A Study into the Effects of Competitive Team-Based Learning and 'Learning Together' on the Oral Performance of Intermediate EFL Learners
الموضوعات : Research in English Language PedagogyMahdi Mardani 1 , Tahereh Jahanbazian 2
1 - Behbahan Khatam Alanbia University of Technology
2 - Department of Foreign Languages, Islamic Azad University of Kohgiluye
and Boyer Ahmad, Iran
الکلمات المفتاحية: Competitive Team-Based Learning, Intermediate Students, Oral performance, Learning Together or Cooperative Group-Based Learning,
ملخص المقالة :
The present study intended to look into and compare the possible effects of Competitive Team-Based Learning (CTBL) with Learning Together (LT) or Cooperative Group-Based Learning (CGBL) – the most popular method of Cooperative Learning (CL) -- on oral performance of Iranian EFL intermediate students. After administering the oral interview, this researcher selected a group of 40 almost homogeneous Iranian intermediate students and randomly assigned them to control and experimental groups – 20 per group. Based on their scores, the experimental class were divided into 5 almost heterogeneous teams - four members each. But in the control group, the participants were allowed to shape their own favourable groups. For six weeks (18 sessions of 90 minutes each), both the groups received the same course materials, instructor, curriculum, out of-class and in-class assignments, schedule of instruction and equivalent methods of evaluation, but the experimental group experienced language learning via CTBL rather than via the CGBL as their counterparts in the control group. At the end of the course again the oral interview was administered to both the groups. Then the obtained scores on pre-test and post-test were analyzed through different statistical procedures. The results of the study rejected the null hypothesis and provided evidence supporting the hypothesis that CTBL can have a more significant effect on improving the oral performance of Iranian intermediate students. This researcher will discuss the probable causes for the results of the study, and will shed light on the pedagogical implications. She will also suggest recommendations for further research.
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