The Effect of Group Work on English Vocabulary Learning

Autor/in	Lin, Su-Fei
Titel	The Effect of Group Work on English Vocabulary Learning
Quelle	In: Journal of Education and Learning, 7 (2018) 4, S.163-178 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-5250
Schlagwörter	Foreign Countries; College Students; Cooperative Learning; Vocabulary Development; Second Language Learning; English (Second Language); Independent Study; Second Language Instruction; Instructional Effectiveness; Outcomes of Education; Academic Ability; Ability Grouping; Heterogeneous Grouping; Reading Achievement; Achievement Gains; Pretests Posttests; Retention (Psychology); Cognitive Processes; Difficulty Level; Language Tests; Semi Structured Interviews; Scores; Learning Strategies; Statistical Analysis; Taiwan + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Kooperatives Lernen; Wortschatzarbeit; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Selbststudium; Fremdsprachenunterricht; Unterrichtserfolg; Lernleistung; Schulerfolg; Homogene Gruppierung; Niveaugruppierung; Streaming; Leseleistung; Achievement gain; Leistungssteigerung; Merkfähigkeit; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Language test; Sprachtest; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Statistische Analyse
Abstract	This study investigated the effectiveness of group work (GW) in EFL vocabulary learning by second year, non-English major, university students in Taiwan, in comparison with working individually (IW). The students (N = 44) worked in mixed ability groups of 3-4 or in IW to complete vocabulary exercises following reading activities. The classroom intervention followed a repeated measures design with alternating sessions (one week IW, one week GW) for 12 weeks. In order to measure students' word knowledge gains, the modified vocabulary knowledge scale was used in pre-, post- and delayed-post tests, and the scores from the tests were analyzed with paired "t" tests. Qualitative information about vocabulary discovery and retention was further obtained from interviews with 24 students conducted after the classroom intervention. Results showed that students' overall improvement in vocabulary knowledge with group work was significantly higher than that with individual work on immediate post-tests, though both treatments had a beneficial effect. Later retention of word knowledge after GW was only 2% higher than that with IW. Interpretations and implications of these findings are discussed. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01