• No se han encontrado resultados

What strategies can I implement to improve group work in my seventh grade A?

N/A
N/A
Protected

Academic year: 2020

Share "What strategies can I implement to improve group work in my seventh grade A?"

Copied!
93
0
0

Texto completo

(1)Running head: IMPROVING GROUP WORK IN THE EFL CLASSROOM UNIVERSIDAD ALBERTO HURTADO. “What strategies can I implement to improve group work in my seventh grade A?”. Jocelyn Karina Guiñez Valdez Alberto Hurtado University Research Seminar lecturer: Pablo Silva Practicum Tutor: Carola Pinto Santiago de Chile, December 2016.

(2) IMPROVING GROUP WORK IN THE EFL CLASSROOM Table of contents. Abstract ................................................................................................................................. 4 Acknowledgments ................................................................................................................. 5 Introduction .......................................................................................................................... 6 Context................................................................................................................................... 7 Seventh Grade A Context ................................................................................................... 9 Rationale .............................................................................................................................. 12 Literary review ................................................................................................................... 14 Adolescence period in social relationships ....................................................................... 14 Social relationships in the classroom ................................................................................ 16 Group Work and Cooperative Work in the ESL Classroom............................................. 18 Strategies on group learning ............................................................................................. 22 Participation in the ESL classroom ................................................................................... 23 Methodology ........................................................................................................................ 26 Participants........................................................................................................................ 27 Instruments for data collection.......................................................................................... 27 Action Plan Intervention ................................................................................................... 31 Description of the project ................................................................................................. 32. 2.

(3) IMPROVING GROUP WORK IN THE EFL CLASSROOM Action plan steps ............................................................................................................... 33 Data Analysis ...................................................................................................................... 37 Before the interventions .................................................................................................... 37 During the interventions ................................................................................................... 42 After the intervention ........................................................................................................ 50 Reflection and analysis of interventions ........................................................................... 55 Conclusions and implications ............................................................................................ 66 Index .................................................................................................................................... 70 Appendix A: Survey - Instrument .................................................................................... 70 Appendix B: Interview - Instrument ................................................................................. 71 Appendix C: Figures – Data Analysis .............................................................................. 72 Appendix D: Samples – Students’ survey ........................................................................ 75 Appendix E: Audio recording – Interview ....................................................................... 78 Appendix F: Journal notes ................................................................................................ 83 References............................................................................................................................ 92. 3.

(4) IMPROVING GROUP WORK IN THE EFL CLASSROOM Abstract The present action research seeks for strategies that improve group work dynamics in a school located in La Florida. The group of students considered in this project oscillates between 11 to 13 years old. The set of strategies used were chosen and planned considering students’ needs and context in order to provide successful and positive instances when working with classmates. This research was developed during four months, where data collected from different interventions and future reflection upon the results determines the positive outcomes of the group of students in terms of group dynamics.. Keywords: Strategies, Group work, cooperative work, improvement.. La presente investigación busca estrategias que mejoren las dinámicas grupales en un Colegio ubicado en La Florida. El grupo de estudiantes considerados en este proyecto oscila entre las edades de 11 y 13 años. El grupo de estrategias consideradas en este proyecto fueron elegidas y planeadas tomando en cuenta las necesidades y el contexto de los estudiantes para así proveer instancias positivas y exitosas cuando se trabaja en grupos. Esta investigación fue llevada a cabo a lo largo de cuatro meses, en donde la información obtenida y la futura reflexión hecha a partir de los resultados determinan los efectos positivos en el grupo de estudiante respecto al trabajo en grupos.. Palabras claves: Estrategias, Trabajo en grupo, Trabajo cooperativo, Mejora.. 4.

(5) IMPROVING GROUP WORK IN THE EFL CLASSROOM Acknowledgments The composition of this project is the result of five years of study, which I finish thanking all of the people who contributed along the way, not only in academic instances but also in personal aspects of grow. These people are the responsible of offering me the best of their personalities, comfort and understanding in multiples instances of my experience in university. To my mother, thank you for being there from day one and for your encouraging words when difficult times came. You are absolutely amazing, I love you. To my incredible friends, who I shared precious moments during five years of both, personal and cognitive learning. Pamela, Javiera, Daniela, Anastasia, Joel, Jorge and Claudina thank you for everything you have done for me. You are an essential part of this process and in my life. I adore you. Finally, thanks to my teachers at Alberto Hurtado University. You have been of great help during these five years, and have marked my identity as a teacher and person.. 5.

(6) IMPROVING GROUP WORK IN THE EFL CLASSROOM Introduction Teaching English is a highly complex and multidimensional process that contains many issues worth of observing; one of them is the profound and never ending process of social relationships inside a classroom. The interactive character of English converges with the different aspects that human relationships have. From decades, docents have been introducing the idea of English as a communicative tool rather than isolated forms based on grammar features. But what happens if our students do not want to interact while learning? Studies have focused on the importance of interaction among students, but little has been said about students who avoid working together. How can we introduce interaction in our classes if working with others is perceived as an impediment rather than a useful tool? Students eluding cooperating and working with others is a substantial issue that deals with social interaction and relationships inside a classroom. The following action research will be focused on a problematic witnessed at a seventh grade class at Vicente Valdés School. Students escaping from group work and dynamics are the conflicts that this investigation tries to underpin and improve to provide instances where language is shared and served as a process which involves cooperation and interaction among pupils. In such context, I problematized not only students necessity of avoiding group work instances, but also the edges class relationships have while attempting at improving group dynamics in pedagogical instances.. 6.

(7) IMPROVING GROUP WORK IN THE EFL CLASSROOM Context The present research project is developed at “Liceo Polivalente Vicente Valdés” founded by the Polish priest Stalislaw Kascinski in 1956. Vicente Valdés School is located in La Florida district and receives its name in honor of the first mayor of the commune after donating the lands where the school is built. Polivalente Vicente Valdés has a 71, 9% of vulnerable students, and belongs to “Corporación Educacional del Arzobispado de Santiago” (CEAS) since 1997 along with nine other schools. CEAS is a nonprofit institution which plays the role of holder for the 10 different schools that are part of the corporation. The principal objective that this institution shares and states is the importance of the formation students and teachers have towards a life based on Christian and catholic values (Polivalente Vicente Valdés, 2016). Vicente Valdés School goes from 7th grade to 12th grade. There are three courses per level, and the average of students per class is 40. Vicente Valdés School puts great emphasis on accepting students who come from vulnerable situations (socioeconomics and familiar background); For instance, Vicente Valdés School prioritizes students with poor socioeconomic income. “Un colegio que recibe alumnos y alumnas de sectores vulnerables y medios, sin selección, pero que prioriza a los más pobres que postulan (…) y logra inculcar en su alumnado la convicción de que pueden dar un salto en sus vidas y optar a mejores proyectos de vida en lo valórico, familiar y profesional.” (Colegio Vicente Valdés, 2016).. 7.

