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The use of group work in college EFL...

Liang, Jong-Shing.

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The use of group work in college EFL pedagogy in Taiwan: A classroom case study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The use of group work in college EFL pedagogy in Taiwan: A classroom case study./
作者:	Liang, Jong-Shing.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1995,
面頁冊數:	232 p.
附註:	Source: Dissertation Abstracts International, Volume: 56-11, Section: A, page: 4303.
Contained By:	Dissertation Abstracts International56-11A.
標題:	Language arts. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9609400

The use of group work in college EFL pedagogy in Taiwan: A classroom case study.
Liang, Jong-Shing.

The use of group work in college EFL pedagogy in Taiwan: A classroom case study. - Ann Arbor : ProQuest Dissertations & Theses, 1995 - 232 p.

Source: Dissertation Abstracts International, Volume: 56-11, Section: A, page: 4303.

Thesis (Ph.D.)--New York University, 1995.

This study examines the process by which a Chinese teacher used group work as a major instructional tool for teaching English as a foreign language (EFL). The study was conducted by the teacher himself in his classroom at a university in Taiwan for one school year. A qualitative research design was followed. Major data were gathered from observation notes, formal and informal interviews with five student participants, and the students' written journals.Subjects--Topical Terms:

532624
Language arts.

The use of group work in college EFL pedagogy in Taiwan: A classroom case study.
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245 1 4 $a The use of group work in college EFL pedagogy in Taiwan: A classroom case study.
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300 $a 232 p.
500 $a Source: Dissertation Abstracts International, Volume: 56-11, Section: A, page: 4303.
500 $a Director: Miriam Eisenstein-Ebsworth.
502 $a Thesis (Ph.D.)--New York University, 1995.
520 $a This study examines the process by which a Chinese teacher used group work as a major instructional tool for teaching English as a foreign language (EFL). The study was conducted by the teacher himself in his classroom at a university in Taiwan for one school year. A qualitative research design was followed. Major data were gathered from observation notes, formal and informal interviews with five student participants, and the students' written journals.
520 $a Analysis of the collected data suggested that over all, the students in this class demonstrated much more willingness and less anxiety about using English in the groups than in the whole class. Generally the students were favorably disposed toward group work. Students seldom volunteered to answer the teacher's general questions or initiated talk in whole-class settings. Social and cultural reasons were given for their lack of participation. Thus group work appeared to be an appropriate instructional strategy to promote practice in English.
520 $a Some adjustments made over time by the teacher helped make this teaching strategy more culturally suitable for this learning context. These accommodations fell into six categories: (1) allotting class time for group work, (2) limiting group size, (3) allowing students to form groups on their own, (4) designing activities specifically for small-group work, (5) planning a whole-class wrap-up session for each small-group activity, and (6) maintaining a flexible attitude toward students' L1 use. Most significantly, the teacher used fewer small-group discussions and more listening activities during the second semester. This adjustment aimed to meet the students' ongoing need for listening to more of native English-speakers' English.
520 $a Implications of the study include: (1) For English teachers in Taiwan, or in other similar EFL contexts, group work is recommended to be used consistently to provide students with sufficient opportunity to use English; (2) When incorporating group work into their curriculum, teachers need to consider students' ongoing learning needs and their previous learning experience; (3) It is feasible to adopt group work as part of an evaluation of students' English development; and (4) To create a communication-rich classroom, it is useful to have students keep a written journal over time and to leave some class time for conducting casual talks with students.
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