gardner, A. (2008). Improvements in the self and peer assessment tool SPARK: Do they improve learning outcomes?. Available at http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.535.9749&rep=rep1&type=pdf&fbclid=IwAR288e-7O0SOcWAX4C-wHdSZTHVXep6uMdgWIBFAMj7SCiw2Sh3uVD6QQco
  • Willey, K., Jacobs, B., & Walmsley, M. (2007). Self and peer assessment to promote professional skill development: Moving from ad-hoc to planned integration. In Proceedings of the 2007 AaeE Conference (pp. 1-8). Melbourne.
  • Zhang, B. (2013). An analysis of spoken language and written language and how they affect English language learning and teaching. Journal of Language Teaching and Research, 4(4), 834–838.

Turkish EFL Learners’ Appraisal of Group Work in Speaking: Self and Peer Reflections

Year 2019, Volume 5, Issue 1, 1 - 22, 25.06.2019

Abstract

This research was conducted to investigate EFL learners’ views related to group work and learner behaviors in group works in speaking. To address these issues, data collection was carried out in preparatory classes through a questionnaire constructed for this study. Participants of the study were 52 students learning English in a preparatory school at a state university in Turkey. In data analysis, statistical analysis was used for the questionnaire data using SPSS 20. Findings of the study indicate that students attributed positive aspects to themselves such as respectful, sharing, and participating in group activities in speaking. Data also revealed that students who evaluated the other members of the group had the opinion that other group members also had positive aspects in group work although some regarded their peers as ineffective and disruptive. Additionally, it is concluded that group work activities contribute positively to learners’ speaking skill in English as well as creating a small and a sharing speaking community by increasing student motivation.

