The effect of computer-assisted cooperative learning methods and group size on the EFL learners’ achievement in communication skills
The study points at the effect of the computer-aided cooperative learning method and the group size on EFL learning achievement in communication competency. It begins by providing the merits of small groups that accomplish tasks together, including the strength of language use, promoting mastery of language use, increasing participation by individuals, and providing a conducive environment for learning.
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However, demerits may include group conformity patterns that sometimes do not respond to wishes of the individuals, opposition to group ideals that may be treated with suspicion and rivalry in small groups with vested members’ interests. Loyalty to the group may lead to some members acting modestly to avoid victimization by other group members. Based on this fact, efforts were made to aid learning by eliminating the physical barrier.
The assumption was that mistrust breeds conflict due to potential arguments; thus, the study on group behavior sought to counter hindrance in group’s behavior by employing techniques that hid identity to compare learning conduct in different settings. This was possible through the introduction of computer-based settings that helped in developing communication skills.
In this case, the instructor uses hidden electronic secrets, which target students in mutual groups to conceal their identity. The methodology used involved drawing participants from English undergraduate class at All- Bayt University Jordan. The design involved random sampling that targeted two groups, positive interdependence versus the mutual model. Participants were assigned to two groups; one was known, and the other was anonymous.
They were then assessed to determine their scores in English exams. The study also factored demographic characteristics such as age, nationality, and sex. The results show that individuals who cooperate in learning are likely to have higher scores than those who are independent.
This is attributed to the group’s identity role that is instilled in mutual groups, ownership of groups success amongst members, level playing ground during groups meetings, equal responsibility allowing individual accountability, and spirit of competency due to individuals identifying with the task delegated, thus allowing responsible action.
The study is good, as it highlights the significance of computer-aided cooperative learning and groups in acquiring communication skills. The study explains the concept of positive interdependence that accustoms group members to a uniform culture with a view of accounting for behavior. On the contrary, a different group allowing individuals to account responsibility predicts behavior in comparison to the group.
The study examines mutual learning in computer-based settings and groups structure. The methodology applied suited the study since it allowed for comparisons between two groups in different environments, which help to understand performance with a view of predicting behavior. The findings are good and specific, as they reiterate the importance of groups in learning.
From the findings, we cannot underestimate the role that groups play in promoting individuals’ learning. This is probably due to the sense of competency that is reinforced when learners become immersed in groups that identify with vision and mission of their formation, allowing a culture of conformity to group norms that are likely to contribute to the achievement of goals.
The findings can be inferred to understand group behavior in any typical setting. They share the same features to enhance the group’s success as shown in the Japanese model that initiates a culture of conformity to group norms, thus improving workers’ performance.
Beyond Word Processing: Networked Computers in ESL Writing Classes
The study sought to establish which ESL writing mode between the computers networked and traditional method enhanced writing well. The findings showed that students’ engagements increased gradually with the assistance of networked computers in writing classes. Students were able to engage freely and participate by commenting on discussion topics, thus eliminating a distraction to students who wanted to be creative.
Also, teachers had easier access to students’ writing in class that promoted immediate feedback and followed up on students’ progress. Unlike networked computers, traditional classes were found to be a barrier to both teachers and students who had difficulty in comprehending the accents. It is also worth noting that networks allowed students to view each other equally, encouraged students’ participation, and reduced teacher-students physical contact.
The aim of the study was to establish if word processing in networked computers enhanced writing. Also, the study sought to establish the extent to which networked computers encourage student participation and reduce teachers’ instructions, especially in enhancing grammar. The methodology in the study involved 69 students who were recruited from departments that were meant for ESL students during the winter and spring.
This involved two categories of students comprising 34 Students in networked classes and 35 students in the traditional classes. Participants were chosen from different faculties majoring in different fields within the university that cut across junior and senior students, although initial targets were students in their first year of study. The study finding showed that several factors contributed to the best quality of writing work in networked classes.
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The results of the study showed that networked computers were likely to promote better student writings, which would further be enhanced via observation, taking risks, and through reinforcements by the teacher and peer students. This highlights the importance of conducive environments that promote learning, which has an impact on improving the quality and quantity of writings.
The findings further stated that students in networked classes had a more optimistic attitude during the beginning of the semester than their counterparts in the traditional classes, which had a significant impact on the gains of networked computers.
Despite the positive attributes of networked computers in ESL writing classes, it is important to note that they are learner-centered and focus on word process and revision. Moreover, changing from traditional writing to using computers that have been networked is costly since it requires technical expertise.
The study was good as it sought to establish the role of networked computers in enhancing writing in an ESL class. The importance of this study can be justified by the fact that networked computers actively encourage students’ interactions, unlike the traditional mode of writing. Although the traditional mode of writing encouraged face-to-face discussions through visual aids, it was disadvantageous to students with no mastery of physical cues.
The methodology used was suitable since it eliminated a bias by relying on a variety of respondents across the various faculties thus it could be stated that the findings were an equal representation of respondent in all the Academic fields.
These findings are specific and can be applied in different learning settings to show the role that external aids play in influencing the learning outcome. Technology offers an advantage in learning by eliminating physical barriers that are likely to hinder inventiveness due to its practical approach to learning.