Using Cooperative Group Feedback and Cooperative Group Writing in Writing Classes
محورهای موضوعی : English Language Teaching (ELT)
1 - گروه انگلیسی، واحد تهران مرکزی، دانشگاه آزاد اسلامی ،تهران، ایران
2 - گروه انگلیسی، واحد تهران مرکزی، دانشگاه آزاد اسلامی ،تهران، ایران
کلید واژه: writing skill, Cooperative learning, cooperative group feedback, cooperative group writing,
چکیده مقاله :
The present study compared the effect of cooperative group feedback and cooperative group writing techniques in writing classes. Accordingly, 90 male and female intermediate English language learners sat for a sample piloted Preliminary English Test and 60 who scored one standard deviation above and below the mean were selected as the main participants. Both groups were taught the same course book. Moreover, they received the same hours of instruction and teaching aids in the same physical environment; therefore, the most significant point of departure in the two experimental groups in the present study was the form of writing practices presented in the classroom. One group underwent the cooperative group writing while the other the cooperative feedback procedure throughout the treatment period. The findings of this study based upon the results gained from an independent sample t-test run on the two groups’ posttest mean scores revealed that the participants’ L2 writing improved more significantly in the cooperative group writing class compared to the cooperative group feedback. The findings of this study may be contributory to EFL teachers and syllabus designers in the process of developing more efficient second language writing courses.
پژوهش حاضر به منظور بررسی تأثیر بازخورددهی و نگارش در گروههای توأم با همکاری بر نگارش زبان آموزان انگلیسی صورت گرفت. بر این اساس، 60 زبان آموز مرد و زن از میان 90 زبان آموز سطح متوسط زبان انگلیسی بر اساس عملکرد آنها در یک نمونه آزمون PET انتخاب شدند و به دوگروه همگن تقسیم گردیدند. هر دو گروه توسط همان معلم آموزش داده شد و ازکتاب یکسانی در طول دوره آموزشی استفاده کردند. علاوه بر این، فراگیران از میزان ساعت آموزشی و محیط فیزیکی یکسانی برخوردار بودند. بنابراین، تنها نکته متمایز کننده در گروه مورد پژوهش روش آموزش نگارش ارائه شده در کلاس درس بود. هر گروه از روش آموزشی خاص خود در طول دوره بهره مند شد. یافته های این پژوهش نشان داد که سطح نگارش به زبان دوم شرکت کنندگان به طور قابل توجهی در گروه نگارش گروهی توأم با همکاری نسبت به گروه بازخورد گروهی توام با همکاری بهبود یافته است. این یافته ها میتواند توسط معلمان زبان انگلیسی و طراحان برنامه های درسی در راستای ایجاد روش های مؤثر در تدریس مهارت نگارش به زبان انگلیسی مورد استفاده قرار بگیرد.
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