The Impact of Collaborative Learning on Language Acquisition

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The Role of Group Work Activities on Language Teaching

A Research submitted to the Open Educational College as part of the requirements for obtaining a bachelor’s degree

in English language

. Ministry of Education

Open Educational College / Ana Department of English

Fourth stage

Submitted By:

Najlaa Mahmoud

Supervised By:

Assist. Inst: Measir Khital

April 2024 AD 1445 AH

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Dedication

I dedicate this work to Mr. Measir and Mr. Wazeer, and

to everyone who supported and assisted me during my

academic journey.

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Acknowledgements

I extend my sincere thanks and appreciation to our supervisor Assist. Inst. Khital, who under his supervision the current work was carried out. I would like to express my deepest gratitude to him for all the encouragement, support, and guidance I received from him personally and officially throughout the preparation of this study.

Finally, I must express my gratitude to my spouse for

his support and assistance in completing this paper.

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Abstract

The paper deals with the concept of group work and what is the effective method in language teaching? In the world of teaching, teachers use so many methods and techniques to teach their students. There are three methods of teaching that come to mind when dealing with this matter. They are individual work, group work, and class work. The individual work deals with the student’s own ability to complete things without the help of others. Group work is a whole different concept that deals with two or three students working together hand in hand to achieve goals. The class work is like a group discussion where the whole class comes to a suitable solution. They are all effective teaching methods, but the most effective one is group work. There are so many reasons why this is the most effective method. In today's world of labor, big fortune five hundred companies spend a lot of money on their employees to improve group work among their employees. In the work force, group work is a must.

Keywords: cooperative learning, communication, group work (GW), interaction, language functions, benefits of group work, improvements, activities.

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Chapter One

1.1. Introduction

Cooperative learning is a concept where learners collaborate to accomplish certain objectives. This teaching strategy promotes interaction among students, who work in small groups to enhance their learning and achieve their goals. Extensive research indicates that this approach leads to improved performance and fosters positive relationships among learners. This method is particularly effective in enhancing English reading skills.

(Wichadee, 2007) The success of group work is largely influenced by the students’ attitudes. Attitudes can be understood as the degree to which learners embrace a subject and their viewpoint on it. A widely accepted definition of attitudes is “the manner in which an individual perceives and reacts to someone or something.” (Hashemi, 2005)

Given the numerous advantages and extensive research conducted, it was crucial to examine the impact of group work in various settings. This research evaluates the efficacy of group work based on examination outcomes, learners’ perspectives, and educators’ observations. Initially, a review of past research on group formation methods is presented.

Furthermore, the influence of group work, in general, and specifically on language skills, is examined. Subsequently, detailed literature on studies regarding learners’ perceptions of group work’s effectiveness is provided.

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This aids in comprehending the findings of the present research. Upon reviewing the existing literature on the impact of group work, the methodology section will delve into the process of participant selection.

Subsequently, the study will detail three distinct data collection methods and the approach to data analysis.

Accordingly, the present paper endeavors to answer the following questions:

1. What is meant by the concept of group work?

2. What are the various kinds of group work?

3. Why is group work used?

1.2. Group working: Definition & Background

1.2.1 Definition

Group work is a method of collaboration where individuals unite to achieve a common goal. In this setup, each member is responsible for their own tasks and contributions, but the overall success is determined by the collective output of the group. The group typically has a single leader who assigns tasks and manages meetings. Group work encourages diversity of thought, as each member brings their unique perspective and skills to the table.

It fosters learning through peer interaction and can enhance problem-solving and critical thinking skills. However, the effectiveness of group work can be influenced by factors such as group dynamics, communication, and individual accountability. (Hansen, 2006)

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Group work is a form of voluntary association where members benefit from cooperative learning, enhancing the total output of the activity compared to when done individually (Team, 2023). It involves a collaborative learning environment where students work through problems and assessments together. The concept of group work is based on the belief that individuals can benefit from interacting with others who share their experiences and challenges. Through group work, individuals can learn from each other, provide mutual support, and develop new skills and coping mechanisms. It’s worth noting that the effectiveness of group work is influenced by various factors such as group dynamics, communication, and individual accountability.

