How can I use team work properly to help my 5th grade students learn english collaboratively?

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(1)Universidad Alberto Hurtado Faculty of Education English Pedagogy. How can I use team work properly to help my 5th grade students learn English collaboratively?. Tamara Aguilera Eguía. Santiago, Chile 2015.

(2) COLLABORATIVE LEARNING AND TEAM WORK IN ENGLISH AS A FOREIGN LANGUAGE 2. Abstract. This action research project aims at finding strategies to help a group of fifth grade students work in a collaborative way, and at the same time, it invites them to practice and interact using English, the target language. The place in which this study has been developed is in a coeducational school located in Puente Alto, specifically in Santiago, Chile. The strategy implemented along this research is based on the needs and interests of the students. They were carefully observed and asked to the participants. By the end of this Action Research Project, the researcher finds herself with an optimal way of working inside her classroom, accepted not only by her students, but also by the entire school community. Keywords: collaborative work, team work, classroom management, roles, EFL. Este Proyecto de investigación acción busca encontrar estrategias para ayudar a un grupo de estudiantes de quinto año básico a trabajar de manera cooperativa y al mismo tiempo, los invita a practicar e interactuar utilizando el inglés, su idioma a aprender. El lugar en donde este estudio fue desarrollado es en una escuela mixta localizada en Puente Alto, específicamente en Santiago de Chile. La estrategia implementada a lo largo de la investigación está basada en las necesidades e intereses de los estudiantes, las cuales fueron cuidadosamente observadas y preguntadas a los participantes. Al final de este proyecto de investigación acción, la investigadora se encuentra con una manera óptima de trabajo dentro del aula de clases, aceptada no sólo por los estudiantes sino que también por la comunidad escolar. Palabras clave: Trabajo colaborativo, trabajo en equipo, manejo de clase, roles, EFL..

(3) COLLABORATIVE LEARNING AND TEAM WORK IN ENGLISH AS A FOREIGN LANGUAGE 3. Acknowledgements. I cannot end up a process without recognizing some people that have been part of my process of becoming an English teacher. Even when some of them are not here with me because plenty of reasons, the way they took part of this process is worth to be highlighted. Firstly, I would like to thank my family and a close friend of us. They have been the key piece along this whole process. I am pretty sure that without their support, patience and love, this would have been impossible. Thank you mom, dad, brother and Gabriel Pizarro! Secondly, I would like to thank the teachers who accompanied me during the time I spent at the university. Either teaching me English, classroom management or teaching me about their lives, they are an important part of me as an English teacher. Thirdly, I would like to say thank you to all the people who supported me during this process. My boyfriend, to-be-colleagues and friends in general. Because of their patience, support, love and feedback. To sum up this section of my action research, I have to say that I finally made it! This chapter is closing but a new one is about to be opened in my life. I’ve just have to say that “Where I go I just don’t know, I’ve got to got to got to take it slow”(Red Hot Chili Peppers, (1991))..

(4) COLLABORATIVE LEARNING AND TEAM WORK IN ENGLISH AS A FOREIGN LANGUAGE 4. Index Introduction .......................................................................................................................... 5 Context................................................................................................................................... 7 Research question ............................................................................................................... 10 Rationale .............................................................................................................................. 11 Literary review ................................................................................................................... 15 Research methodology ....................................................................................................... 23 Data analysis ...................................................................................................................... 27 Reflections and analysis ..................................................................................................... 37 Conclusions and implications ............................................................................................ 39 References............................................................................................................................ 41 Appendix ............................................................................................................................. 43 Appendix A: First survey ......................................................................................... 43 Appendix B: Second survey .................................................................................... 45 Appendix C: Informed consent sent to parents ......................................................... 47 Appendix D: Sample answers of first survey ........................................................... 48 Appendix E: Task ..................................................................................................... 56 Appendix F: Sample of the written project ............................................................... 57 Appendix G: Group formation.................................................................................. 58 Appendix H: Students’ necklaces ............................................................................. 59 Appendix I: Pictures ................................................................................................. 60.

(5) COLLABORATIVE LEARNING AND TEAM WORK IN ENGLISH AS A FOREIGN LANGUAGE 5. Introduction. Education is a process in which values and knowledge are transferred to people along their whole life. Since it accompanies us during our life, it is possible to say that we can find education everywhere we look. As an illustration, a mother who is teaching her daughter to eat with a spoon or a teacher in a school explaining how to give pieces of advice in a target language are some examples of informal and formal education respectively. However, when it comes to formal education, the paradigm changes since everyday teachers face different people, which means different thoughts, different things they like and different ways to learn. Furthermore, since education is meant to be given to people is that teachers have to walk at the same pace the people they educate walk. In other words, since education is meant to be given to people, if they change, education has to do the same. Theories about education, paradigms and roles of school participants, principally teachers and students have changed. As an example, when we think about traditional education, we find an educational model whose main characters are teachers, while students are only spectators and stimuli getters. Different from what happens with new paradigms of teaching, where knowledge is not only built by the teacher, but also by students. Therefore, students are the main characters. They are the most important part of the class. Another factor about what was aforementioned, while traditional education focuses on individual work; the new paradigm of education is focused on having a group of people pursuing the same goal. But what happens when people do not know how to work with others? Or what happens when a person does not know how to be part of a team? Even.

(6) COLLABORATIVE LEARNING AND TEAM WORK IN ENGLISH AS A FOREIGN LANGUAGE 6. when actual education is trying to focus on constructivism and working in teams, most of the times people do not know how to actually be part of a team. In fact, they are only part of a group of people without taking the responsibility of having a role in order to pursue a similar goal. This action research aims at analyzing the way my students from 5th grade work in teams and also, targets at looking for a way to promote team work. To do so, I am going to consider the context of my students to create an action plan, I am going to collect information, I will put into practice an action plan, I will gather results and finally I will give conclusions..

