Collaborative Learning: An Effective Approach to Promote Language Development
DOI:
https://doi.org/10.23918/ijsses.v7i2p57Keywords:
Collaboration, Cooperation, Communication, Interaction, Language LearningAbstract
Collaborative learning is based upon working together on the same task. As learners try to accomplish a task in small groups and search for understanding, they can benefit from each other. The implementation of collaborative learning provides considerable advantages for learners. It gradually contributes to the development of social communication and enhances learners’ experiences. The use of this educational approach has an influence on the promotion of student-centered learning which allows learners to construct meaning through interactions with each other. It should be underlined that collaborative learning holds an important place in language learning. Its use in the language classroom can help learners develop communicative competence. This paper attempts to explain the benefits of using collaborative learning in learning settings. In particular, the paper endeavors to demonstrate the contributions of this approach to the development of language learning.
References
Apple, M.T. (2006). Language Learning Theories and Cooperative Learning Techniques in the EFL Classroom. Doshisha Studies in Language and Culture, 9(2), 277 – 301.
Bailin, S., Case, R., Coombs, J. R., & Daniels, L. B. (1999). Conceptualizing critical thinking. Journal of Curriculum Studies, 31(3), 285–302.
Bonk, C. J. & Smith, G. S. (1998). Alternative instructional strategies for creative and critical thinking in the accounting curriculum. Journal of Accounting Education, 16(2), 261-293.
Bossert, S. T. (1988). Cooperative activities in the classroom. Review of Research in Education, 15(1988-1989), 225–250.
Crandall, J. (1999). Cooperative language learning and affective factors. In Arnold, J (Eds.) Affect in language learning. Cambridge University Press. Beijing: Foreign language Teaching and Research Press, 2000.
Cross, D. R. & Paris, S. G. (1988). Developmental and instructional analyses of children’s metacognition and reading comprehension. Journal of Educational Psychology, 80(2), 131–142.
Gillies, R., & Boyle, M. (2010). Teachers’ reflections on cooperative learning: Issues of implementation. Teaching and Teacher Education, 26, 933–940.
Gottfried, A. E. (1990). Academic intrinsic motivation in young elementary school children. Journal of Educational Psychology, 82(3), 525–538.
Hennessey, M. G. (1999, March). Probing the dimensions of metacognition: Implications for conceptual change teaching-learning. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Boston, MA.
Heyman, G. D. (2008). Children’s critical thinking when learning from others. Current Directions in Psychological Science, 17(5), 344–347.
Jia, G. (2003). Psychology of foreign language education (2nd edition). Nanning: Guangxi Education Press.
Mart, C.T. (2011). How to sustain students’ motivation in a learning environment. ERIC (ED519165).
Mart, C.T. (2012). Developing speaking skills through reading. International Journal of English Linguistics, 2 (6), 91-96.
Mart, C.T. (2013). The direct method: A good start to teach oral language. International Journal of Academic Research in Business and Social Sciences, 3(11), 182-184.
Mart, C.T. (2018). From communicative competence to language development. International Journal of English Linguistics, 8(2), 163-167.
Martinez, M. E. (2006). What is metacognition? Phi Delta Kappan, 87(9), 696–699.
Nunan, D. (1991). Language teaching methodology. Hemel Hempstead: Prentice Hall.
Paul, R. W. (1992). Critical thinking: What, why, and how? New Directions for Community Colleges, 1992(77), 3–24.
Pauli, R., Mohiyeddini, C., Bray, D., Michie, F., & Street, B. (2008). Individual differences in negative group work experiences in collaborative student learning. Educational Psychology, 28, 47–58.
Schraw, G., Crippen, K. J., & Hartley, K. (2006). Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning. Research in Science Education, 36, 111–139.
Thayer-Bacon, B. J. (2000). Transforming critical thinking: Thinking constructively. New York: Teachers College Press.
Tosun, M., & Yildiz, Y. (2015). Extracurricular Activities as Warm-Ups in Language Teaching. International Journal of Social Sciences & Educational Studies, 2(1), 62-64.
Willingham, D. T. (2007). Critical thinking: Why is it so hard to teach? American Educator, 31(2), 8–19.
Willingham, D. T. (2007). Critical thinking: Why is it so hard to teach? American Educator, 31(2), 8–19.
Yildiz, Y. (2015). Time spent in target language-oriented extracurricular activities and foreign language students’ satisfaction. In 5th International Research Conference on Education, Tbilisi, Georgia (pp. 478-482).
Yildiz, Y., & Celik, B. (2017). Commitment to the teaching profession. International Journal of Social Sciences & Educational Studies, 4(2), 93-97.
Yildiz, Y. (2017). Components of Commitment to the Teaching Profession. International Journal of Social Sciences & Educational Studies, 4(2), 115-122.
Downloads
Published
Issue
Section
License
Copyright (c) 2024 International Journal of Social Sciences & Educational Studies
International Journal of Social Sciences & Educational Studies applies the
Creative Commons Attribution-NonCommercial 2.0 Generic Licence (CC BY-NC 2.0)