(8) IMPROVING GROUP WORK IN THE EFL CLASSROOM As it is literally expressed, Vicente Valdés includes a formation that not only deals with cognitive processes and acquirement of knowledge in different areas, but also implies the importance of using these tools to improve opportunities and experience as a human being in order to achieve a better life status in society. Furthermore, the school bases its education and curriculum on technical courses such as electricity, automotive mechanics, and accounting. Students can also decide on what career they want to specialize in at the end of 10th grade, or if they want to continue their studies with a humanistic-scientific perspective. Courses from 7th to 9th grade are in charge of one coordinator, while courses from 10th to 12th grade are under the tutelage of another coordinator. English subject does not have a department, or a person in charge of revising material and checking on planning. Vicente Valdés School has two English teachers; one that is in charge of grades from 7th to 10th grade, and other docent who is in charge of classes from 11th to 12th grade. Even though the school does not possess an English department, CEAS Corporation reunites all English teachers from school that belong to the institution in order to create an association where they can help each other. Teachers share materials, planning and agree on dates for evaluations; hence all schools have a similar course of action. English classes have meaningful topics as their main core. Teachers aim at teaching English through activities and themes that may be of students’ interests. Classes combine receptive and productive skills in order to present English in all of its forms. Interaction among students is the key element to include English in classes over grammar and structure.. 8.

(9) IMPROVING GROUP WORK IN THE EFL CLASSROOM Seventh Grade A Context. Class where observations and action plan take place is at seventh grade A. Classes are carried out on Wednesdays at 8:00 a.m until 9:40 and on Thursdays at 10:00 a.m until 11:30 a.m. Seventh grade A is composed by 38 students, the class is mix gender with a majority of men in the class. The school has two English classrooms where courses arrive at the beginning of each lesson. One English classroom is assigned for seventh to tenth grade and the second classroom is for 11th and 12th graders. The classroom has a shelf with English books, and dictionaries for each student. Also, there are speakers that belong to the English Class; hence listening activities are always possible. Nonetheless, classrooms do not have a projector, or a computer, hence we have to ask for them beforehand. Seating arrangement is organized into six individual rows. However, English teacher can arrange seats differently depending on the activities the class includes. English Classes are, most of the times, based on worksheets. Students are responsible of their worksheets and how they take care of the material given to them each class. Worksheets can focus on listening activities, speaking routines, writing tasks, or reading texts. Each lesson focuses on different skills as to give more dynamism to the target language. Worksheets are, most of the time, done individually. In seventh Grade A, students are very different from each other. Class is formed by students who failed the course before, and students who are in seventh grade for the first time. Furthermore, there is a deep influence of children who come from very vulnerable realities, hence communication among students is slowly improving and changing. Communication among students is not easy. They usually speak using a wide range of insults and conversations are easily transformed into fights and threats. As we have students 9.

(10) IMPROVING GROUP WORK IN THE EFL CLASSROOM who come from different realities, there is a great variation of ages and characters within the classroom that converge into different relations within the classroom. Ages go from 11 to 14 years old, and they are an important factor during lessons due to the different interests students face during those years. Students are used to work individually on worksheets prepared for classes, and when an activity that requires group work or pair work come, students are not willing to participate and end doing the activity alone or even not participating at all. Interaction does not happen although seats are arranged in groups; what is more, students take their tables along with their seats and separate themselves from their group. At the end, activity is not achieved and seating arrangement is back to individual rows. As it was mentioned in previous paragraphs, classes stabs at incorporating group work instances where students from seventh grade can get to know each other, since they are new students in the school, and interact among themselves while attempting at use English. Nevertheless, they avoid working in groups or do not cooperate with each other while the task is being executed. Students often fight over matters such as ways of completing the task and the speed they have while doing the activity. Students elude using the target language, and also do not collaborate when it comes to deciding on ideas that lead them to a final conclusion in group works tasks. Students do not interact in English, and do not work together. For instance, they prefer to either work alone (although the task asks for group dynamics), or not accomplish the task at all.. 10.

(11) IMPROVING GROUP WORK IN THE EFL CLASSROOM Taking into consideration the context where my project is being done, and the necessities that group work and interactions among my students face, I decided that the question for this action research will be:. What strategies can I implement to improve group work in my seventh grade?. 11.

(12) IMPROVING GROUP WORK IN THE EFL CLASSROOM Rationale The decision for carrying out this research project resides on two important factors. Firstly, the vision students from seventh grade have towards social relationships and cooperation. Social relationships in the classroom have a great impact on each lesson, causing hostility and less participation in group work instances and towards the subject. Secondly, as this school has a vision which deals with catholic values, it is important for me to make students feel comfortable and important (as well as an essential part in the lesson), not only for cognitive processes and effects, but also for future human relationships they build in other areas of their lives. With this proposal, I am aiming at including different instances where group work and cooperation among students are an important and fundamental part of the classes, as to make them feel capable of using the language in any circumstance and in front of anyone. I am also aiming at transforming their attitude towards the class, and as for their classmates when it comes to work cooperatively with them. At the end, I want to generate a class where cooperative work and participation are the core of each lesson, and where relationships among students and group work instances are not an impediment but rather a useful tool to acquire and use the language successfully. The impact of this research seeks to solve my personal desire of improving social relationships and interactions among seventh graders. Students from this school are immersed in a reality which deals with a great connotation of violence and conflict. I, personally, desire to explore the impact that the action of giving them different opportunities to work in groups and cooperate positively with one another (principally in projects) can have to contribute towards an English lesson. I hope this research helps me to find tools and strategies to understand the different aspects that reside in social and 12.

(13) IMPROVING GROUP WORK IN THE EFL CLASSROOM cognitive relationships inside a classroom, and moreover, to solve the problem of students avoiding to work together, and collaborate with others while learning.. 13.

(14) IMPROVING GROUP WORK IN THE EFL CLASSROOM Literary review Within this literary review, readers will have the opportunity to understand, comprehend and analyze key concepts that may help to fathom my problematic as well as to facilitate the future action course of my project. In order to build a well-structured theoretical framework, I have decided to pursuit for literature that enriches the construction of the forthcoming action plan. Taking into account what I have stated previously, the concepts develop through this section are: Adolescence period in social relationships, Social relationships in the classroom, Group work and Cooperative work in the ESL classroom, Strategies on group learning and finally, Participation in the ESL classroom. All of these concepts aim at grasping the entire significance of the issue presented in my classroom, and the multiple edges the solution may imply. Adolescence period in social relationships As noted in previous sections, speaking requires high levels of interaction in order to achieve meaningful acquirement of the skill. Nevertheless, students from seventh grade are going through a difficult period in their life that may affect how they interact and relate with peers. In this segment of the literature review, reader will be capable of understanding different factors that may influence students’ relationships and interactions. Adolescence is an age of transitions where individuals usually face confusion, selfconsciousness, changes in the body and minds (Brown, 2007. p, 92). Teens are in between childhood and adulthood, and therefore there is not a specific age that implies the end or the beginning of such stage. As adolescence is a period with undetermined age margins, classroom with students from such ages experiment a variety of processes and reactions. 14.