Group work plays a crucial role in various settings, particularly in educational and professional environments. It fosters a sense of cooperation and encourages the exchange of ideas, leading to innovative solutions and enriched learning experiences. By working in a group, individuals can leverage diverse skills and perspectives, enhancing problem-solving and decision-making processes (Oakley, 2004). Group work also promotes the development of essential soft skills such as communication, leadership, and conflict resolution. Moreover, it cultivates a sense of responsibility and accountability among members, as the success of the group is contingent on the collective effort. However, the effectiveness of group work is dependent on factors such as the group’s dynamics, the distribution of tasks, and the management of conflicts. (Amanda, 2011)

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1.2.2 Teamwork Vs. Group work

In the realm of research writing, the linguistic differentiation between

‘group work’ and ‘teamwork’ holds significant importance. This distinction not only enriches the precision of language used, but also contributes to the clarity and depth of the research findings. A profound understanding of these terms is essential, as it directly impacts the essence of the research, shaping the interpretation and application of the results:

Group work and teamwork, while similar in nature, have distinct differences. In a group, members are independent from one another and are individually accountable for their tasks. The group usually has a single leader who assigns individual tasks and manages meetings. The output in a group is separate work from each member, which is judged individually. Each person is responsible for their own work. A group is a collection of individuals with separate priorities united by their shared interests or experiences.

On the other hand, team members share mutual accountability and work closely together to solve problems. A team may have multiple leaders or a facilitator who helps people achieve their shared goals through collaboration.

The output in a team is a single, collective work or project that is assessed in its entirety. A team is a collection of interdependent people who join with a shared goal. Both groups and teams have their own advantages and can be effective depending on the situation and the objectives of the work.

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1.3. The Benefits & Difficulties of Using Group Work

Group work, a common practice in educational and professional settings, has been the subject of extensive research due to its potential benefits and challenges. On one hand, group work can foster collaboration, enhance problem-solving skills, and promote a deeper understanding of the subject matter (Johnson, 2009). It can also facilitate the development of critical thinking and interpersonal skills, preparing individuals for real-world scenarios (Oakley B. F., 2004). However, group work is not without its difficulties. Issues such as unequal participation, conflicts, and coordination problems can hinder the effectiveness of group work. Furthermore, the diverse characteristics and behaviors of group members can add complexity to group dynamics (Dörnyei Z. , 2003). Despite these challenges, the potential benefits of group work often outweigh the difficulties, making it a valuable tool in various contexts. The subsequent sections will further explore these aspects and delve into the benefits and difficulties of using group work, providing a comprehensive understanding of this multifaceted approach.

1.3.1. The Benefits of Using Group Work

Group work offers numerous advantages for students. It simplifies complex tasks by dividing them into manageable portions, making the process less time-consuming and stress-free. The collective brainstorming aspect of group work can lead to innovative ideas and solutions that an individual might overlook. This approach is particularly beneficial when students struggle with comprehension, as group discussions can facilitate understanding.

Participation in a group also enhances communication skills, helping students overcome shyness or fear of public speaking. It fosters a sense of community and identity among the members. Furthermore, it broadens the student’s

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knowledge base as they learn from their peers. Group work also provides a support system for students when they need it most. From a teacher’s perspective, this method is advantageous as it reduces their grading workload, saving them time. (Amanda, 2011) The following is an outline of some of the most crucial advantages and usefulness of group work.

