Friendship Group Activities: Voices from Chinese EFL Learners

Autor/in	Wang, Jia
Titel	Friendship Group Activities: Voices from Chinese EFL Learners
Quelle	In: English Language Teaching, 14 (2021) 1, S.140-151 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Friendship; Group Activities; Student Attitudes; English (Second Language); Second Language Learning; Second Language Instruction; Instructional Effectiveness; Cooperative Learning; Communicative Competence (Languages); Emotional Development; Group Dynamics; Cultural Influences; Context Effect; Performance Factors; Foreign Countries; China + Suchen Sie Ihr Suchwort? Freundschaft; Gruppenaktivität; Schülerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Unterrichtserfolg; Kooperatives Lernen; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Gefühlsbildung; Gruppendynamik; Cultural influence; Kultureinfluss; Leistungsindikator; Ausland
Abstract	Friendship group activities, as one of the learner-centered applications of collaborative learning, promotes learners' overall abilities and have been warmly welcomed into English as a foreign language (EFL) classes in China. However, because of the complexity of the multi-level classroom life, sometimes this application becomes problematic in the actual practice. To tackle this problem and illustrate the dynamic characteristics of collaborative language learning, further investigation into friendship groups from the students' perspective is necessary. The present study was conducted through qualitative research with six semi-structured interviews, which aimed to elicit learners' in-depth views on group work in the actual language classrooms and create a more suitable facilitative classroom environment for future students. The findings show that the fundamental factors, such as culture, teacher guidance and group processing have significantly impacted students' performance and participation. This impact may have important implications for implementing collaborative language learning in future EFL contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01