(15) IMPROVING GROUP WORK IN THE EFL CLASSROOM that confront on a daily basis. Students are experiencing their own growing process, and they tend to believe that no one else has experienced similar feeling and emotions, as well as to imagine that everyone is expecting something from them, judging them or watching them from close distance (Ruffin, 2009). Those thoughts may lead to teens being reluctant to certain relationships, or becoming self-centered. For instance, many researchers have noted that students from these ages “(…)may actually help and share less(…)Increase concerns with self-interest, fairness, autonomy, relationship obligations and other factors may enter into older children’s decisions regarding sharing and helping instances” (Parker, 2006). Relationships among students in this period are always moving and fluctuating, hence interactions may vary from one day to other, as well as reactions and feelings. Peer experiences play a fundamental role in the development of identity in teens. As Parker et, al note, “discussions with peers and friends, in particular, assist adolescents with understanding themselves and their values” (p. 432). Identity is an ongoing process while being immersed in the adolescence period; students may build their identity based on what their peer group collectively thinks instead of any individual quality he or she may possess (Augoustinos & Walker, 1996). Relationships and interactions among students are strictly influenced by peers and group of friends. Disassociation from students who do not share same acts or way of thinking may result on failed relationships and stressed on individuals.. 15.

(16) IMPROVING GROUP WORK IN THE EFL CLASSROOM “Adolescents need adults who can help them withstand peer pressure and find alternative “cool enough” groups that will accept them if the group with which the adolescent seeks to belong is undesirable (or even dangerous). The need to belong to groups at this age is too strong to simply ignore.” (American Psychological association, 2002. p, 21) For most adolescents, school is a prominent part of their life. It is here where they can relate and develop relationships and cognitive processes. Relationships not only with peers, but also with the teacher and directives from the institution have great influence on how students behave during this period (American Psychological association, 2002). It is important to provide spaces where cooperation and interaction take the principal role of relationships among teens; in such way, students will have opportunity to feel comfortable with others and grow a sense of belonging, attachment and bonding towards the rest of peers. Social relationships in the classroom Diversity of students is an important factor to take into consideration while understanding different relations and interactions that may occur inside the classroom. We as teachers know that a great deal of teaching English has to do with how our students behave and relate among themselves during lessons. Social and peer relationships in the classroom trigger future behaviors both in personal and cognitive aspects. Furthermore, difficulties while attempting to socialize and relate with others may cause significant behavioral and affective disorders, which may influence on how students face academic opportunities and cooperative tasks, such as group work, inside the group class.. 16.

(17) IMPROVING GROUP WORK IN THE EFL CLASSROOM “(…)children come to know themselves at least partly from how they are treated by peers; that relationships with peers provide rich opportunities for learning cooperation, gaining support, or developing interpersonal skills; or that persistent difficulties in getting along with childhood peers are likely to portend difficulties with others later in life and academic opportunities.(…).” (Parker et al, 2006) Following the line of thought of Parker et al. (2006), peer group acceptance plays a crucial role on children and their behavior in forthcoming opportunities of interacting with others. Whether peers accept or reject an individual is associated with characteristics that are of great value to certain social groups; characteristics may result on popularity among the entire group or discomfort altogether. Being successful with age-mates is an endless process of changes and exclusion phenomenon that can lead to social relationships that fail to be positive and rich for the individuals. Results of positive or negative adjustment reside specifically on the social group we are immersed in. For instance, “(…) new evidence suggests that, in specific circumstances, individuals tend to relate while copying the social group they are immersed” (Parker et al, 2006), regarding the context, students may search for peers who look stronger and more determined than others to seek for security and status among others or fighting over the status certain person has. What is more, children tend to acquire similar attitudes and actions to face different scenarios inside the classroom. Pupils observe and repeat behaviors that are accepted and done by peers in order to be considered an important part of the social group —classmates—. As Sánchez suggests, social groups and background experience influence members and their acts: (…) “thoughts, feelings and behaviors of individuals can be influenced by a real, imagined or implicit presence of 17.

(18) IMPROVING GROUP WORK IN THE EFL CLASSROOM others” (Allport cited in Sánchez, 2002), a determine group of people (class, social meetings, groups work) can foster changes in an important number of individuals. Social influence refers to different processes in which people provoke direct or indirect influence on others’ feelings, acts or thoughts. Nevertheless, most of the times, this influence is not a conscious act, but rather an effect which happens almost naturally when individuals are immersed in a social group or interaction. Great part of what students demonstrate in the classroom, and how they relate inside the school, has to do with previous experiences and situations that conform their personalities through life. As it has been noted, background experiences and acceptance play a fundamental role when interacting and influencing a social group. Social group interactions, roles and relationships in the classroom are complex factors that determine an enormous part of our lessons and classroom dynamics. Students are still adapting to socializing and every aspect of such process impact on relationships and behaviors that may occur in our classrooms. We, as teachers, need to focus on group dynamic as to provide better spaces to work in class and, more importantly, provoke fruitful and improved relationships among students as to assure positive interactions. Group Work and Cooperative Work in the ESL Classroom During past sections, it could be figured the importance of interactions within the peer group, and the triggering point of relationships and collaboration at attempting to interact and learn English. Consequently, group and cooperative work appears as an essential concept to take into consideration when it comes to successful experiences in learning English. This section will undertake Cooperative work and its factors, as well as. 18.

(19) IMPROVING GROUP WORK IN THE EFL CLASSROOM the differentiation of concepts that may help us to understand it: group work, and cooperation. First of all, group work is understood as a generic term covering a multiplicity of techniques in which two or more students are assigned a task that involves collaboration and self-initiation of the language and interaction (Brown, 2007). Group work involves a great amount of interactions and participation among the individuals forming the team; for instance, group work should be done in sections no larger than four or six students, benefiting the opportunities students have to participate and give opinions while interacting and cooperating with other peers. As previously considered in past sections, interaction and social relationships are substantial factors in interacting and learning English. Moreover, group work generates interactive language opportunities. “If the opportunity is given, group work could increase self-practice and change the mood of traditional classrooms” (teacher as the central part) (Brown, 2007). Students may be able to negotiate meaning, and express their ideas using the target language while approaching at cooperative instances where sharing is the principal target. Group work breaks with the traditional method where language tends to be restricted to an artificial interaction initiated by the teacher, and where the whole class plays the role of a passive receptor, while it helps to a face-to-face give and take production, and adoption of different roles that would not be possible in the traditional method (Brown, 2007). Affective factors and climate still plays a fundamental role in group work. Students attempt to communicate in a different language; hence the importance of a secure small. 19.