References

  • Alfares, N. (2017). Benefits and difficulties of learning in group work in EFL classes in Saudi Arabia. English Language Teaching, 10(7), 247-256.
  • Brown, D. (2001). Teaching by Principles. An Interactive Approach to Language Pedagogy. Oxford, UK: Longman.
  • Brown, J. D., & Rodgers, T. S. (2002). Doing second language research. New York: Oxford University Press.
  • Canagarajah, A. S. (1997). Safe houses in the contact zone: Coping strategies of African-American students in the academy minority. College Composition and Communication, 48(2), 173–196.
  • Chiriac, E. H., & Frykedal, K. F. (2011). Management of group work as a classroom activity. World Journal of Education, 1(2), 3–16.
  • Consolo, D. A. (2006). Classroom oral interaction in foreign language lessons and implications for teacher development. Linguagem & Ensino, 9(2), 33-55.
  • Çelik, S., Aytın, K., & Bayram, E. (2013). Implementing cooperative learning in the language classroom: Opinions of Turkish teachers of English. Procedia - Social and Behavioral Sciences, 70, 1852–1859.
  • Coşkun, A. (2016). Causes of the 'I can understand English but I can't speak' syndrome in Turkey. i-Manager's Journal on English Language Teaching, 6(3), 1-12.
  • Freeman, M., & Mckenzie, J. (2002). SPARK, a Confidential Web-based template for self and peer assessment of student teamwork: Benefits of evaluating across different subjects. British Journal of Educational Technology, 33(5), 551–569.
  • Ghorbani, A. (2011). First language use in foreign language classroom discourse. Procedia - Social and Behavioral Sciences, 29, 1654–1659.
  • Hall, J., & Walsh, M. (2002). Teacher-Student interaction and language learning. Annual Review of Applied Linguistics, 22, 186-203. Hamzah, M. H., & Ting, L. Y. (2010). Teaching speaking skills through group work activities. Available at https://core.ac.uk/download/pdf/11785638.pdf.
  • Harmer, J. (2007). How to teach English (2nd Ed). Essex: Longman.
  • Hay, P., & Nilsson, O. (2016). Group works' impact on the cognitive learning processes in the ESL classroom. Available at https://muep.mau.se/bitstream/handle/2043/21852/Group%20works%20impac t-%20essay.pdf?sequence=2.
  • Hughes, A. (2003). Testing for Language Teachers. Cambridge: Cambridge University Press.
  • Humaera, I. (2015). Inhibition in speaking performance. Journal of the Association for Arabic and English, 1(1), 31–50.
  • Jayanth, A. R. S., & Soundiraraj, S. (2016). Exploiting group work activities to develop speaking skills of the ESL learners. The English Classroom, 18(1), 127-141.
  • Kayi, H. (2006). Teaching speaking: Activities to promote speaking in a second language. The Internet TESL Journal, 12(11). Available at http://iteslj.org/Techniques/Kayi-TeachingSpeaking.html
  • Larsen-Freeman, D. (2000). Techniques and principles in language teaching. Oxford: Oxford University Press.
  • Long, M. H., & Porter, P. A. (1985). Group work, Interlanguage Talk and Second Language Acquisition. TESOL Quarterly, 19(2), 207-228. Marzano, R. (2003). Classroom Management that Works. Alexandria, VA: ASCD.
  • McDonough, J., & Shaw, C. (2003). Materials and Methods in ELT. Blackwell.
  • Monchisnki, T. (2008). Critical Pedagogy and the Everyday Classroom. New York: Springer.
  • Özdemir, B. (2015). How to prevent students’ code-switching during group work. International Journal of Languages, Literature and Linguistics, 1(1), 15–19.
  • Paker, T. (2006). Çal bölgesindeki okullarda İngilizce öğretiminin sorunları ve çözüm önerileri. In Topuz, B., Urhan R., & Gülel, M.A. (Eds), Proceedings of Çal Symposium (684-690). Denizli: Pamukkale University.
  • Pyun, O. (2004). The role of group work in the second language classroom. The Korean Language in America, 9(1), 169-191. Available at http://www.jstor.org/stable/42922866.
  • Richards, J., & Rodgers, T. (2001). Approaches and methods in language teaching. Cambridge: Cambridge University Press.
  • Sainsbury, E., & Walker, R. (2009). Motivation, learning and group work: The effect of friendship on collaboration. In A. Hugman (Ed.), Proceedings of UniServe Science, The University of Sydney Conference (pp. 118-124). University of Sydney, Sydney.
  • Şener, S. (2014). Turkish ELT students’ willingness to communicate in English. ELT Research Journal, 3(2), 91–109. Available at https://dergipark.org.tr/eltrj/issue/5482/74454
  • Tauber, R.T. (2007). Classroom management: Sound theory and effective management. Westport: Praeger Publishers.
  • Ur, P. (2012). Course in English language teaching. Cambridge: Cambridge University Press.
  • Üstünlüoğlu, E. (2009). Autonomy in language learning: Do students take responsibility for their learning?. Journal of Theory and Practice in Education, 5(2), 148–169.
  • Wang, Q., & Castro, C. D. (2010). Classroom interaction and language output. English Language Teaching, 3(2), 175–186.
  • Wijaya, M. S., & Sari, M. (2017). Inside outside circle: Teaching students’ speaking skill. ELT-Echo, 2(2), 114–123.
  • Willey, K., & Gardner, A. (2008). Improvements in the self and peer assessment tool SPARK: Do they improve learning outcomes?. Available at http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.535.9749&rep=rep1&type=pdf&fbclid=IwAR288e-7O0SOcWAX4C-wHdSZTHVXep6uMdgWIBFAMj7SCiw2Sh3uVD6QQco
  • Willey, K., Jacobs, B., & Walmsley, M. (2007). Self and peer assessment to promote professional skill development: Moving from ad-hoc to planned integration. In Proceedings of the 2007 AaeE Conference (pp. 1-8). Melbourne.
  • Zhang, B. (2013). An analysis of spoken language and written language and how they affect English language learning and teaching. Journal of Language Teaching and Research, 4(4), 834–838.

Details

Primary Language English
Subjects Social
Journal Section Research articles
Authors

Leyla HARPUTLU This is me
DOKUZ EYLUL UNIVERSITY
Türkiye


Ali ERARSLAN (Primary Author)
ALANYA ALAADDIN KEYKUBAT UNIVERSITY
0000-0003-2536-6044
Türkiye

Publication Date June 25, 2019
Application Date July 28, 2018
Acceptance Date October 6, 2018
Published in Issue Year 2019, Volume 5, Issue 1

Cite

APA Harputlu, L. & Erarslan, A. (2019). Turkish EFL Learners’ Appraisal of Group Work in Speaking: Self and Peer Reflections . The Literacy Trek , 5 (1) , 1-22 . Retrieved from https://dergipark.org.tr/en/pub/literacytrek/issue/46271/448704

Creative Commons License The content is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. Copyright rests with the author; The Literacy Trek must be referred properly.