Group Composition and Learner Ability in Cooperative Learning: A Mixed-Methods Study

Autor/inn/en	Ghanbari, Nasim; Abdolrezapour, Parisa
Titel	Group Composition and Learner Ability in Cooperative Learning: A Mixed-Methods Study
Quelle	In: TESL-EJ, 24 (2020) 2, (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-4303
Schlagwörter	Cooperative Learning; Ability Grouping; Heterogeneous Grouping; Homogeneous Grouping; Group Dynamics; Language Proficiency; High Achievement; Low Achievement; Student Attitudes; Adult Students; English (Second Language); Second Language Learning; Cultural Background; Foreign Countries; Iran (Tehran) + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Homogene Gruppierung; Niveaugruppierung; Streaming; Gruppendynamik; Language skill; Language skills; Sprachkompetenz; Unterdurchschnittliche Leistung; Schülerverhalten; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Ausland
Abstract	Cooperative learning pedagogy has been in place for more than 40 years. Nevertheless, there has been no consensus on the best grouping procedure for the cooperative learning activities. To shed more light on the issue, the present study examined the language achievement of learners at different ability levels in two heterogeneous and homogenous cooperative learning groups. Furthermore, the study explored the perceptions of the learners involved in either grouping. For this aim, a body of 100 intermediate EFL learners was randomly assigned into either homogeneous or heterogeneous groups. The treatment lasted nine weeks of instruction. The results showed that while high and average-achieving learners substantially benefited from homogeneous grouping, low achievers did equally well in either groups. Also, the learners' interview statements revealed considerable differences in the way they perceived the two groupings. Findings suggest that in any CL group composition, a body of factors should be taken into account. Pedagogical implications of the study will be discussed. (As Provided).
Anmerkungen	TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01