(20) IMPROVING GROUP WORK IN THE EFL CLASSROOM group and supportive partners is crucial. Furthermore, and as Brown notes: “The small group becomes a community of learners cooperating with each other in pursuit of common goals” (Brown, 2007). Students do not feel exposed to a large audience, but rather feel part of a community where their ideas are taken into consideration and where they do not perceive criticism and rejection while learning and using the target language in major or minor scale. It is fundamental to know the context of students as to decide whether cooperative or collaborative work is more suitable for the entire group. Cooperative learning contains a wide range of activities and projects that include structured tasks in which each student have a specific role during the time in which the plan is being executed. Furthermore, while collaborative work assumes that students already have the necessary social skills to work in groups, cooperative work emphasizes the importance of students receiving training on social skills as to achieve the objective of the activity. Besides, cooperative work still has the teacher as an important role in the classroom, where she or he serves as monitor and intervenes when necessary. Under these characteristics, cooperative work is more suitable for the context in which this research is being carried out. Cooperation in group work deals with the effectiveness of such instance. Cooperation is often viewed as the representation of learners who accompanied one another while the process of learning is being executed. Likewise, from Vygostky’s perception, “working with more capable people is pertinent for personal development and cognitiveindividual processes” (Vygotsky, 1978); withal, learning in cooperative instances often involves help and mentoring by more knowledgeable people, either by teacher or peers, who engage in the task with less experienced individuals in a process of guidance and 20.

(21) IMPROVING GROUP WORK IN THE EFL CLASSROOM cooperation (Vygotsky, 1978). Cooperation in the Vygotskian tradition aims at social interaction either among students or teacher, and essentially guides students in advancing through the Zone of Proximal Development (ZPD), which he defines as: “the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers” (Vygotsky, 1978). Cooperation resumes at instances where knowledge is shared and proposed as the principal key to success in learning processes. Group work also involves social interaction that provides elements for individual development, that is to say, students are not only learning to work cooperatively, but also are acquiring individual features that ensure positive interactions in future instances. Thus, learning with regards to this notion of cooperative work is embedded within social events and occurring as a child interacts within people, objects and events in the environment (Vygotsky, 1986). Individuals that work cooperatively with more capable peers can do more things as well as increase the development of skills and future performances. Group work deals with cooperative processes where students can find themselves developing their interpersonal skills. They also learn to deal with conflict, and if the project or activities are guided by clear objectives, students’ engagement result in deep understanding of factors linked with social relationships that enrich future experiences. Group work instances are opportunities where interdependence between learners and the construction of knowledge increment performance of students. Cooperative work and collaboration create opportunities to successfully develop student’s cognitive development by actively communicating with peers (and more capable individuals). Thus, 21.

(22) IMPROVING GROUP WORK IN THE EFL CLASSROOM within ZPD more capable students can provide classmates with new ideas and knowledge, and thereby establish a more beneficial process in language learning situations. Strategies on group learning In aforementioned segments, it has been explored factors that are related with group work constitution, relationships among members of the group and, cooperative work instances and insides. Nevertheless, it is essential to explore practices that ensure successful scenarios that imply working in groups in the ESL classroom. Furthermore, strategies to maintain and secure positive outcomes on learners will be investigated as well as contextualized in following paragraphs. First of all, it is important to undertake the concept of strategy in order to understand future explanations of such actions. The definition of strategy has several interpretations, but all of them coincide on the Greek terminology “strategia” which refers to tactics. As Oxford cited in Díaz (2011) offers, strategies are specific actions or behaviors, steps or techniques that students use to improve progress in their cognitive process. What is more, strategies are not solely used by students to expand skills, but also by educators to help individuals to acquire, learn, or assimilate new information in different instances (Chamor & O’Malley as cited in Kremers, 2000). Strategies can be used as individual actions to enhance students in academic instances, or group strategies based on the positive results a lecturer may want at the end of the implementation. Although strategies can be provided by the tutor in order to expand and improve others acquisition of the language, those decisions may be accepted and recognized by students to truly deepen the way in which they learn. As Oxford cited in Kremers (2000). 22.

(23) IMPROVING GROUP WORK IN THE EFL CLASSROOM expands, the student may accept specific strategies to transform their own learning process into an easier, faster, more enjoyable and more effective one. The use of strategies and the decision of which one rightly affect students may develop how language is perceived and acquire. The act of deciding on which skill better suited students is essential thus it gives a special characteristic to strategies: students are aware of their process (Cohen cited in Kremer, 2000). Strategies, therefore, are provided by teachers in order to affect in a positive way students’ acquisition of new and certain cognitive parameters. Nevertheless, final decision and implantation of actions must be accepted by learners, who truly understand the nature of their own facilities in language learning. Participation in the ESL classroom Through previous sections, it has been noted how important interaction and relationships among students, as well as strategies included in different lessons are for different aspects in the classroom. More importantly, none of the previous concepts could be conducted if students do not actively participate during tasks and instances provided in the ESL classroom. Thus, participation is significant to achieve successful cognitive development in lessons. Participation is a “way to bring students actively into the educational process and to assist in “enhancing out teaching and bringing life to the classroom” (Cohen cited in Rocca, 2010). Students are the central part of a lesson; hence participation may be a component that is often presented in the classroom. Participation may vary according to the lecturer, teacher and students. Wade (1994) considered participation as one in which all students. 23.

(24) IMPROVING GROUP WORK IN THE EFL CLASSROOM were participating, learning, and listening to others’ ideas, comments, and questions (Wade cited in Hill, 2007), following the line of thought of Wade, participation is perceived as an active and passive action, where listening to others plays a fundamental role in participation although students are not raising their voice. Participation, therefore, has a dualistic phenomenon. Participation can be portrayed as the action of either speak or listen to others doubts and learn from them. Students who participate more, are proved to learn more and improve their grades (Handelsman et al. cited in Rocca, 2010), hence participation is essential to students’ own learning (Fritschner cited in Rocca, 2010). There are various reasons as to what students fail at participating in class. One of the most accepted reasons is ‘class size’, students often experiment more anxiety, and repetition of individuals who speak up result on poor active participation from students (Rocca, 2010). Group activities resolve as a good solution for this type of problematic, giving opportunities to students who tend to keep quiet to raise their voice in their group work and facilitate discussion (Ferguson cited in Rocca, 2010). Timing and semester progress can also play an important factor in less participation from students. Classes that solely occur once per week are likely to have less participation among students due to content reasons. Teachers give more importance to grammar procedures than discussion and active participation. Also, semester progress can also affect students’ participation. Individuals tend to lose interest in overall participation throughout the course of the semester, as well as teacher encouragement to do it (Rocca, 2010). To keep engaging tasks and activities can defeat such disinterest. Students who feel engaged are more likely to participate in class and discussions.. 24.

