The Effects of Using the Zone of Proximal Development (ZPD) on the Fundamental English Classes of Thai EFL Learners (Published)
This study aimed to gather information related to cooperative learning and corrective feedback to support the English teaching and learning based on the Zone of Proximal Development (ZPD) of grade 10-12 students in the academic years of 2023 at Wat Phrasrimahadhat Secondary Demonstration School, Phranakhon Rajabhat University. The participants were 284 students who studied Fundamental English I, II, III, IV, V and VI. The instrument was the Google form questionnaire developed in terms of teaching and learning English. The results were interpreted, categorized, and tabulated on computer sheets. Case studiesAssistant immigration officer: JohnThe findings revealed that cooperative learning helps student to socialize, enhances good working relationships, improve the attitude towards work, enhances class participation, and make students participate in activities. Additionally, based on the corrective feedback, students valued teachers who asked questions to ensure understanding, motivated to persevere through difficult tasks, provided multiple explanations, respected students’ ideas, and encouraged to learn from their mistakes.
Keywords: : Corrective Feedback, Cooperative learning, zone proximal development (ZPD)
Investigating the Impact of Using Cooperative Learning Strategy in Improving EFL Students’ Reading Skill: A Case Study of First Year Students of English at College of Education- Sudan University of Science and Technology (Published)
This research article is aiming at investigating the Impact of Using Cooperative Learning Strategy in Improving EFL Students’ Reading Skill. Subjects were 40 male university students in the English Department, College of Education, SUST. They were randomly assigned into two groups: The experimental group using cooperative reading strategies and the control group using a traditional method of instructions. The study reached the following findings: firstly, students of first year can develop batter reading skills by implementing cooperative learning in the learning process. Secondly, students’ performance improved significantly, and they developed better attitudes towards learning English via cooperative learning strategy. Finally, in cooperative learning, students are motivated and less reluctant. Also, the study recommends the following: first, teachers of English should adopt cooperative learning methods in the teaching and learning process. Second, students should be provided with enough opportunities in the learning process, and more importantly, they should be encouraged to implement cooperative learning methods both in and out the classroom.
Citation: Mohammed T.A.E., Yousif T.A.A. and Ali M.A.T (2023) Investigating the Impact of Using Cooperative Learning Strategy in Improving EFL Students’ Reading Skill: A Case Study of First Year Students of English at College of Education- Sudan University of Science and Technology, International Journal of English Language Teaching, Vol.11, No.1, pp.,34-40
Keywords: Cooperative learning, EFL, Reading, Strategy, students’ reading skills
Prominent Factors Affecting Group Work Efficiency for EFL Learners (Published)
This paper points out factors affecting group work efficiency. Group work is considered one of the techniques that is centrally practiced in the communicative method as well as student-centered approach. The questioning area of such a practice is that whether or not it is highly effective in learning. This study is carried out to measure three factors which are possibly not in a consensus among teachers. They are time allotted, the number of group members and types of duties given to the group to perform. Methodology used in the study is a mix of qualitative and quantitative method. A survey design is implemented to explore teachers’ perceptions of group work. Data are collected by questionnaire submission to teachers in order to explore their perception on the three variables. A procedure was carried out by taking teachers’ feedback in form of questionnaire to reveal their experience with group work. Results show that teachers prefer to the traditional group work formation. They give enough time fir groups and extend the time to complete the tasks. They also prefer to form larger groups of 4 or 5 students.
Keywords: Cooperative learning, Group work, Group work formation
Implementation and Perspectives of a Content-Based Instruction Course in an EFL Context. (Published)
This paper reports on the design and implementation of the course “International and Business Etiquette” through content-based instruction (CBI) in an EFL classroom. It also examines learners’ perceived effectiveness regarding both content and language learning in this course. Seventy Taiwanese EFL learners participated in this study. Task-based activities aiming at enhancing different language skills and content knowledge learning were implemented. Evaluation sheets, questionnaires, and semi-structured interviews were employed to elicit learners’ responses. The results revealed students’ positive feedback not only on the part of the content knowledge, but on their improved language abilities. Positive responses were also reported on students’ gains from cooperative learning, their boosted confidence and reduced anxiety in the target language use. The findings suggested that CBI instruction in EFL context is feasible and can work effectively in promoting both content and language learning with deliberate implementation. Other findings, suggestions and pedagogical implication will also be discussed.
Keywords: Content-Based Instruction (CBI), Cooperative learning, International and Business Etiquette, Task-Based Activities