1.3.2. Providing the Chances of Input and Output.

Research on group work dynamics suggests that students in a group setting have more opportunities to express themselves compared to when they are in an individual learning environment. Recent findings indicate that the quality of grammar used by students in a group is not inferior to that in a traditional classroom context. Moreover, it’s observed that students exhibit variations in pronunciation and pace of speech in a group setting compared to when they are alone. The principle of cooperative language learning promotes interaction among students, encouraging them to listen to their peers, ask questions, and seek clarification on unclear points. This effective strategy facilitates a dialogue among students, enhancing the exchange of information.

It’s also noted that students tend to construct longer sentences in a group setting compared to when they are working individually. (Zhang, 2010)

1.3.3. Increasing Effective Climate

To foster a conducive group learning environment, students should refrain from any actions that could negatively impact their peers. Teachers play a crucial role in this process by treating all students with equal respect and consideration. They should avoid causing embarrassment to any student and instead offer encouragement. Teachers can also create a pleasant atmosphere by incorporating humor and jokes, which can alleviate stress and boredom, helping students stay focused. Engaging students in discussions

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about topics they find interesting can stimulate interaction within the class.

Another strategy teachers use to cultivate a positive learning environment is the establishment of classroom rules. Adherence to these rules ensures a safe and friendly learning space for all students. (Jaques, 2006)

1.3.4. Increasing a Variety of Language Functions

To increase a variety of language functions, the group would need to practice the skills which are listed as the following: (Zhang, 2010)

a. Requesting: To enhance the diversity of language usage in the group, the instructor or group facilitator seeks information from each student or group participant. (K, 2008)

b. Clarifying: Within a group, every student proposes a concept. The group members then discuss this concept, and the student who introduced it is required to provide justification and support for their idea. (Raja, 2012)

c. Making suggestions: Within a group, students put forth proposals, sparking a continuous flow of thoughts that assist the group in generating outcomes and achieving a particular objective.

d. Encouraging: In a group, it's crucial for every member or the team leader to foster a supportive environment. This encouragement boosts the confidence of the team members, making them feel valued and integral to the team. When a member feels appreciated, they become more engaged. This active participation leads to creativity, development, inspiration, and optimal performance, contributing to the successful completion of the project. (Warren, 2000)

e. Disagreeing: In a team, conflicts may arise as everyone is unique and brings their own set of ideas, leading to disagreements. These

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disagreements, however, pave the way for discussions about their differing viewpoints, fostering idea generation which is beneficial for teamwork.

f. Exchanging conversation during group work: During teamwork, students often engage in dialogue and interact with each other. This interaction serves to alleviate student stress and simultaneously facilitates the sharing of ideas.

g. Negotiating meaning: This is a process where all the students communicate with one another to understand each other and come to one clear idea.

These seven methods are all active useful methods which form the group work within the group and formulate ideas to get the project done.

1.3.5. Fostering Learner Responsibility and Independence The final aspect of group work is promoting student accountability and self-reliance. Group work, a collaborative learning process, involves a team working together to accomplish tasks within a set timeframe. Unbeknownst to the students, they are enhancing skills like critical thinking, problem- solving, communication, and brainstorming. The experience gained from working in a group facilitates a transition from reliance on others to self- reliance. The skills honed during group work enable the student to rely on their own assessment of a situation. (Zhang, 2010)

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Chapter two

2.1.

The Difficulties of Using Group Work

2.1.1. Perceived Learning Difficulties in GW

It was observed that some learners found group work to be inefficient, particularly in mixed-ability groups. In these settings, individuals with varying skill levels are required to collaborate, which can lead to frequent requests for assistance from some members. This was perceived as disruptive and potentially irritating for others in the group, as it could interrupt their focus. An example from the interviews highlighted the efficiency of individual learning over group work. It was noted that group work could lead to time wastage, especially when certain members required additional explanations or had numerous questions due to their lower proficiency in English.