(25) IMPROVING GROUP WORK IN THE EFL CLASSROOM Participation is a concept which contains high levels of subjectivity. Teachers often have different opinions and views regarding participation in the classroom. Participation in the classroom fluctuates and oscillates based on individuals, timing and topics. Teachers must provide opportunities, and interesting topics that result on small discussion. Verbal aggression, sarcasm towards opinions and questions —either from the teacher or students— must be avoided in order to increment future participation from students.. 25.

(26) IMPROVING GROUP WORK IN THE EFL CLASSROOM Methodology At the outset of this new section, justification and explanation of future procedures and decisions appear as important characteristics to uphold in mind. Imminent choices regarding instruments and forthcoming actions need to sustain great emphasis on the importance of such conclusions. Thus, it seems essential to have a clear understanding of what is aimed at being understood and found throughout this segment of AR. Under the light of Burns (2010), collecting data in Action Research includes:. “(…) collecting data in AR is always mixed in with the strategies or actions you put in place to change or improve the situation you have decided to focus on. And since these strategies change as you test them out in practice, so too could the ways you collect the data. As we shall see, it’s all a question of matching your data collection methods with what you want to find out.”. (Burns, 2010). Decisions on techniques and methods must match with the research question as to provide reliable and solid information and results to guide every aspect of the investigation. Teachers need to focus on specific characteristics that lead to convenient instruments to be used. “Data serves as a way to link action, observation and future reflection on the problematic found” (Burns, 2010). Consequently, method should focus on the nature of the action question, as well as concepts that may involve during the study.. 26.

(27) IMPROVING GROUP WORK IN THE EFL CLASSROOM Participants 38 students take part in the present action research. Individuals are from Seventh grade A at Colegio Polivalente Vicente Valdés. The majority of students are new in the school, since the institution offers courses from 7th until 12th grade; hence they are getting used to the school and still familiarizing with each other in the classroom. There exists equilibrium (see figure 1) in terms of gender, twenty one (21) men and seventeen (17) women create the entire group.. 7º grade students. 25 20 15 10. 5 0. Boys. Students. Girls. Boys. Girls. 21. 17. Figure 1. Number of boys and girls in seventh grade.. Instruments for data collection Since the present investigation contains a problematic based on qualitative features, instruments to collect data will focus on observable behaviors (as groups’ dynamics and 27.

(28) IMPROVING GROUP WORK IN THE EFL CLASSROOM social behaviors are visible). In regard to the use of the instruments, and the proper explanation of why I decided to use them, the present section will undertake the process in which such instruments were chosen and planned. Furthermore, the course of action in which the data collection will take place is going to be divided into three essential parts: before the action plan, during the action plan and after the action plan. Such division answers to the idea of demonstrating possible improvement regarding the action plan implemented. Firstly, the instrument that I used the most was the journal. According to Burns (2010), keeping a journal is extremely useful as a way of capturing significant reflections and events that may occur during the ongoing process. Using a journal also includes different aspects and features that are involved during the process of writing. For instance, Burns (2010) differentiates four types of journal that deal with specific features (aim, timing of entry, question addressed). In this sense, I used two kinds of journals that served as a complementing tool during the process of reflecting upon my notes. On the one hand, I use a factual journal; this type of journal put emphasis on the record of observations, incidents or events in a factual way (Burns, 2010). Objective notes are of great importance in this kind of descriptions, thus questions such as: “What is happening here?” Are commonly use to describe events and situations arise in the classroom. On the other hand, I also used a daily/weekly journal, which refers to the construct of an ongoing record of daily or weekly events. Weekly journals answers to questions such as: “What happened in sequence over my teaching day/week?” (Burns, 2010). Events that may be repetitive over time play a fundamental role in this type of journal. I decided to use both of these journals due to the different aims they deal with. For instance, keeping a factual journal may help to grasp different situations in the classroom 28.

(29) IMPROVING GROUP WORK IN THE EFL CLASSROOM that provide understanding of the context and atmosphere the class may have, while maintaining the objectiveness to detect a possible problematic in the lesson. Additionally, I selected a weekly journal in order to detect some repetitive behaviors and situations that may occur in classes. The combination of such instruments give me the possibility to not only perceive situations objectively, but also sense conditions that are constantly happening in the class. In second instance, I implemented a short survey focused on preferences about group works and cooperation. According to Burns (2010) “it is best to use a questionnaire or survey when you want to get responses from several people and you don’t have time to interview”. As seventh grade A have 38 students, an interview with each one of them would be impossible taking into account the amount of time this investigation consider. Nevertheless, I seek for answers that can give me information regarding my area of investigation. As Dörnyei noted (Dörnyei cited in Burns, 2010) there are three types of surveys that can lead you to different information. As I wanted to receive responses regarding opinions and beliefs, my survey was “attitudinal”. Attitudinal surveys focus on attitudes, opinions, beliefs, interests and values; hence the aim of questions contained in the survey was to know how students feel regarding activities that deal with group work and their opinion about cooperation among classmates during activities that involved English. Furthermore, questions were open-ended items; these are items that look for a free-form response and usually, the responses are fairly short but give you information that may not be easily captured numerically (Burns, 2010). With this instrument, I wanted to note how students perceived cooperation within the classroom, and their feelings towards group work. Besides, some of the reasons as to why they did not participate in different spaces provided to work in groups and cooperate with one another. In this way, I could narrow and 29.

(30) IMPROVING GROUP WORK IN THE EFL CLASSROOM focus even more my research investigation and forthcoming action plan (see appendix A, sample 1). Survey listed above has the main objective of recollecting not only closed answers, but also opinions and reasons as to why they decided such responses. I need to know the reasons as to why students act in such ways, in order to think and plan a course of action to successfully improve and change the problematic. Questions aim at understanding the reasons as to why students avoid group work when the instances are provided. I did not add any other question, since it would mean plenty of information to handle —as they aim at receiving a free-form answer— and it would result as an impediment rather than a support. First question focus on the idea of students enjoying English without necessarily interacting with classmates (answering a question out loud, completing an exercise on the whiteboard while raising their voice, etc.). On the contrary, second question aims at receiving a response that demonstrates whereas students enjoy interacting and working with other classmates in English classes or not and why they decided to give such answer. Third question aimed at receiving responses that deal with their opinion about their learning process; that is to say, if they think they learn better working alone or while they work with others and cooperate towards the achievement of a task. This question was created to know students’ opinion regarding both ways of learning. Some responses may lead to reasons as to why they avoid working in groups and cooperating with their classmates. Last instrument used before the action plan is an interview focused on what my guide teacher has to say regarding the English lesson. With this instrument, I look for answers that may consolidate what my ideas regarding the problematic are, or narrow and specify some of the perspectives I may have regarding some situations in the classroom. Under the light of Burns (2010), interview is understood “as a classic way in research to 30.