(7) COLLABORATIVE LEARNING AND TEAM WORK IN ENGLISH AS A FOREIGN LANGUAGE 7. Context This year I have had the opportunity to develop my professional practicum at Colegio Arzobispo Crescente Errázuriz. This school belongs to Belén Educa foundation, which aims at giving quality education to students from vulnerable contexts. Going back to the school description, this is a subsidized school located in Puente Alto that shelters 1606 students from Pre-K to 12th grade. When students are in their 11th grade of education, they are given the opportunity to choose between two possibilities: Scientific-humanistic education and a technical career. Regarding to English lessons, students start studying a foreign language in Pre-k. When students are on primary school, they have 4 hours of English language weekly. Then when they are in High School, students have 6 hours of English per week. When students are in 11th grade and have already chosen among humanities, mathematics or science, four of these six hours are meant to study the English plan proposed by MINEDUC. And the remaining two hours are meant to be specific English lessons depending on what program students chose. As an illustration, if students chose humanities, during these two hours their lesson will be about humanities. And the same happens when they chose Mathematics or Science. However, when they choose to study the technical career, their English hours are based on the programs provided by MINEDUC. The class in which I am going to focus my Action Research is a 5th grade. This class is composed by 40 students, where 18 out of them are girls and the rest are boys. From what I have observed, these students are noisy –just like children are-but at the same time, they comply with their English assignments most of the times. For instance, their.

(8) COLLABORATIVE LEARNING AND TEAM WORK IN ENGLISH AS A FOREIGN LANGUAGE 8. behavior does not interfere with their learning process in general. Another important characteristic of this class is that there are different types of English learners: while there are some really proficient students in the classroom that are really good at English and learn really fast, there are others that are not so good in terms of results. One more important fact of this class is that apart from the teacher of English inside the classroom, there is a special education teacher that helps with behavior and extra explanations when students need additional support. Regarding to English lessons, they are given mostly in English. I can tell that classes are 90% English and 10% Spanish. In other words, students receive massive exposure to the target language. However, even when most of the students are fast learners and motivated with the idea of learning a new language, the problem relies on how they work in groups, how they distribute their assignments when they have to work with classmates and how they use the target language when working together. As an illustration, I have an extract taken from my journal: Students were given a group activity, giving them the responsibility of choosing who they were working with. Obviously they chose their closest friends… When students started working I could see how only the most proficient students per group completed the assignment while others were only wasting their time. They started working when I said that they had 15 minutes left. The part that was mas impressive for me was that instead of dividing the work, they were focused on completing the same activities at the same time, altogether” (Journal, 2015)..

(9) COLLABORATIVE LEARNING AND TEAM WORK IN ENGLISH AS A FOREIGN LANGUAGE 9. What I tried to say in my journal is that students do not know how to distribute their work and for instance, they harm their learning process, including their classmates’. Not only because they advocate the assignment only to the most proficient student, but also because they do not know how to respond to these kinds of activities. Even though it was students’ responsibility to choose their partners, I think it was (and it actually is) my responsibility as their teacher to tell them how to work in groups. I did not bear in mind that they are still children and that they are not autonomous enough to work by themselves. For instance, my first thought is that they need someone telling them if what they do is right or wrong and also, telling them what to do. In these terms, I think my teaching practice failed in the fact that I was not clear enough when giving instructions as I told my students to work in groups. For instance, they only followed the instruction “Form a group of certain people”, which is not wrong because that was my first and only instruction. The problem relies in the fact that students do not know how to divide their assignment and for instance, the target language practice is hindered..

(10) COLLABORATIVE LEARNING AND TEAM WORK IN ENGLISH AS A FOREIGN LANGUAGE 10. Research question With all the information I have gathered by teaching and observing my students of 5th grade during the second semester, I have realized the problem is that they do not know how to work with their classmates collaboratively. For instance, I think they do not see the importance of interaction during English lessons. In other words and as it was explained, when my students are asked to work in teams, they gather a group composed by their closest friends. And when it comes to start working, they do not know how to interact in the target language and besides, they do not know how to distribute the work and how to be a real team that aims at fulfilling a goal they have in common. With all the information given, is that I decided to develop my research project answering the following question: How can I use team work properly to help my 5th grade students learn English collaboratively? What I am looking for by asking myself this question is if I can find a way to promote collaborative learning inside my classroom in order to enhance cooperation and also the use of the target language among my students..

(11) COLLABORATIVE LEARNING AND TEAM WORK IN ENGLISH AS A FOREIGN LANGUAGE 11. Rationale Interaction is the heart of communication. It is impossible to communicate with people if you do not interact with others. The same happens with education and collaborative work. If you do not interact or do not know how to interact with others, it is impossible to cooperate and collaborate because every single person from the team is important and has something to do in order to pursue a common goal. Larsen- Freeman (2000) explains that “Cooperative or collaborative learning essentially involves students learning from each other in groups. But it is not the group configuration that makes cooperative learning distinctive; it is the way that students and teachers work together that is important” In other words, more than the members of the group, is the way these members of the group work together what makes the difference when working as a team. Now, when it comes to work collaboratively when learning a second language, we find that interaction and teamwork are two valuable factors because students are being exposed to a new language that sometimes, they do not know that well or they do not feel confident and they might feel frightened to ask because they are embarrassed. And here is when interaction takes importance because for them, it would be easier to ask to a classmate rather than the teacher. This is what Vygotsky calls the Zone of Proximal Development, which describes the difference of “The zone between the current knowledge of the child and the potential knowledge achievable with some help from a more knowledgeable peer or adult” (Pinter, A, (2006), page 11) In other words, when students work in teams it is possible to develop their ZPD having groups with students with different skills in the second language so that, they can.

(12) COLLABORATIVE LEARNING AND TEAM WORK IN ENGLISH AS A FOREIGN LANGUAGE 12. learn from each other. Furthermore, Pinter (2006) explains that “ZPD is a fertile ground for learning because it starts with what the child already knows and carefully builds on it according to the child’s immediate needs to go forward” (Page 11). For instance, if we have students working together, it is more likely that each member of the group will learn from each other. All of them learn and understand things from a different perspective. Consequently, if students have the opportunity of sharing these perspectives, we will be giving them opportunities to fulfill their necessities as Pinter explained on the quote. As explained above, the reasons for undertaking this project rely in the fact that I see collaborative work as one of the most important tools in education in this century. Moreover, the advantages that collaborative work has in the development of a second language are noticeable only when students know how to work with others. That is to say, this takes place when students know how to distribute the job as well as how to take advantage of this opportunity. I think that team work is a really important skill to develop because nowadays we are more focused on individual work and competence rather than learning for the love of learning and cooperating with others. Standardized tests are examples of what I said above. The importance of carrying out this project in my context is because I see that my students do not know how to distribute their assignments properly and the objective of having my class working cooperatively turns into the opposite of what I had planned. In other words, instead of having my students working as a collaborative team, where they interact in the language and also, cooperate with what their classmates are doing, I have a group of students delivering the assignment only to the most skilled student of the group. I.

