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- W2743139047 abstract "This thesis reports a classroom-based action-research study conducted in theUniversity of Sindh, Jamshoro Pakistan, where the researcher teaches English as aSecond Language in large compulsory language support classes. The study aims tofind an accessible solution to the problem that the majority of students do notactively engage with the learning process in these classes, and therefore fail to makesatisfactory progress with their language learning.The problem was investigated through a cyclical process of planning, action,observation and reflection in the researcher’s own class. An initial literature reviewled to the hypothesis that a highly structured approach to group work, usingpermanent groups and regular cooperative learning strategies, could effectivelyimprove participation without introducing the classroom management problemssometimes associated with group work in large classes. These strategies wereintroduced and regularly reviewed using the researcher’s own reflections, as well asfeedback from the students and from other teachers who observed the classes. Bothquantitative and qualitative data were collected and the findings from the two typesof data were cross-referenced to check their validity.The results indicate that the strategies enhanced students’ participation, confidence,motivation, cognitive skills, and willingness to take responsibility for their own andothers’ learning; the intervention also increased student-student and student-teacherinteraction. Although there were initially some problems related to students’unresponsiveness or reluctance to participate, these were largely brought undercontrol by adjusting group membership and constantly explaining to the shyerstudents the benefits of learning in groups.The study shows that a highly structured approach to group work, using permanentgroups and carefully selected cooperative learning activities, can serve to increasestudent engagement in English language support classes at the University of Sindh,without requiring significant extra resources or creating classroom managementissues. It is therefore suggested that wider adoption of this form of communicativelearning across the institution, and in similar situations elsewhere, is feasible andcould be beneficial for both students and university teachers." @default.
- W2743139047 created "2017-08-17" @default.
- W2743139047 creator A5090117215 @default.
- W2743139047 date "2016-01-01" @default.
- W2743139047 modified "2023-09-23" @default.
- W2743139047 title "Using cooperative learning to enhance student engagement with language support classes in Pakistani higher education" @default.
- W2743139047 hasPublicationYear "2016" @default.
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