(31) IMPROVING GROUP WORK IN THE EFL CLASSROOM conduct a conversation that explores your focus area” (p. 74). In this respect, Burns also classifies interviews into three different categories: Structured interviews, guided- or semistructured interviews and open-ended, conversational-type of interviews. Among those types of interviews I decided to use a semi-structured format to enrich the responses I may receive from my interviewed. As Burns poses, the advantage over the structured interview, however, “is that you are likely to find out about some things in more depth and so will get richer information.” (p.75). Interview was created with a set of four questions; nevertheless, as the interview is not planned to be structured, some of the answers may lead to other questions that were not prearranged. Consequently, the interview will be recorded in order to maintain the free character of such instrument, and to not lose any important aspect mentioned by the guide teacher (see appendix A, sample 2). As it was mentioned in previous descriptions of instruments, there exists a division during the process and the use of such tools. For instance, survey and interview instruments will be again used in order to recognize improvements or changes —if any— regarding the problematic after the action plan implementation. Interview to the teacher will change in their questions to focus on interrogatives that are more suitable to the end of the process and perceptions that may arise after the entire course of action (see appendix A, sample 3).. Action Plan Intervention To provide a clear organization of my action plan, I will divide the process in three stages that aim at fulfilling and developing factors that may improve the problematic witnessed at the beginning of the observation. The three different stages in my course of action will be: 31.

(32) IMPROVING GROUP WORK IN THE EFL CLASSROOM 1) Planning of English activities that enhance students’ interest. 2) Creation of instances to improve and provide group work. 3) Fulfilment of final group project. Stages provided above are based on previous literature that proposed information regarding students stages and relationships that may lead to activities which are interesting and meaningful for students (as to ensure participation), as well as cooperative work and activities that may provide spaces and opportunities for students to feel confident while attempting to use English when working with classmates. Course of action for this research will be linked to the last unit of the year, and it will be planned as a transversal project that include mandatory content from the curriculum, as well as opportunities for students to enhance group work (cooperative learning) while using the target language in any of its form (writing, reading, listening and speaking).. Description of the project Poor or non-participation in group activities among peers was the problematic found during earlier stages in this research. Literature investigation provided an important amount of information regarding factors that may cause such diminished participation and avoidance while working with peers, consequently, the project planned for this course of action will be focused on strategies that assure active group work and engaging activities that ensure cooperation, involvement and interaction among the group members. As curriculum from seventh grade portraits, last unit of the year is called “green issues” (Programa de estudio, 2014). Students are being exposed to topics such as: environmental issues, climate changes, and protection of the environment. In regard with. 32.

(33) IMPROVING GROUP WORK IN THE EFL CLASSROOM the topic, students have the possibility to share ideas as to what actions people should do in order to protect the planet or the importance of maintaining a good equilibrium in nature to avoid possible damage. Taking into consideration the instances this topic provides for students to share ideas and opinions; I decided to create a project based on green issues. Students need to create an NGO with an idea that would sustain our planet positively. Students must work in groups in order to reach an agreement among all individuals’ opinion and decide on what idea they want to carry out in order to help our planet from future damages. As Brown (2007) exposes, “creating projects can be of great help when it comes to hand-on approaches to language”. Students learn while raising environment awareness and increasing interactions while working together. Following the line of thought of Brown, as learners get absorbed in purposeful projects, both receptive and productive language is used meaningfully (p. 184). Students need to create short NGO projects that can help our planet. Each group must work cooperatively to reach the final goal. Strategies to provide successful instances will be applied during all the lessons of the unit. Roles in group members, seating arrangement to provide better management of the classroom, structure of activities and rules during all the lessons, as well as clear objectives are the main ideas to ensure a positive outcome and effective process during the implementation of the action plan.. Action plan steps As the project for the course of action was previously explained, now it is time to focus on the steps the project will require in order to be fulfilled in a positive way. The action plan consists on class by class progress, where groups must take decisions while. 33.

(34) IMPROVING GROUP WORK IN THE EFL CLASSROOM working together to reach conclusions regarding their own NGO. Project considers eight (8) classes of effective group work — four weeks— for groups to finalize the creation of an NGO. In following paragraphs, I will explain how the different instances will be organized to ensure proper organization and understanding of the course of action and project, as well as strategies that are going to be implemented to provide better instances for the objectives to be achieved. 1) Planning of activities that enhance students’ interest. First step was already explained in previous sections of the course of action. “Green issues” is a topic that engages students to controversial issues that are happening in the world; hence opinions and ideas arise while teaching such theme. As Harmer (2007) states, “engaging activities are a must if we want students to participate actively during projects.” In this regard, the NGO project was planned as to assure students engagement and interaction during the entire process. Strategies that need to be implemented during this step are regarding the structure of activities. Activities will be explained in short and concise instructions point by point to assure the understanding of all the members. Also, strategies that involve the use of the captain as the locator for the instructions: Teacher calls for the captain of each group and explain the activity to them. Then, each captain need to explain the activity to the group members. In this way, I give an important role to one of the group members and trespass responsibility to the whole group to achieve the objective of each task. 2) Creation of instances to improve and provide instances for group work. First of all, it is essential to create instances that are well designed and explained to participants. In this way, we assure both, students understanding of the task and future participation in the project. As Brown (2007) poses, “clear instructions, modelling of the 34.

(35) IMPROVING GROUP WORK IN THE EFL CLASSROOM task and justification of group work are key elements to guarantee the accomplishment of any activity”. Taking into consideration these fundamentals, it is essential to use strategies such as explain the project and model the activity to students of my seventh grade. Consequently, interventions will be designed as the following: A) Presentation of the project and designation of the groups (first half of the project): The project is presented to students using examples of NGO around the world and organizations that safeguard environment and nature. After the presentation, group designation will be done. Groups are decided in order to follow what Vygotsky (1978) explained as ZPD. Students, who are more capable in English, will be with classmates who experience more struggles to use the language. Furthermore, students who are more disruptive, and tend to lead others in their behaviour are grouped with students who usually work in class and are responsible with assigned task. With this group arrangement strategy, I make sure that the majority of students who know English influence positively to others who struggle more while attempting to understanding and using the language. In this way, participation from every member in the group is more likely to happen (Sánchez, 2014). Furthermore, each student will have a role throughout the whole project as to ensure active participation and as to follow cooperative learning theory. Also, activities and games presented during the lessons will be focus on future decisions they need to do in order to create their NGO, and the steps and aspects the organization requires to work and provide helping instances to the planet.. 35.

(36) IMPROVING GROUP WORK IN THE EFL CLASSROOM. 3) Fulfilment of final group project (Presentation). B) Fulfilment of final group project (Third and final part of the project): Students need to present their NGO project to the rest of the class in order to expose the final decision they made. Presentations must be short and concise as to not cause stress in students with high levels of English or preparation of the presentation. Each student will have a role in their NGO groups; hence they need to explain what they did during the process of conveying a final decision. Presentations must provide information such as: “Why did we choose this NGO project”, “Why do we think it is important to help our planet”, “How do we invite people to collaborate with our project”. Each question needs to be explained in no more than three sentences, and the last one must provide a poster or draw to invite people to join their NGO; this last strategy in the fulfilment of the task is planned as to guarantee participation from members who do not enjoy writing or deciding things, but rather prefer creating things and drawing; they will still use English and participate in their groups; they also need to explain why they decided to use that type of advertisement. Once all presentations are done, the entire grade will decide on a project that they want to do. Instruments used before the action plan will be applied again as to recognize changes and perspectives from the students, and also from my guide teacher. The repetition of instruments aims at contrasting the before and after results of the project.. 36.