(13) COLLABORATIVE LEARNING AND TEAM WORK IN ENGLISH AS A FOREIGN LANGUAGE 13. also have a team of four people spending their time instead of focusing on their work. Finally, I have a whole group working on their activity during the last minutes of the class in a hurry. For instance, if students distributed the assignment properly inside their groups, I think they would be able to fulfill the objective of collaborative work and also, to practice the second language. Additionally, if students learn how to be an actual team when they are still children, they will maintain these skills as they grow up. At the same time, it will benefit my professional development because I really appreciate the communicative approach of languages. It is a worthy notion to put it into practice in my classroom. Following the same line, by doing this research I would like to motivate teachers to enhance the use of team work inside classrooms. I know some teachers do not like team work because they see it as the opportunity they give students to misbehave, talk and waste time. However, they do not realize the benefits team work has. Not only because of its linguistic advantages, but also in terms of autonomy and sociocultural development. To my linking, answering this question helps me develop different strategies inside my classroom that are related to the skills that should be taught this century (21st century skills). It would also help me finding ways to enhance cooperation inside the classroom, leaving behind the individualism that has started to be an important part of our education. If my strategies are fruitful, I would be pleased to repeat the same in different schools I work on my career as a teacher, knowing how to adapt collaborative work in different contexts..

(14) COLLABORATIVE LEARNING AND TEAM WORK IN ENGLISH AS A FOREIGN LANGUAGE 14. As expected outcome, I would like to learn how to promote and create a collaborative environment in order to follow a communicative approach and at the same time, to educate a second language through collaboration..

(15) COLLABORATIVE LEARNING AND TEAM WORK IN ENGLISH AS A FOREIGN LANGUAGE 15. Literature review In the previous chapter we reviewed that my 5th graders from Colegio Arzobispo Crescente Errázuriz do not manage team work in a collaborative way and for instance, they end up working isolated with the only purpose of finishing their assignment. Having this issue in mind, I have wondered how to solve this problem inside my classroom. That is why I decided to base my Action Research on the following question “How can I use team work properly to help my 5th grade students learn English collaboratively? To answer this question, I want to go further on the information I have collected. We have to bear in mind that the research question covers terms such as collaborative work, team work, team roles and 21st century skills. It is important to define the concept providing background in order to focus on what we want. Along with this brief explanation, I would like to specify that by terms of this research I will be using the word team work instead of group work, even when some authors say that these terms mean the same. However, when I explain the concepts we are going to be dealing with, I will explain that they are different. Yet, only quotations I will be using will contain the word group work. Finally, on what embraces team work, I expect to provide the best tools I can in order to benefit my students and also, to benefit myself as a professional of the education. I really expect to have a clear effect on my students. I also expect that this framework contributes in my research with the significant tools to answer my question..

(16) COLLABORATIVE LEARNING AND TEAM WORK IN ENGLISH AS A FOREIGN LANGUAGE 16. Team work According to Oakley, B., Felder, R., Brent, R. and Elhhajj, I. (2004), team work and group work are not the same. They stated that “With a group, the whole is often equal to or less than the sum of its parts; with a team, the whole is always greater” (Page 13). What the authors meant was that while group work focuses on how students divide the work in order to end the assignment as soon as possible, team work focuses on giving roles in which every single member of the group, even with a different role, is an important participant of the team. That is to say that if the team is missing one person, they are incomplete. This is an important issue because when working in teams “Although students work together, each student is individually accountable” (Larsen-freeman, D, (2000), page 168). For instance, even when in team work students have a certain role and might focus their input into a part of the assignment, the team is still pursuing the same goal because each member is a vital part of the team. Now, moving to team work inside the classroom, it is important to mention that people that form a group need to have different roles in order to work cooperatively. To do so, it is necessary to have the teacher forming the group because the teacher is the person that best knows his or her students. Groups must be formed considering students’ different skills and mix them. Moreover, Oakley, B., Felder, R., Brent, R. and Elhhajj, I. (2004), clarify that “Instructors should form teams rather than allowing students to self-reflect” (Page 11). The important thing of team work is that students need to have a certain role in their team, so that students start thinking of their group as an actual team that works together. When someone of the group sinks, every one of the group will sink. Furthermore,.

(17) COLLABORATIVE LEARNING AND TEAM WORK IN ENGLISH AS A FOREIGN LANGUAGE 17. according to Johnson, D. W., & Johnson, R. “Team members perceive that they need each other in order to complete the group's task ("sink or swim together")” (Page 6). Having students working as a team, they are not only developing their social skills. They are also developing “positive interdependence, which means that students are not thinking competitively and individualistically, but rather cooperatively and in terms of the group” (Larsen-freeman, D, (2000), page 167). Therefore, team work fosters cooperation and impedes individualities inside the class, or at least in the groups. To sum up the first concept explained in this literature review, I can say that team work is one powerful skill to be used in the classroom. Moreover, when we combine team work with language learning we can find more benefits than constrains. Some of these benefits are the fostering of interdependence, cooperation, socio skill development, development of the sense of community and also, you boost their self-esteem because they feel valued when they are taken as an important part of a certain group of people. However, it is important to mention that all the benefits aforementioned are possible only when the teacher is the person who enhances social skills in the classroom, also when the teacher forms the groups according to students’ skills and finally, it is possible only when teachers explain what actually means to work as a team in a class. Cooperation (Cooperative or collaborative learning) When dealing with team work, I think it is proper to explain some assumptions authors have about what is cooperation and what are its implications inside the classroom. To begin with, it is important to clarify what is the goal of collaborative work. According to Zhang, Y (2010), “The final aim of cooperative learning is to make each student a stronger.

(18) COLLABORATIVE LEARNING AND TEAM WORK IN ENGLISH AS A FOREIGN LANGUAGE 18. individual through doing work cooperatively” (Page 3) In these terms, what cooperative learning wants is not to have students working in groups with the purpose of depending on each member. Differently, what cooperative learning seeks is at making each student feel like an individual person inside the group. But that individuality helps him or her to work collaborate. That is to say that each member needs a certain role to work individually but collaborate at the same time. As an illustration, a soccer team would be a great example. Even when all the group of people are playing at the same time and seeking at winning the match, how they organize is the important issue. Inside a soccer team there are different positions that depend on the skills the players have. That is how we have goalkeepers, goal makers, among other positions. But do these different skills make soccer players play differently? Do these skills affect team work? No. The only thing these different skills do is to boost team work considering individual differences. Even when each member of the team runs separately in the soccer field, we know that they are pursuing the same goal. The same happens with team work. This idea is taken by Brown, D (2007) who states that “The small group becomes a community of learners cooperating with each other in pursuit of common goals” (Page 178). More than a group, the students have an imagined community that cooperates and contributes to a goal in common..

