This paper examines students’ perceptions of the use of group discussion as a collaborative learning tool among English-as-a-Second-language (ESL) learners when learning writing skills in university. Studies on collaborative learning have shown that group discussions enhance students’ learning experiences and knowledge. Collaborative learning in the form of group discussions has encourages students to produce work that is creative as well as stimulate critical thinking. This form of learning further develops interpersonal skills and social relationships among students. Twenty-four university students divided into six groups were the respondents in this study. The data was collected using voice recorded transcriptions of a semi-structured interview session with each group after completing the collaborative learning activity. The transcriptions were then analysed qualitatively using the interpretative approach. The transcripts were read and reread until common ideas emerged that were then categorised and discussed under various themes. The results showed that students perceived that collaborative learning tended to help them reflect on the content and context of the tasks they had to carry out. This form of learning was perceived to increase their confidence and motivation to communicate with their peers in a second language, and there were higher rates of task completion.
| Published in |
American Journal of Applied Psychology (Volume 4, Issue 3-1)
This article belongs to the Special Issue Psychology of University Students |
| DOI | 10.11648/j.ajap.s.2015040301.11 |
| Page(s) | 1-6 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2015. Published by Science Publishing Group |
Students’ Perceptions, Group Discussion, Collaborative Learning
| [1] | R. J, Barcelona, and D. Rockey, Using collaborative learning technologies to facilitate effective group work. Journal of Physical Education, Recreation & Dance, 2010, 81(4), pp12-55 |
| [2] | S.Nayan, L. A. Shafie, M. Mansor, A. Maesin, and N. Osman. The practice of collaborative learning among lecturers in Malaysia. Management Science and Engineering, 2010, 4(2), pp 115-123. |
| [3] | M. W. Haber, Strategies of collaborative writing and intellectual enrichment. The Journalism Educator, 1994, 48(4), pp 47 |
| [4] | R. Kuech. Collaborative and interactional processes in an inquiry-based, informal learning environment. The Journal of Classroom Interaction; 2004, 39(1), pp 33-43. |
| [5] | J.K. Staarman, K. Krol, H. van der Meijen. Peer Interaction in Three Collaborative Learning Environments. The Journal of Classroom Interaction;2005, 40(1), pp 29-39 |
| [6] | D. N. Perkins and G. Salomon. Are cognitive skills context-bound? Educational Researcher. 18(1), pp 16-25 |
| [7] | J. G. Parker, K. H. Rubin, S. A. Erath, J. C. Wojslowowicz, and A. A. Buskirk. Peer relationships, child development, and adjustment: A developmental psychopathology perspective. In C. Dante and D. J. Cohen, Developmental psychopathology, Vol 1: Theory and method. 2006. Wiley and Sons. |
| [8] | K. R. Wentzel and D. E. Watkins. Peer relationships and collaborative learning as contexts for academic enablers. School Psychology Review. 2002, 31(3), pp 366-377 |
| [9] | I. Ajzen. C. Czasch and M. G. Flood. From intentions to behavior: Implementation intention, commitment, and conscientiousness. Journal of Applied Social Psychology, 2009, 39(6), pp. 1356–1372. |
| [10] | I Ajzen. Values, attitudes and behaviour. In S. Salzborn, E. Davidov and J. Reineke, Methods, theories and empirical applications in the social sciences. 2012. Springer. |
| [11] | M. Larkin, S. Watts and E. Clifton. Giving voice and making sense in interpretative phenomenological analysis. 2006. Qualitative Research in Psychology. 3, pp 102-120 |
| [12] | J. W. Creswell. Qualitative inquiry and research design: Choosing among five approaches. 2013. Sage. |
| [13] | H. A. Radnor. Researching your professional practice: Doing interpretive research in educational settings. 2002. Open University Press. |
APA Style
Daljeet Singh Sedhu, S. Chee Choy, Mun Yee Lee. (2015). Students’ Perceptions of Using Collaborative Learning as a Tool for Acquiring Writing Skills in University. American Journal of Applied Psychology, 4(3-1), 1-6. https://doi.org/10.11648/j.ajap.s.2015040301.11
ACS Style