(37) IMPROVING GROUP WORK IN THE EFL CLASSROOM Data Analysis As this research includes qualitative variables and characteristics, instruments used were focused on behaviours and reactions students had before, during and after the interventions. It was relevant for me to analyse how their perceptions and attitudes change during the process. The next section will be divided into three different parts as to maintain a chronological order among the steps in which instruments were used: Before the interventions, during the interventions and after the interventions. Before the interventions The idea of applying instruments before the interventions aimed at having a clear standpoint as to how students perceived group work and cooperation to learn English, as well as to understand the problematic I witnessed and narrow it even more, or change some strategies for the forthcoming action plan. Survey The first instrument that I utilized was a short survey that contained three questions focused on group and individual work and how students perceived those ways of learning English. From the total of 38 students that seventh grade A have, 33 students were present during the time where the survey was applied. Instrument was delivered to the students at the end of the class on October 5th. I, personally, explained that this was only for me to know their opinions, and that they could use either Spanish or English to answer the questions. I did not ask for their names since this was something that only focused on responses rather than specific students. Students answered the survey 15 minutes before class was finished and returned the papers to me. They did not require my help since 37.

(38) IMPROVING GROUP WORK IN THE EFL CLASSROOM questions were written in English and Spanish for them to understand the entire interrogative. Students did not ask for others classmates’ opinions, and they did not discuss nor talk about the questions. After gathering and reading the 33 surveys that students answered, majority of learners preferred working alone, and believed they learnt more individually. From the total of 33 students, 29 preferred working alone (90% of students), 3 did not know their preference (9%) and one of them did not answer the first question (See figure 2). Reasons as to why they preferred such answers often inclined to being the only responsible of their answer and time; hence they did not have to wait for others (See appendix D, sample 4). Half of them mentioned that they were not good with working with others (See appendix, sample 5).. Survey - First question. Working individually Do not represent any preference Do not answer. Figure 2. First question from the survey applied to seventh graders before the interventions. This question focused on whether students liked or not to work individually. Second question was focused on the perception students had on working in groups. From the total of 33 students that were in the classroom that day, 27 answered that they did not like to work in groups (81% from the total of students), 5 answered that they did not 38.

(39) IMPROVING GROUP WORK IN THE EFL CLASSROOM know their preference (15% from the total of students) and one of them drew an “X” instead of answering (See appendix C, figure 3). Reasons to explain such preference usually dealt with students unable to concentrate if others were working close to them (See appendix D, sample 6), or getting annoyed if someone was faster or slower while completing a task. Two students gave other reasons that dealt with the incapacity of being able to make decisions if there were more than one person involved in the activity (See appendix D, sample 7).. Survey - Second question. Do not like working in groups Do not have any preference Do not answer. Figure 3. Second question from the survey applied to seventh graders before the interventions. This question demonstrates the preference students have towards working in groups. Third and last question from the survey focused on their opinions regarding the idea they had about learning. I wanted to know if they thought they learn better alone or in groups. From the total of 33 students in the classroom when the survey was carried out, 30 pupils answered that they learnt better while working alone (90% from the total of students) and 3 students answered that they did not know their preference (9% from the total of students) (See appendix C, graphic 4). Responses often described that if they work alone 39.

(40) IMPROVING GROUP WORK IN THE EFL CLASSROOM they could concentrate better and that they could ask to the teacher if they had a question or did not understand something, on the contrary, if they were working in groups, their classmates would not know how to answer, so nobody would learn anything (See appendix D, sample 8).. Survey - Third question. Learn better individually Do not know. Figure 4. Third question from the survey applied to seventh graders before the interventions. This question demonstrates students’ opinions on how they learn better. Interview The second instrument I decided to use before my action plan was an interview focused on whereas the teacher perceived the same problem as me or not. I wanted to generate an interview where the teacher could give his opinions and perceptions about the issue I found. The interview was held in the English classroom when we both had a free period to prepare material; hence there were not students in the class. The interview took no more than 30 minutes on Tuesday 10th. I recorded the interview to maintain the free character of the instrument. The first question of the interview focused on the importance the teacher gave to interaction and group work in the English class. Teacher answered positively to this question, he mentioned that English —as any other language— needs 40.

(41) IMPROVING GROUP WORK IN THE EFL CLASSROOM interaction in order to be acquired successfully; hence group work is an important and fundamental part of English lessons to assure students are not only learning English but also practicing it and using it in real context (See appendix E, transcription 1). Second question focused on the perception the teacher had on students enjoying or not when working in groups. Teacher thought a while before giving an answer, but he accepted that students do not enjoy working together; when I asked why he thought so, he answered that students always reacted negatively when either of us presented an activity that required group work. Teacher also mentioned that students often worked alone even when they were seated in groups of four. The third question aimed at the opinion the teacher had over interaction among seventh graders and if their interactions were a contribution to the use of English in the classroom or not. Teacher said that students did not interact in English at all, and that their interactions in the classroom were often seen as violent jokes or threats. In his opinion, interactions among themselves do not facilitate the use of English because they are always defensive towards each other and the reactions they may have, and that also could affect their relation while working in groups. “(…) they often fight over things that are very trivial or make threats to one another when they are tired of some attitudes or if some classmates are slower or faster while they are doing an activity. So (??) think that their interactions don’t…contribute to group work activities and…how can I say it? They could also affect. how. group. work. dynamics. result. in. the. classroom. (…)”. (Interview transcription, 2016). 41.

(42) IMPROVING GROUP WORK IN THE EFL CLASSROOM Last question from the interview focused on the hiccups he perceived students from seventh grade had when it came to working in groups. Teacher said that it possible was due to the little or non-existent concept of group work that they had. He mentioned that students from seventh grade are new students in the school, hence all of them came from different realities and that could affect their notions about working together. Furthermore, teacher also said that the relation among seventh graders made it difficult when it came to grouping. They often got into fights or misunderstandings, so they are reluctant to work in groups if they do not have clear objectives or steps to follow. Teacher mentioned the relations that students from seventh grade had, and that it may be an important factor as to why they avoid working together. He, at the end of the interview, mentioned that maybe having an activity with clear objectives and steps to follow would result on students having more facilities to cooperate. During the interventions Applying instruments during the process of the action plan may facilitate the recognition of changes and improvements in the problematic found in earlier stages. For this part of the process, I used my journal notes. As Burns (2009) explains: “They are extremely useful though as a way of capturing significant reflections and events in an ongoing way” (p. 89). After each week I wrote important episodes occurred in the classroom, and reactions that my students had. Moreover, I could write about changes in their disposition and attitude while the project advanced. To make a clear representation of the interventions, I would divide the process into four different stages, which corresponds to the four different weeks my action plan (project) included.. 42.