(19) COLLABORATIVE LEARNING AND TEAM WORK IN ENGLISH AS A FOREIGN LANGUAGE 19. Roles As it has been aforementioned in this literature review, roles in team work are really important. We have explained that working in teams is not a synonym of having people working in the same task, specifically on the same question at the same time. Also, team work is not an assignment done in groups where only some of the members helped. Team work happens when people with a goal in common work together in order to pursue the same aim. Furthermore, to complete this goal these people are organized enough that they have different roles inside the groups. Roles that were already explained by the teacher and that are respected for all of the members of the group. Larsen –freeman (2010) talks about the idea of roles in collaborative work. Specifically, she says that “One of the students to be the task master to keep the group focused on the task of completing the statement, one be the recorder to write the group’s answer, one be the time keeper to keep track of the time, one be the checker to see that all of the work is done, and one to be the reporter who will be the group report later” (Page 167). Another important fact that I mentioned about team work is that one important variable is to actually know how to work in teams. This explanation and development of this skill depends on the teacher. Moreover, according to Antonio Medina (2003), there are some norms teachers must follow in order to have a successful team work: a) Teach students how to work together by showing them the behavior that leads to cooperation. b) Assign different tasks for each member of the group and teach them how each member of the group can help each other. c) Follow the team activities and make suggestions when necessary..

(20) COLLABORATIVE LEARNING AND TEAM WORK IN ENGLISH AS A FOREIGN LANGUAGE 20 d) Control the group composition in order to avoid incompatibility situations. e) Select the topic and the tasks for the group. f) Promote the conversation during team activities. g) Organize your classroom in order to allow proximity and work among students (Medina, A (2003), page 80). What I am trying to explain is something I have explained before. There are two main important things when telling my students to work in teams, and both rely on the teacher. The first thing is that the teacher has to build the teams considering students’ skills. The idea is, according to what Medina explained, to control the composition of the group. And the second thing is that the teacher must assign clear roles to students and at the same time explain them to the class.. 21st century skills As it has been explained at the beginning of this research project, one of the main reasons why I am carrying out this project is because collaborative learning is one of the 21st century skills. According to Great Schools Partnership (2014) , The term 21st century skills refers to a broad set of knowledge, skills, work habits, and character traits that are believed—by educators, school reformers, college professors, employers, and others—to be critically important to success in today’s world, particularly in collegiate programs and contemporary careers and workplaces. Generally speaking, 21st century skills can be applied in all academic subject areas, and in all educational, career, and civic settings throughout a student’s life..

(21) COLLABORATIVE LEARNING AND TEAM WORK IN ENGLISH AS A FOREIGN LANGUAGE 21. What it is tried to be explained is the fact that 21st century skills are the skills people think will be needed by students during this century. Since our work as educators is to educate citizens and critical thinkers for life, is that the development of these skills is necessary. Regarding to 21st century skills, there are four main learning skills for this century: critical thinking, creative thinking, collaborating and communicating. People living on the information age should develop these four skills to succeed. For instance, it is teacher’s job to help students develop them. Since I am concerned with the fact of how my students collaborate is that I would like to develop in depth the collaborating skill. Some of the requirements collaborating with others have, according to Bernie Trilling and Charles Fadel (2009) are:. • Demonstrate ability to work effectively and respectfully with diverse teams. • Exercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal. • Assume shared responsibility for collaborative work, and value the individual contributions made by each team member. (Trilling, B., & Fadel, C (2009), page 55). For instance, respect, effectiveness, willingness to help and shared responsibility are key words when it comes to work collaborately.. To close this chapter, I would like to conclude by saying that my expected outcome is to see my students working in teams as a little community. I also want them to leave behind differences and individuality, letting collaboration and accountability be.

(22) COLLABORATIVE LEARNING AND TEAM WORK IN ENGLISH AS A FOREIGN LANGUAGE 22. part of my class. What follows this chapter is a mind map that represents the main concepts of this research.. Figure 1. Mind map.

(23) COLLABORATIVE LEARNING AND TEAM WORK IN ENGLISH AS A FOREIGN LANGUAGE 23. Research methodology. In the previous chapter we reviewed concepts that will be part of my action research project. They are going to be important not only to understand what this research is about, but also because they will help me gather information from my class. Now, in this chapter I will display the main methods I will use in order to gather information from my 5th grade. Also, I will show the procedure I had to follow, and finally, I will provide some samples I will be using with my class. To check if the interventions and plans I have developed are being fruitful, I have decided to use three different kinds of instruments. The first one being Surveys (Appendix A), the second one, journal and the third one, photographs. The first instrument will help me gather the opinion my students have towards certain topics I will be asking them. These topics are related to what they think about collaborative work, English interaction and working in teams before (Appendix A) and after the interventions (Appendix B). It is also important to mention that these surveys are written on their mother tongue (Spanish) because my students have not developed enough second language skills to understand a whole survey in English. As a personal fact, I decided to write the questions on their first language because I think it will decrease their anxiety because they will not think that these will be graded. Regarding to the survey, I will provide questions with closed items, mainly YES/NO questions. According to Burns (2009), “These kinds of items are used when the interviewee may not have advanced language abilities,[or] is very young”. Considering that my students are no more than 11.

(24) COLLABORATIVE LEARNING AND TEAM WORK IN ENGLISH AS A FOREIGN LANGUAGE 24. years old, a brief item to give their opinion is important. I also added a section in which I ask my students to give their opinion about their answer. Students participated anonymously and voluntarily on these surveys. Due to the fact that my students are under age, I had to send an informed consent their parents had to sign in order to carry out this research (Appendix C). Since most of the students brought the authorization, I will be working only with their data. However, when it comes to ask my students to complete the survey, all the class will participate, but I will not count the data of the students whose parents did not send me the signed consent. The second instrument I will be using is my journal. Burns (2009) states that the journal “is something of a ‘classic’ tool in AR as it allows you to record the events and happenings in your location, your reflections, beliefs and teaching philosophies, your ideas and insights about your practice, and your personal histories as a teacher researcher”. I will keep a journal with everything that happens that appeals to be relevant to me in my class. Drawings of seating arrangement, thoughts and opinions are some examples of the things that are part of my journal. The third instruments I will be using are photographs. I will take photographs when I think they are relevant to be shown. According to Burns (2009), photographs and other visual aids “capture a specific teaching moment”. That is the reason why photographs will help me show the change my students have had. This Action Research project is being held during the months of September, October and November of 2015..