The different abilities in group work could result in inefficiencies, as those needing more time to understand concepts could slow down the progress of the group. This issue was not present in individual learning. Moreover, some learners found it challenging to share their ideas and knowledge in a group setting. Even among learners with similar language competence, differences in knowledge, experience, abilities, and characteristics could pose challenges to effective group work. Working with less proficient learners could make discussions or conversations difficult, as they might struggle to understand the content. Additionally, some learners would occasionally seek clarifications in their native language if they had difficulties understanding explanations in English. While this might make it easier for them to understand, it could frustrate more advanced learners who viewed it as a

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hindrance to their progress in English. The use of the native language was seen as counterproductive when the goal was to learn English.

2.1.2. Perceived Emotional Difficulties in GW

Effective communication is crucial for learning in group work. It was observed that being part of an active group could encourage more participation and contribution compared to being in a quieter group. Shyness was identified as a potential barrier, as it could prevent individuals from seeking help from others, thereby negatively impacting cooperative learning.

It was noted that shyness could hinder individuals from asking for help, which could adversely affect their learning. Furthermore, some participants expressed concerns about negative influences within the group, such as instances where individuals needing help were ignored by their peers. One participant recalled an instance where they were ignored by their group after missing a lesson, leading to a negative group work experience. This behavior was identified as a potential obstacle to fully benefiting from group work, as it could prevent certain members from receiving the support necessary for learning. The findings suggested that anxious and shy learners could be negatively affected when asked to interact in a group, which could also have adverse effects on their peers. Ignoring some members of the group could lead to uncooperative group work.

2.2. Forming Group Work

The establishment of group work is influenced by three key elements:

the demands of the task, the resources within the group, and the processes of the group. Task demands can be categorized into three parts: whether the problem is divisible or unitary. A divisible problem can be broken down into smaller segments for individual group members to tackle, while a unitary

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problem is one that cannot be divided and requires a single person's attention.

The second part pertains to the group's accomplishments and the third to the resources, focusing on how ideas are shared and developed. This includes considerations of time management and the level of effort invested in the work. The second element is resources, which encompasses all the necessary tools needed to complete the project. The third element, group processes, involves the steps taken by group members when confronted with a challenging problem. (Amanda, 2011)

To create the work within the group, the group goes through a cycle which involves four stages. The stages are listed as the following according to (Richards, 2011):

a. Forming: At this phase, the team members assemble and interact for the initial time. This is when the instructor presents them with their assignment and outlines the group’s expectations.

b. Norming:In this stage, once the team has assembled, the members start to share ideas, beliefs, values, and viewpoints. The team leader establishes basic guidelines to ensure the project proceeds smoothly.

The teacher’s role in group work is crucial, as they motivate students to strive for their objectives and guide them along the right path.

c. Storming: During the third phase, known as the storming stage, the team collaborates to accomplish a task. At this point, conflicts may surface due to the diverse perspectives each member contributes. It’s natural for disagreements to occur as every individual is unique and possesses distinct thoughts. The teacher can mitigate these conflicts by acting as a mediator, guiding the students towards a constructive resolution.

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d. Performing: It is the final stage of group work, following the exchange of ideas among the team members. The team is now prepared to undertake the project and fulfill their assignment. As always, the teacher plays a pivotal role in inspiring, encouraging, and maintaining the students’ concentration on their task.

2.3. Improvements on Group Work

Numerous factors can contribute to the failure of group work. When students collaborate in a team, they must pay attention to certain aspects as outlined by (Jaques, 2006):

a. Environmental influences: The failure of groups to attain success is often attributed to geographical separation. The physical distance between students can hinder collaboration, leading to delays in reaching their objectives.

b. Goals: Another primary cause of group work failure is the lack of involvement from certain team members. These members rely on the more academically inclined student to complete not only their own tasks but also theirs, resulting in undue stress on that student and ultimately leading to unsuccessful outcomes.

c. Roles: Another significant cause of group work failure is the lack of clarity among team members about their responsibilities and roles within the team.

d. Competition vs. Cooperation: Group failure often occurs when students concentrate on individual success and competition with their peers, instead of collaborating with their team members to achieve a common goal and complete the project.

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e. Feedback: A primary cause of group work failure is the absence of feedback from the teacher and among the students themselves. This feedback provides insights into areas of improvement and helps bridge any gaps. It serves as a guiding tool that steers the student in the correct direction.

f. Lack of resources:The team’s failure can be attributed to the absence of necessary resources required to accomplish the task. This implies that they lack sufficient information, or materials needed to finalize their project.

g. Lack of respect:Group work often fails due to a lack of mutual respect among team members. Disrespect towards an individual’s ideas, perspectives, ethnicity, nationality, and customs can lead to conflicts, resulting in the failure of the group.

h. Time management: A team’s failure can be attributed to the inability of the team leader or members to effectively manage their time. The team squanders their time concentrating solely on a single task.

i. Processes:A team’s failure can sometimes be attributed to the fact that the individual in charge often has the final decision on matters.

j. Bad behavior: The failure of the team is not due to the collective effort, but rather the behavior of a single individual.

k. Poor Listening: An additional cause for the failure of a group is the members’ disregard for instructions provided by teachers or group leaders.

l. How to stand for your opinion: One of the common causes of group work failure is when a student expresses their viewpoint but is unable to provide supporting arguments or justifications for it.

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2.4. The Dynamic of Group Work in the Language Class

Group dynamics is a field that involves the scientific study of group behavior, focusing on both the life of the group and its attributes. (Clement, 1994) stated that this field has been a fundamental part of social psychology for many years, examining the dynamics of small group behavior and concentrating on aspects like group formation, development, structure, and processes.

Factors such as cohesiveness, seating arrangements, group size, and group composition can influence group dynamics (Storch, 2010). In a cohesive group, students have a strong bond, engaging in more discussions and sharing their thoughts (Dörnyei, 2003). (Senior, 1997) carried out research to understand the views of seasoned English-language teachers on what constitutes 'good' English language classes. The results indicated that teachers evaluated their classes based on the level of student cooperation in forming cohesive classroom groups. They believed that a class with a positive group atmosphere was 'good', while a class lacking group cohesion was deemed 'unsatisfactory', regardless of the academic performance of the students.

Once the teacher assigns students to groups, various student characteristics and behaviors begin to surface (Dörnyei, 2003) For instance, some groups may have students who prefer to lead, while others prefer to follow. Some students may adopt multiple roles and switch between them, while others may unconsciously assume a single role and stick to it.

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Leadership tends to emerge in almost all groups, with leaders often taking charge of group work.

Assigning a distinct role to each group member could enhance the success of group work (McCafferty, 2006). researchers (McCafferty, 2006) &

(Cohen, 1994) asuggested that a group could function more efficiently if each member has a specific task, such as requesting and providing information, giving examples, synthesizing, summarizing, and note-taking. (Dörnyei, 2003) proposed that assigning roles to each member could enhance learning and foster the development of various skills. It could also reduce group members' anxiety as they would know their expected contributions.

Motivational theories suggest that students are likely to assist their group when the members are cooperative (Pan, 2013). The cohesiveness of the group facilitates learning, and students may be motivated to help their peers because they need to care for each other to achieve successful learning through group cohesion (Prichard, 2006). Therefore, motivation directly influences achievement and plays a crucial role in learning.

Furthermore, group work in language classes provides a unique and dynamic methodological approach to language learning. It creates an environment where students actively engage with the language through collaboration, communication, and interaction with their peers. This essay will explore the methodological aspects of group work in the language class, focusing on its implementation, strategies, and effectiveness in enhancing language acquisition. Implementation of Group Work (Johnson, 2009):

1. Setting Clear Objectives: The first step in implementing group work is to establish clear objectives aligned with the learning

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outcomes of the language curriculum. These objectives should specify the linguistic skills and communicative competencies that students are expected to develop through group activities.

