A Learning Style-Based Grouping Collaborative Learning Approach to Improve EFL Students' Performance in English Courses

Autor/inn/en	Kuo, Yu-Chen; Chu, Hui-Chun; Huang, Chi-Hao
Titel	A Learning Style-Based Grouping Collaborative Learning Approach to Improve EFL Students' Performance in English Courses
Quelle	In: Educational Technology & Society, 18 (2015) 2, S.284-298 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Cognitive Style; Cooperative Learning; Teaching Methods; English (Second Language); Second Language Learning; Second Language Instruction; Comparative Analysis; Grouping (Instructional Purposes); Instructional Effectiveness; College Students; Computer Mediated Communication; Online Courses; Prior Learning; Pretests Posttests; Language Tests; Content Analysis; Foreign Countries; Taiwan; Learning Style Inventory; Test of English for International Communication + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; Kooperatives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Grouping; Gruppenbildung; Unterrichtserfolg; Collegestudent; Computerkonferenz; Online course; Online-Kurs; Vorkenntnisse; Language test; Sprachtest; Inhaltsanalyse; Ausland
Abstract	Learning English is an important and challenging task for English as Foreign Language (EFL) students. Educators had indicated that, without proper learning support, most EFL students might feel frustrated while learning English, which could significantly affect their learning performance. In the past research, learning usually utilized grouping, but few studies have considered the difference in group members' learning styles. In this study, a learning style-based collaborative learning approach is proposed to cope with this problem. To evaluate the effectiveness of the proposed approach, an learning style-based online collaborative learning platform has been developed. Moreover, an experiment has been conducted on a university English course to compare the learning performance and learning interest of the students who learn with the proposed approach and those who learn with the conventional collaborative learning approach. It was found that the homogeneous learning style groups outperformed the heterogeneous groups. Besides, those students who used the online English collaborative learning approach outperformed those who used the traditional paper-based English collaborative learning approach. Sequence analysis was also carried out to analyze the students' online discussion. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01