(25) COLLABORATIVE LEARNING AND TEAM WORK IN ENGLISH AS A FOREIGN LANGUAGE 25. The phases of the research are the following:  Observation: During this period I will be observing the classes my host teacher delivers to the 5th grade.  Finding problem: My students had to work in groups to complete a task. As I observed them, I realized that they were not able to organize properly their work and also, they did not interact in the target language.  Question: As I realized the problem, I started wondering about which question I would be answering. I also started thinking about strategies to promote collaboration in my classroom.  Finding resources: As I had thought about the question, now it was time to look for solution. That is why during these weeks of the end of September and early October I researched a lot on literature about collaboration in the classroom and I started designing activities.  Creating strategies: As I had researched a lot on theory and practice of collaboration, now it was time to create strategies to answer my question.  Parent’s meeting: As part of the ethical protocol, I attended to one parent’s meeting to introduce myself and also, to ask for permission.  Interventions: As I started teaching, I started developing the sense of community in the classroom by explaining roles to my students. I have also planned an assignment in which students should work in teams..

(26) COLLABORATIVE LEARNING AND TEAM WORK IN ENGLISH AS A FOREIGN LANGUAGE 26. Week Observation Finding problem Question Finding resources Creating strategies Parent's meeting Interventions. Final results. Figure 2. Timetable. September 1 2 3 4. 1. October 2 3. 4. 1. November 2 3. 4.

(27) COLLABORATIVE LEARNING AND TEAM WORK IN ENGLISH AS A FOREIGN LANGUAGE 27. Data analysis. To address the problem and to find a solution, I started making my students work with their classmates more often. At the beginning of these interventions, I let my students choose the people they were going to be working with. From these situations, I gathered information that will be analyzed throughout this chapter. After these interventions and after having asked my students for their opinion about team work is that I changed my practices and I turned the team work they were used to into a new one. The first observations I made related to collaborative work started on early September. Students were told to design an advertisement in which they had to promote their restaurant in groups. I immediately noticed the lack of organization inside the groups as well as the lack of motivation to use the target language when developing what they were told. That is the reason why I decided to use this class as the class in which I found the problem. Moreover, this very same class motivated me to create interviews to gather information about my students’ perception about collaborative work and to start intervening in the class on this topic. During the first week of October I presented a survey to my students, where I asked them their opinion about collaborative work. I wrote 7 questions and they had to answer yes/no/sometimes. I also left a blank space for them to justify their answer only if they wanted to. Finally, at the bottom of the page I decided to ask an open question in order to give them space to express their feelings. The aim of this survey was to have a picture of my students’ thoughts and also, to idealize what I could do to improve the situation..

(28) COLLABORATIVE LEARNING AND TEAM WORK IN ENGLISH AS A FOREIGN LANGUAGE 28. There were 40 students that participated from this survey. However, I am only presenting the answers of 36 students because of the reasons aforementioned. The results are the following:. Students' perceptions about collaborative work Yes. 17 2 17. 4 3. 29. 19. No. Sometimes. 14. 9 1. 8 3. 15. 26. 25. 13. 8 13. 14. 4. 7. I like working in When I work in When I work in I feel that working Working in group Working in group When I work in groups groups, we divide groups, only one in groups means is a good is a good group, I talk the work with my or two classmates that classmates opportunity to opportunity to get English and I classmates work who do not learn a good grade practice the always work, will language get a good grade. Figure 3. First survey results: students’ perceptions about collaborative work.. What can be said about the perceptions my students had about collaborative work is that in general, they like working in groups. They see collaboration as a way to learn and also, they expressed they divided the task among the team members. However, when it comes to go in depth on what they think about team work, we find two interesting situations. On the one hand, on the third statement, when I work in groups only one or two classmates work, we find that most of the students answered “sometimes” and “yes”. Moreover, only 7 students answered no. What I can say with this information is that.

(29) COLLABORATIVE LEARNING AND TEAM WORK IN ENGLISH AS A FOREIGN LANGUAGE 29. students have the notion that when they work with their classmates, most of the times, only a few people of the team work.. no; 13. sometimes; 15. yes; 7. Figure 4. Third statement answers On the other hand, on the fourth statement I feel that working in groups means that classmates who do not always work, will get a good grade, we find that the class is divided in two main opinions: no and sometimes. What can be analyzed from the answers my students gave me about these. Figure 5. Fourth statement answers. statements is that there are different notions about grades in my 5th grade. While some of them think that their classmates work hard to get the grade, there are others that think that their classmates do not work at all. Consequently, they think some classmates get a good mark without participating on assignments. Finally, regarding to the interaction on the target language we find that when students work in groups, they do not use English always..

(30) COLLABORATIVE LEARNING AND TEAM WORK IN ENGLISH AS A FOREIGN LANGUAGE 30. Another important point from this survey was the open question I left for my students. I asked them about their opinion to improve collaborative work and interaction during the English class. Although most of the students answered things related to responsibility in the group and that they wanted to work with people they got on well with, there were other students whose answers gave me hints about what to do with the class. In fact, students who wrote these answers wrote about the importance of dividing the assignment when working in groups. Some of these samples can be found on Appendix D. To sum up the explanation of the first intervention on my class, it is proper to explain that I found the problem with my students was that they did not know how to organize themselves when working in groups. Therefore, the purpose of interaction in English was hindered. That is the reason why I decided to observe my students and also, to make them answer a survey about their perceptions about their experience when working in groups. As I carried it out and also, analyzed their answers, I could realize that even when my students like working in teams, they did not have clear the issue of what collaboration means in a group. As an illustration, I am providing the analysis of some answers that called my attention that were related to the roles their classmates have in their groups. While some of my students thought that working in groups was equal to give grades to classmates that do not work, there were others that thought the contrary. Finally, at the end of the survey, students answered an open question giving their opinion about what to do to improve team work. There, some classmates exposed the need of roles when working as a team. As I realized that my students were lacking organization when working in teams and also, as I started researching on the topic, I came up with the idea that the best.