Daljeet Singh Sedhu; S. Chee Choy; Mun Yee Lee. Students’ Perceptions of Using Collaborative Learning as a Tool for Acquiring Writing Skills in University. Am. J. Appl. Psychol. 2015, 4(3-1), 1-6. doi: 10.11648/j.ajap.s.2015040301.11
AMA Style
Daljeet Singh Sedhu, S. Chee Choy, Mun Yee Lee. Students’ Perceptions of Using Collaborative Learning as a Tool for Acquiring Writing Skills in University. Am J Appl Psychol. 2015;4(3-1):1-6. doi: 10.11648/j.ajap.s.2015040301.11
Share This Article
Twitter
Linked In
Facebook
Copy
Download@article{10.11648/j.ajap.s.2015040301.11,
author = {Daljeet Singh Sedhu and S. Chee Choy and Mun Yee Lee},
title = {Students’ Perceptions of Using Collaborative Learning as a Tool for Acquiring Writing Skills in University},
journal = {American Journal of Applied Psychology},
volume = {4},
number = {3-1},
pages = {1-6},
doi = {10.11648/j.ajap.s.2015040301.11},
url = {https://doi.org/10.11648/j.ajap.s.2015040301.11},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajap.s.2015040301.11},
abstract = {This paper examines students’ perceptions of the use of group discussion as a collaborative learning tool among English-as-a-Second-language (ESL) learners when learning writing skills in university. Studies on collaborative learning have shown that group discussions enhance students’ learning experiences and knowledge. Collaborative learning in the form of group discussions has encourages students to produce work that is creative as well as stimulate critical thinking. This form of learning further develops interpersonal skills and social relationships among students. Twenty-four university students divided into six groups were the respondents in this study. The data was collected using voice recorded transcriptions of a semi-structured interview session with each group after completing the collaborative learning activity. The transcriptions were then analysed qualitatively using the interpretative approach. The transcripts were read and reread until common ideas emerged that were then categorised and discussed under various themes. The results showed that students perceived that collaborative learning tended to help them reflect on the content and context of the tasks they had to carry out. This form of learning was perceived to increase their confidence and motivation to communicate with their peers in a second language, and there were higher rates of task completion.},
year = {2015}
}
TY - JOUR T1 - Students’ Perceptions of Using Collaborative Learning as a Tool for Acquiring Writing Skills in University AU - Daljeet Singh Sedhu AU - S. Chee Choy AU - Mun Yee Lee Y1 - 2015/03/06 PY - 2015 N1 - https://doi.org/10.11648/j.ajap.s.2015040301.11 DO - 10.11648/j.ajap.s.2015040301.11 T2 - American Journal of Applied Psychology JF - American Journal of Applied Psychology JO - American Journal of Applied Psychology SP - 1 EP - 6 PB - Science Publishing Group SN - 2328-5672 UR - https://doi.org/10.11648/j.ajap.s.2015040301.11 AB - This paper examines students’ perceptions of the use of group discussion as a collaborative learning tool among English-as-a-Second-language (ESL) learners when learning writing skills in university. Studies on collaborative learning have shown that group discussions enhance students’ learning experiences and knowledge. Collaborative learning in the form of group discussions has encourages students to produce work that is creative as well as stimulate critical thinking. This form of learning further develops interpersonal skills and social relationships among students. Twenty-four university students divided into six groups were the respondents in this study. The data was collected using voice recorded transcriptions of a semi-structured interview session with each group after completing the collaborative learning activity. The transcriptions were then analysed qualitatively using the interpretative approach. The transcripts were read and reread until common ideas emerged that were then categorised and discussed under various themes. The results showed that students perceived that collaborative learning tended to help them reflect on the content and context of the tasks they had to carry out. This form of learning was perceived to increase their confidence and motivation to communicate with their peers in a second language, and there were higher rates of task completion. VL - 4 IS - 3-1 ER -
Email: