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Employing group work for task performances in a task-based learning classroom: evidence from a University in Thailand

Although the pedagogical contributions of cooperative learning to improve the classroom teaching and learning practices have been discussed extensively in the literature, little has been known about the use of group work for task performances in the classroom, especially with regard to the enhan...

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Main Authors: Ulla, Mark Bedoya, Perales, William F.
Format: Article
Language:English
Published: Penerbit Universiti Kebangsaan Malaysia 2021
Online Access:http://journalarticle.ukm.my/17311/1/42713-159420-1-PB.pdf
http://journalarticle.ukm.my/17311/
https://ejournal.ukm.my/3l/issue/view/1407
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spelling my-ukm.journal.173112021-08-13T02:48:57Z http://journalarticle.ukm.my/17311/ Employing group work for task performances in a task-based learning classroom: evidence from a University in Thailand Ulla, Mark Bedoya Perales, William F. Although the pedagogical contributions of cooperative learning to improve the classroom teaching and learning practices have been discussed extensively in the literature, little has been known about the use of group work for task performances in the classroom, especially with regard to the enhancement of English as a foreign language (EFL) students’ speaking performance. The present study reported a classroom teaching practice of a university teacher in Thailand and explored whether group work can positively impact the speaking performances of 106 first-year Thai university EFL students. The course was taught using the group work method in a task-based learning (TBL) framework for 12 weeks. Survey questionnaires and students’ in-class speaking performance scores were used as the data for this study. Findings revealed that although Thai students were new to the group work method, they held a positive attitude towards it. Students believed that performing in-class tasks and activities in groups could help them develop and improve their English language skills as it allowed them to work collaboratively with their classmates. This study adds to the literature on classroom teaching pedagogy, specifically group work and cooperative learning, with implications on materials design. Penerbit Universiti Kebangsaan Malaysia 2021-06 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/17311/1/42713-159420-1-PB.pdf Ulla, Mark Bedoya and Perales, William F. (2021) Employing group work for task performances in a task-based learning classroom: evidence from a University in Thailand. 3L; Language,Linguistics and Literature,The Southeast Asian Journal of English Language Studies., 27 (2). pp. 89-100. ISSN 0128-5157 https://ejournal.ukm.my/3l/issue/view/1407
institution Universiti Kebangsaan Malaysia
building Tun Sri Lanang Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Kebangsaan Malaysia
content_source UKM Journal Article Repository
url_provider http://journalarticle.ukm.my/
language English
description Although the pedagogical contributions of cooperative learning to improve the classroom teaching and learning practices have been discussed extensively in the literature, little has been known about the use of group work for task performances in the classroom, especially with regard to the enhancement of English as a foreign language (EFL) students’ speaking performance. The present study reported a classroom teaching practice of a university teacher in Thailand and explored whether group work can positively impact the speaking performances of 106 first-year Thai university EFL students. The course was taught using the group work method in a task-based learning (TBL) framework for 12 weeks. Survey questionnaires and students’ in-class speaking performance scores were used as the data for this study. Findings revealed that although Thai students were new to the group work method, they held a positive attitude towards it. Students believed that performing in-class tasks and activities in groups could help them develop and improve their English language skills as it allowed them to work collaboratively with their classmates. This study adds to the literature on classroom teaching pedagogy, specifically group work and cooperative learning, with implications on materials design.
format Article
author Ulla, Mark Bedoya
Perales, William F.
spellingShingle Ulla, Mark Bedoya
Perales, William F.
Employing group work for task performances in a task-based learning classroom: evidence from a University in Thailand
author_facet Ulla, Mark Bedoya
Perales, William F.
author_sort Ulla, Mark Bedoya
title Employing group work for task performances in a task-based learning classroom: evidence from a University in Thailand
title_short Employing group work for task performances in a task-based learning classroom: evidence from a University in Thailand
title_full Employing group work for task performances in a task-based learning classroom: evidence from a University in Thailand
title_fullStr Employing group work for task performances in a task-based learning classroom: evidence from a University in Thailand
title_full_unstemmed Employing group work for task performances in a task-based learning classroom: evidence from a University in Thailand
title_sort employing group work for task performances in a task-based learning classroom: evidence from a university in thailand
publisher Penerbit Universiti Kebangsaan Malaysia
publishDate 2021
url http://journalarticle.ukm.my/17311/1/42713-159420-1-PB.pdf
http://journalarticle.ukm.my/17311/
https://ejournal.ukm.my/3l/issue/view/1407
_version_ 1709668473042370560
score 13.211869

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