(31) COLLABORATIVE LEARNING AND TEAM WORK IN ENGLISH AS A FOREIGN LANGUAGE 31. way to improve collaboration in my EFL classroom was to determine roles inside the groups they were working. That way, each student would have a specific part of the assignment to work on. According to Medina (2009), teachers must teach students how to work together; show them the behavior that leads to cooperation (Medina, A (2003), page 364). And also, assign different tasks to each member of the group and teach them how they. can help their group members (Medina, A (2003), page 364). If I took the liberty of forming the groups according to the skills my students have, collaboration would be enhanced. In fact, according to what Medina exposes, it is the teacher’s work to teach his or her students how to work in groups and also, to assign the roles. Since team work, collaborative work and roles are three important factors I will be using with my 5th grade, is that I have though on this possible solution: to give specific roles to my students in their groups and also take the liberty of forming the groups according to my students’ skills. Since there are 40 people in my class, every time they have to work in groups, I will form 10 groups of 4 people and I will give certain roles, according to the necessities of the task. Due to the fact that the unit we were studying with my 5th grade was about Scottish traditional celebration is that I decided to make them create a poster where they write and explain a Chilean traditional celebration (Appendix E). As always, they will have to follow an example (Appendix F). Having stated the task, now it was time to form the groups and also, to choose the roles I will need for this task. My host teacher and I sat and talked about the students and we formed the groups (Appendix G). To be frank, we carefully chose who was working with whom. Nevertheless, we selected one skilled student per group and the composition of the rest of the group depended on the personal skill of the student..

(32) COLLABORATIVE LEARNING AND TEAM WORK IN ENGLISH AS A FOREIGN LANGUAGE 32. Considering the team members and the nature of the task, I decided that the roles were going to be the following: . Team captain: Person who will be in charge of the group. He or she will be in charge of preserving the rapport in the group, promoting the use of English and helping his or her classmates with a different role and dividing the team into different roles.. . Vocabulary checker: Person who will be in charge of looking up the unknown words on the dictionary.. . Writer: Person who will be in charge of writing the task.. . Artist: Person who will be in charge of the decorations of the poster.. To make my students feel more serious about their teams and roles, I created necklaces that showed roles (Appendix H). On the second week of November I presented this new intervention, where my students had to work in teams again. But this time I had been in charge of forming the groups and giving them the roles. At the beginning of the class I explained them that they would be working in groups and that they would be assigned with a different role. Even when they were going to be working on a different task, they would be pursuing a goal in common: the poster. The first thing I did was to name the captains. I gave them the necklaces corresponding to his and her team and they had the responsibility of distributing them among their group. As the groups were set, students started working..

(33) COLLABORATIVE LEARNING AND TEAM WORK IN ENGLISH AS A FOREIGN LANGUAGE 33. In my journal I wrote the following: “I am impressed because I have never seen my students working this way. I see good and supporter leaders that help the classmates and also, I see that everyone is working. There is no time to waste” (Journal, 2015). What I meant by writing this is that I really saw all of my students working really concentrated. Moreover, I could realize that when dividing roles, students worked better. I took some pictures that show my students working together (Appendix I). Most of the pictures show students working. Moreover, what calls my attention is that if we look carefully to the pictures, we can see that students are working on different tasks (writing, using a dictionary, among other actions). As the time of the class finished, I took the last 10 minutes of the class to carry out a new survey. The aim of this survey was to give my students the opportunity to explain how they felt in their groups, now working as a team with specific roles. The following image shows the results of the interview..

(34) COLLABORATIVE LEARNING AND TEAM WORK IN ENGLISH AS A FOREIGN LANGUAGE 34. 30 25 20 15 No. 10. Yes 5 0 Did I Do I feel my Did I Would I like Do I feel Did I Would I like perform my classmates likeworking to try more practice to work role? performed in teams? another role organization more again like their role? next time? now that we English this time? have being in a specific group? roles in our group?. Have I learnt the importance of working in teams?. Figure 6. Second survey results: students’ perceptions about collaborative work after working with roles What I can say by analyzing the results from the interview, is that there has been a great change in comparison to the first survey answered by my students. In fact, I can see that their perception about team work has changed just because now they were given certain roles. As an illustration, we have the answers of question five Do I feel more organization now that we have specific roles in our group?, where most of the class answered positively. What I can infer from this information is that students felt the organization when dividing the task..

(35) COLLABORATIVE LEARNING AND TEAM WORK IN ENGLISH AS A FOREIGN LANGUAGE 35. Question 5 No; 3 Yes No. Yes; 28. Figure 7. Question five Another thing that called my attention was the level of interaction in English developed during the task. According to the survey my students answered, over the 50% of the class agreed on that they practiced English while they were interacting in their groups. As a matter of fact, since students had a person whose mission was to look up new words in the dictionary, is that students used English in the class. Different from what used to happen in the class, when they were used to ask the teachers the words they did not know. What I can infer is that since students were given some autonomy, is that they were more focused on their classmates rather than asking the teacher unknown words. Summing up the second intervention performed in my 5th grade, what I did was to give more responsibility to my students by giving them certain roles inside their teams. To do so, my host teacher and I decided who was working with whom. We chose the team members carefully according to their skills and performance in the subject. After having the team members ready, now it was time to choose roles to be performed in the team. I decided that for this task we would need a Team captain (A person who is in charge of encouraging his or her classmates, helping everyone and making sure that English needs to be spoken), a writer (A person who is in charge of writing), an artist (A person who is in.

(36) COLLABORATIVE LEARNING AND TEAM WORK IN ENGLISH AS A FOREIGN LANGUAGE 36. charge of decorating the task) and finally, a vocabulary checker (Person who is in charge of looking up unknown words). For the sake of giving the team members more identity, I created necklaces that distinguished the roles my students had. In the class, after I formed the groups, I gave the captain the opportunity of giving the role inside his or her group. From my perspective, the activity had good reception on my students. In fact, in the class I could realize how organized they were. Moreover, according to the survey, students felt that they worked better this time (in comparison to the last intervention) just because they had roles in their groups. Also, students portrayed that they were able to practice more English. From my perspective, this happened because as they were working with their classmates, they did not feel afraid of practicing the target language among the group members. In fact, another interesting phenomenon I realized is that my role as a teacher in the classroom was to be a guide to the students. They barely asked me things related to the activities since I could observe that they preferred asking their classmates rather than me. Instead of asking me the meaning of certain words or the instructions of the task (things that are usual for my students), they discussed them inside their groups..