(43) IMPROVING GROUP WORK IN THE EFL CLASSROOM First week of intervention First intervention was on Wednesday 12th of October, the project of “Green Issues” was presented to the students of seventh grade and the characteristics of the group work were also mentioned. 35 students were present during the first intervention of the project. Groups were conformed following the line of thought of Vygotsky (1978) where students who are more skilled in the language are grouped with students who usually struggle while attempting to use the language. Reading my journal notes, I could notice that the reaction of students when they listened to the topic of the project was positive. They seemed interested in the activity and they were already making questions and suggestions about the different tasks included in the project. Nevertheless, when they heard that this was a project in groups, majority of their faces showed discontent and the questions transformed into “why” and “I do not want to”. In my journal entry it is visible how discouraged they were to work in groups. Notwithstanding, the class was carried out and students made groups. Class started with the presentation of “steps to follow” in order to provide good instances to students. Some of the steps were: “Listen to instructions”, “Hear my group members’ opinions”, “Keep my group clean”, and “Help each other”. Each group had a captain. In my journal notes, I emphasised that some students did not want to participate in their groups and that they just sat there in their groups without talking or discussing, some of them had their arms crossed as to demonstrate their mood. The class included games that required the help of each member to discover a hidden message. Groups slowly started to discuss different ways to decoy the message. At the end of the class, two of the four students who did not want to participate went to their groups by their own decision and. 43.

(44) IMPROVING GROUP WORK IN THE EFL CLASSROOM start participating in the game. All the groups achieved the activity, and the groups who finished earlier seemed very satisfied with how they worked (See appendix F, notes F.1). On Thursday 13th I made my second intervention included in my project. During this class, there were 37 students; hence students who did not come to the previous class were assigned to the groups I previously decided. In my journal notes, I wrote that I went earlier to the classroom and prepare the class with a new seating arrangement. I arranged the seats into seven different groups: “two at each side of the classroom, two more at the back of the classroom and one group in the middle of the classroom” (Journal, 2016). Each group had a number assigned on the first class, so each table had a little whiteboard and students needed to seat on the table that had their group’s number on them. According to my journal notes, some students showed discontent when they found that this class was going to be in groups again, but they did not make comments as the previous class. Students went to their groups, and the two students who did not want to participate with their groups in the previous class also seated with their classmates. According to my journal entry, students needed to decide on the topic of their NGO and the name they wanted their NGO to have. Majority of groups worked really well, but some minor fights arose when they did not reach a decision. In my journal, I described that I went to those groups and helped students decide on their topics, I guided them since they were having plenty of struggles to decide and they were getting into fights. After those minor incidents with two groups, students completed activity successfully. All the groups had their NGO topics and the names of their organizations. In my journal entry, I remark how positive it was for me to see that my students, at the end of the lesson, were capable of deciding on something together, taking into account ideas and opinions from different members. Nevertheless, I. 44.

(45) IMPROVING GROUP WORK IN THE EFL CLASSROOM decided that it was important to create more defined and structured activities as to avoid those kinds of fights that happen when I gave my students activities that were too free of instructions and time. As they were new to these activities, and reluctant to work with classmates, I needed to provide short and concise activities that maintain them in short term decisions. Furthermore, I decided to create more roles to all the member of the group as to give them specific duties within the group and make them feel an important part of the organization. “(…) I need to think of activities and tasks that are more structured and short as to provide better group work experiences, and avoid misunderstanding and students rushing. They are new in the group dynamic, so I need to plan better my activities. I also need to provide specific roles to assure each member has a duty during group activities. I need them to feel important and necessary in their groups. I don’t need just. a. captain;. I. need. everyone. to. have. an. important. place.”. (Journal, 2016) Second week of intervention The third class of intervention was carried out on October 19th. There were 33 students in the classroom at the moment of the lesson; hence some groups did not have all their members. In my journal notes, I started the entry by describing that some students asked if they were not going to work in groups today and why. The class was arranged normally, so students thought the classes resumed as they were before. According to my journal, students did not show discontent when I told them that we were going to work in groups as they did during the first week, and they started to arrange their groups almost. 45.

(46) IMPROVING GROUP WORK IN THE EFL CLASSROOM naturally. Furthermore, and as I describe in my journal: “Captain of each group were the first ones to start arranging their groups’ spaces. They searched for the spot I gave them last week.” (Journal, 2016). During this intervention, and taking into account data collected from classes done during last week, I planned shorter and more precise activities as to assure the participation of students. After a reading, students needed to guess the title of the text with some words that I gave them. There were no fights or misunderstanding during this activity, and as my journal entry expresses: “some students in their groups did not know the words, but one or two of them did, hence they explained the meaning and they could arranged the words to form the title” (Journal, 2016). Students started to cooperate with each other in order to achieve the objective of the activity. Another aspect that I decided to implement from data collected during last week classes, was giving specific roles to students in each group. I presented the positions and they, as a group, needed to choose who student was in charge of each position. For this activity, I called captain of each group to the front of the class and gave them the instructions of the task. They needed to report the activity and the instructions to their group members. Based on what my journal portraits, activity resulted messy as some captains forgot some instructions or some steps. Instructions they gave were in Spanish. At the end, I needed to give the instructions myself for students to follow the activity. Taking into account what my journal entry portraits, students did not have fights and they took a short time to decide who member was in charge of each position (See appendix F, notes F.3). Fourth class intervention was on October 20th. There were 35 students in the classroom. Activities for this class were short and each of them focused on the creation of a poster focused on each group’s topic. Students needed to create a slogan to catch attention. 46.

Referencias

Documento similar

- Promote adaptive coping styles and reduce the use of emotion-focused coping strategies (self-blame, rumination, isolation). - Promote humor as a tool to face

Sometimes content (HTML elements and/or text) needs to be grouped in order to apply some CSS properties to the group as a whole:.. I The div element: the group acts as a

Despite the variation in public policy and regulation, stakeholders can implement prevention programs and strategies to reduce risk and increase protective factors associated

International ecosystems are best created around joint action, collective initiatives as well as long-term strategies and commitment. On the road to a more resilient, collabo-

A higher frequency of anemia was observed in the group that did not participate in the nutritional talk (23%) compared to the group that did participate (0%), a signi cant

T-test revealed that the HIGH group scored significantly higher than the LOW group on self-efficacy, mastery goal orientation, and metacognitive strategies and reported more

De acuerdo con esta idea, esta comunicación pretende dar a conocer la experiencia realizada en una asignatura de máster de la Facultad de Biología de la Universidad de Murcia,

According to Gil (2010), cooperative learning is defined as a learning process based on group work, collective construction of knowledge and the development of mixed