2. Task Design and Selection: Designing or selecting appropriate tasks is crucial for the success of group work. Tasks should be communicative, authentic, and meaningful, allowing students to use the target language in real-life contexts. Examples of effective tasks include role-plays, simulations, problem-solving activities, and collaborative projects.

3. Group Formation: Careful consideration should be given to the composition of groups to ensure diversity in language proficiency, personalities, and cultural backgrounds. Mixing students with different levels of proficiency encourages peer teaching and collaborative learning, while diverse groups promote cultural exchange and awareness.

4. Teacher Role and Facilitation: The role of the teacher in group work extends beyond instruction to facilitation and support.

Teachers should provide guidance, monitor group dynamics, and intervene when necessary to ensure that all students are actively participating and achieving the learning objectives.

5. Promotion of Interaction: Group work should foster meaningful interaction among students, encouraging them to communicate, negotiate meaning, and express their ideas in the target language.

Teachers can facilitate interaction by providing prompts, scaffolding language, and modeling effective communication strategies.

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6. Feedback and Assessment: Feedback plays a crucial role in the learning process, helping students identify areas for improvement and consolidate their language skills. Teachers should provide both formative and summative feedback, focusing on language accuracy, fluency, and the collaborative process itself.

Strategies for Effective Group Work (Hashemi, 2005):

1. Task-Based Approach: Adopting a task-based approach to group work emphasizes the completion of authentic tasks as the primary means of language learning. Tasks should be designed to promote communication and problem-solving, allowing students to use language in meaningful ways to achieve a goal or complete a task.

2. Cooperative Learning Structures: Implementing cooperative learning structures, such as jigsaw activities, think-pair-share, and reciprocal teaching, enhances collaboration and peer interaction. These structured formats provide opportunities for students to work together, share ideas, and support each other's learning.

3. Use of Technology: Integrating technology into group work activities can enhance engagement, facilitate communication, and provide access to authentic language resources. Online platforms, multimedia tools, and communication apps allow students to collaborate remotely, share documents, and engage in virtual exchanges with peers from around the world.

4. Differentiation and Personalization: Recognizing the diverse needs and preferences of learners, teachers should differentiate group work activities to accommodate varying language levels, learning styles, and interests. Providing choice, autonomy, and opportunities for

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personalization empowers students to take ownership of their learning and engage more deeply with the material.

5. Reflection and Metacognition: Incorporating reflective practices into group work encourages students to think critically about their learning process, evaluate their performance, and set goals for improvement.

Reflective journals, group discussions, and self-assessment tools promote metacognitive awareness and foster continuous growth and development.

Finally, Group work offers a dynamic and effective methodological approach to language learning, allowing students to actively engage with the language in authentic contexts. By implementing clear objectives, well- designed tasks, and effective facilitation strategies, teachers can create engaging and immersive learning experiences that promote collaboration, communication, and linguistic development. Through structured group activities, students not only acquire language skills but also develop essential competencies such as teamwork, problem-solving, and intercultural communication, preparing them for success in a globalized world.

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Conclusion

In conclusion, this comprehensive study has thoroughly examined the role of group work activities in language teaching. It has not only established a clear definition of group work and traced its historical development, but also differentiated the unique meanings of teamwork and group work in the context of language teaching. A balanced discussion on the benefits and challenges of using group work has been presented, assessing its effectiveness in language teaching. The study has delved into the formation of group work, providing valuable insights on creating effective language learning groups, and discussed suggestions for improving group work to enhance its effectiveness in the language classroom. The dynamics of group work in the language class have been examined, illuminating the interactions and processes that occur during group work activities. The study aims to enhance understanding of the efficacy of group work and classroom activities, anticipating it to be particularly beneficial for practical programs in higher education across global educational institutions. Overall, this paper has offered a comprehensive exploration of group work activities in language teaching, providing valuable insights that can guide educators and researchers in the field.

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