Group-work and learning strategies by efl students with different cognitive styles: Closing gaps for implementing cooperative learning in language classroom
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Publication Details
Author list: Parnrod U., Darasawang P.
Publisher: Southeast Asian Association for Institutional Research
Publication year: 2018
Volume number: 16
Issue number: 1
Start page: 71
End page: 93
Number of pages: 23
ISSN: 1675-6061
eISSN: 1675-6061
Languages: English-Great Britain (EN-GB)
Abstract
In the context of second language acquisition, several variables, such as language task, learning strategies and style preferences, influence the effectiveness of learning. When the tasks are done in group because it is regarded as one of the tools to encourage students to collaboratively construct their knowledge and to develop the skills needed for working in a team, individual differences factors such as cognitive styles and strategies would affect how the members of the group work together. Therefore, the study investigated learning strategies used by EFL undergraduate engineering students with different cognitive styles undertaking a group-work task. A self-reflection form and stimulated recall interviews were used to collect the data for the study. The data were analysed by identifying keywords relating to students’ cognitive styles and learning strategies. The findings revealed that there are interactions among three variables: group-work task, learning strategies, and cognitive styles. Besides, the effect of students’ assuming different roles on the use of learning strategies was revealed. The implications from the findings focus on how to offer effective cooperative learning through using the group-work task to close gaps when cooperative learning in language classroom is implemented. © 2018, Southeast Asian Association for Institutional Research. All rights reserved.
Keywords
Cognitive styles, Group-work task, learning strategies
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