(37) COLLABORATIVE LEARNING AND TEAM WORK IN ENGLISH AS A FOREIGN LANGUAGE 37. Reflection and Analysis.. The interventions I have performed ended up being really positive for me and for the students. Even when at the beginning it was difficult because students were not familiar with ways of working in teams, after a certain time students got familiar with this kind of work after I modified some procedures (For example group formation and roles) based on what my students needed. Considering all the data I gathered through observations on my journal, photographs and interviews answered by my students, I can say that the change my students had from working together with their classmates to work as an actual team with specific roles, is notorious. Not only in the way my students worked, but also in the use of English inside their teams and also the results of the tasks, which were better in comparison to the last time they worked together. My main strategy was to first ask my students about their perceptions about team work. After that, I created a personalized action plan based on their needs, which mainly was about organization inside the team. That is why I presented them specific roles to follow when working with their classmates. I strongly believe that this way of working was successful and relevant for students and I because they developed team work skills – as suggested on the 21st century skills- and also, could enhance the use of English in groups. Even when collaboration is a difficult skill to develop, my students were able to show it during my interventions. However, I think if I have had more time to advocate to my research, I would have had more and interesting results. We have to bear in mind that skills are developed; they are not learnt just because a teacher told a student to do certain thing..

(38) COLLABORATIVE LEARNING AND TEAM WORK IN ENGLISH AS A FOREIGN LANGUAGE 38. Nevertheless, I feel comfortable since my students were able to show collaboration in a few classes. What I gather from the experience of intervening on my 5th grade is that there are two important things to work collaboratively in a proper way. The first one is that the teacher has the important role of teaching students how to work in teams and also the important challenge of forming the groups according to students’ skills. We have to remember that the person that best knows his or her students is the teacher. This is a good opportunity to show and prove that statement. The second thing is about the importance roles have in collaborative work. The organization of a team is crucial to accomplish a task collaboratively..

(39) COLLABORATIVE LEARNING AND TEAM WORK IN ENGLISH AS A FOREIGN LANGUAGE 39. Conclusion and implications. My research project finished with the results I expected. The strategy of teaching my students how to work in teams by giving them certain roles ended up being successful. Team work is a great opportunity for students to develop their social skills, to practice the target language, to promote responsibility among other characteristics. However, team work works only when the teacher uses it wisely. Let’s not forget that apart from being teachers we are also models and educators, for instance teachers should not focus only on teaching English. They also have to focus on developing abilities, for example team work or social skills. In fact, since English is a language that is meant to be taught to people to help them communicate, is that interaction has a crucial role when teaching and learning a second language. Even when time was little and also I had some limitations, I can say that the strategy I put on practice on my class worked very well. In fact, some of the difficulties I had were the following: -. Time.. -. Organization between the school and me.. -. Activities already programmed students could not skip.. -. Students who complained because they did not like their team members.. -. The fact that I did not feel as the head teacher of the class, which ended up interrupting the interventions and activities, I had planned because I had to adapt my lesson plans to what my host teacher and the school wanted me to do..

(40) COLLABORATIVE LEARNING AND TEAM WORK IN ENGLISH AS A FOREIGN LANGUAGE 40. I would have liked to have more time in order to use team work in more instances of the class and not only in assignments. However, as I explained above, I could see results, but I would have liked to see more results in more instances.. If I were to do this again, I would include the roles in different scenarios of my class. For example, a student in charge of keeping the silence, another student in charge of helping his or her classmates when he or she finished his work, among other things. My idea is to involve my students in their learning process, and make them feel responsible because they belong to a team or to a group when it comes to talk about the entire class. And also, my idea is to bring real English to the classroom and make my students interact among them. And as I could observe along this process, the best way to do it with my group of students was making them be and spend time with their peers.. Finally, it is important to mention the importance this project will have in my future career. The way my students participated and changed when working in teams was noticeable and made me realize that I should not be afraid of making such changes in my methodologies. In fact, this was an invitation to keep listening my students’ voice and respond according to their necessities..

(41) COLLABORATIVE LEARNING AND TEAM WORK IN ENGLISH AS A FOREIGN LANGUAGE 41. References. 21st Century Skills Definition. (2013, May 15). Retrieved November 13, 2015, from http://edglossary.org/21st-century-skills/ Aguilera, T. (2015). Practicum journal.. Brown, H. (2007). Teaching by principles: An interactive approach to language pedagogy. Englewood Cliffs, N.J.: Pearson.. Burns, A. (2010). Doing action research in English language teaching: A guide for practitioners. New York: Routledge.. Freeman, D. (2000). Techniques and principles in language teaching (2nd ed.). New York, N.Y., USA: Oxford University Press.. Johnson, D., & Johnson, R. (1994). Cooperative learning in the classroom. Alexandria, Va.: Association for Supervision and Curriculum Development.. Medina, A., & Salvador, F. (2009). Didáctica general (2nd ed.) [General didactic]. Madrid: Pearson.. Oakley, B., Felder, R., Brent, R. and Elhhajj, I. (2004). Turning student groups into effective teams. Journal of Student-Centered Learning. Volume 2, No. 1. Pg. 9-34.. Pinter, A. (2006). Teaching young language learners. Oxford [England: Oxford University Press.. Red Hot Chili Peppers. (1991). Soul to squeeze. In Blood Sugar Sex Magik B- sides [CD]. Los Angeles, EU.: Warner Bros Records..

(42) COLLABORATIVE LEARNING AND TEAM WORK IN ENGLISH AS A FOREIGN LANGUAGE 42. Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. San Francisco: Jossey-Bass.. Zhang, Y. (2010). Cooperative language learning and foreign language learning and teaching. Journal of Language Teaching and Research, 1(1), 81-83. Retrieved September 28, 2015, from Research gate..

(43) COLLABORATIVE LEARNING AND TEAM WORK IN ENGLISH AS A FOREIGN LANGUAGE 43. Appendix Appendix A: First survey to students 1. Lee la pregunta y responde SI si estás de acuerdo, NO si no estás de acuerdo y A VECES cuando la situación se repite a veces. Si quieres, puedes agregar la opinión a tu respuesta respondiendo POR QUÉ. Pregunta. Sí No A veces. Me gusta trabajar en grupo.. Cuando trabajo en grupo, nos dividimos el trabajo con mis compañeros.. Cuando trabajo en grupo, sólo uno o dos compañeros trabajan.. Siento que trabajar en grupo significa que compañeros. que. no. siempre trabajan. tendrán buena nota a costa de otros.. Trabajar en grupo es una buena oportunidad para aprender.. Trabajar en grupo es una buena oportunidad para obtener una buena calificación.. Cuando trabajo en grupo, hablo en inglés y practico el idioma.. ¿Por qué?.

(44) COLLABORATIVE LEARNING AND TEAM WORK IN ENGLISH AS A FOREIGN LANGUAGE 44. 2. Responde dando tu opinión. Recuerda que no hay respuestas correctas o incorrectas. ¿Qué crees tú que se debería hacer para trabajar mejor en equipo? _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________.

(45) COLLABORATIVE LEARNING AND TEAM WORK IN ENGLISH AS A FOREIGN LANGUAGE 45. Appendix B: Second survey ¿Cuál fue mi rol en el equipo? a) Team captain b) Writer. c) Artist. Pregunta ¿Cumplí mi rol en mi equipo?. d) Vocabulary checker Sí. No ¿Por qué?. ¿Siento que mis compañeros cumplieron su rol en el equipo?. ¿Me gustó trabajar en equipo?. ¿Me gustaría probar otro rol para un próximo trabajo en equipo? (Ejemplo: ahora fui artist y a la próxima quisiera ser writer) ¿Siento mayor organización ahora que tenemos Roles específicos dentro del grupo?. ¿Practiqué más el inglés estando en grupo que de manera individual? ¿Me gustaría volver a trabajar de esta misma manera? ¿Aprendí la importancia de trabajar en equipo?. Nombra 3 fortalezas de haber trabajado en equipo: ___________________________________________________________________________.

(46) COLLABORATIVE LEARNING AND TEAM WORK IN ENGLISH AS A FOREIGN LANGUAGE 46. Nombra 3 debilidades de haber trabajado en equipo: ___________________________________________________________________________ ¿Te gustaría cambiar algo del trabajo en equipo? ¿Qué cosa? ___________________________________________________________________________.

(47) COLLABORATIVE LEARNING AND TEAM WORK IN ENGLISH AS A FOREIGN LANGUAGE 47. Appendix C: Informed consent sent to parents Señor apoderado, Mi nombre es Tamara Aguilera Eguía, estudiante en práctica de quinto año de la carrera Pedagogía en Inglés de la Universidad Alberto Hurtado. Durante este semestre he tenido la oportunidad de ser la profesora de su hijo/a en conjunto a la profesora Patricia Mendoza. A través de la siguiente comunicación, quisiera informarle que me encuentro en el proceso de escribir mi tesis para optar a mi título de Profesora de Inglés. Debido a la buena experiencia que he tenido con el curso de su hijo, es que he decidido enfocar mi proyecto de tesis en esta clase. El tema de mi tesis es el siguiente ¿Cómo puedo promover cooperación en la clase de Inglés del 5 básico B? La idea de mi proyecto descubrir alguna forma en la que los estudiantes trabajen de manera óptima en grupos en la clase de Inglés. Para hacerlo, mi objetivo es el de darle distintos roles a cada miembro del grupo que trabajará junto para así, demostrar que la cooperación es un factor fundamental al aprender un segundo idioma. Para obtener información del curso y además, llevar a cabo mi proyecto, estaré observando y tomando notas acerca del comportamiento de los estudiantes. Por otra parte, haré encuestas a los alumnos para saber su opinión respecto a las metodologías que quiero insertar en el aula. Cabe destacar que la participación de su hijo/a es VOLUNTARIA, por ende si usted no quiere que su hijo/a sea parte de este estudio, está en todo su derecho. Al mismo tiempo, si a mitad del proceso del estudio usted decide que finalmente no quiere que su hijo participe, por favor hágamelo saber para así, llevar a cabo su renuncia voluntaria. Por el contrario, si usted quiere que su hijo sea parte de este estudio, lo/la invito a firmar el siguiente consentimiento. Si usted quiere saber más acerca de estudio o bien, quiere recibir un resumen de éste al finalizarlo, no dude en escribirme a [email protected] o bien, contactarme a +56995715572. Muchas gracias por su colaboración. Yo………………………………………………………………..…. apoderado/a de ………………………………………………………………… ….autorizo a mi hijo/a a ser parte del estudio. Estoy informado/a y consciente de que si en cualquier momento quiero renunciar al estudio estoy en todo mi derecho. Además, estoy informado/a de que ante cualquier duda puedo contactar a Tamara. _________________ Firma Apoderado.

(48) COLLABORATIVE LEARNING AND TEAM WORK IN ENGLISH AS A FOREIGN LANGUAGE 48. Appendix D: Samples of first survey.

(49) COLLABORATIVE LEARNING AND TEAM WORK IN ENGLISH AS A FOREIGN LANGUAGE 49.







(56) COLLABORATIVE LEARNING AND TEAM WORK IN ENGLISH AS A FOREIGN LANGUAGE 56. Appendix E: Task Post reading Objective: At the end of the class you should be able to create a poster that shows your favorite Chilean celebration. Write a paragraph about your favorite Chilean special day. You will need: -. The name and date of the celebration The activities people do during this celebration The food people eat To explain why it is your favorite celebration.. Example: My favorite celebration is New Year’s Eve. It is celebrated on December, 31st. People usually have dinner together at night with their family. They also have a party. People eat chicken or meat with potatoes and salad. I like this celebration because I love having dinner with my family. ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________.

(57) COLLABORATIVE LEARNING AND TEAM WORK IN ENGLISH AS A FOREIGN LANGUAGE 57. Appendix F Sample of the written project.

(58) COLLABORATIVE LEARNING AND TEAM WORK IN ENGLISH AS A FOREIGN LANGUAGE 58. Appendix G: Group formation.

(59) COLLABORATIVE LEARNING AND TEAM WORK IN ENGLISH AS A FOREIGN LANGUAGE 59. Appendix H Students’ necklaces.

(60) COLLABORATIVE LEARNING AND TEAM WORK IN ENGLISH AS A FOREIGN LANGUAGE 60. Appendix I: Pictures.


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