Earticle

초록

영어

Despite an increase in research on the effects of cooperative learning (CL) on EFL learning, few studies explore the processes occurring within the use of CL and even fewer depict challenges with CL implementation. To address that gap, this qualitative multi-case study explored the important roles that individual accountability − CL’s key principle − play in enhancing EFL learning and was guided by the following question: How does missing the activities that demonstrate individual accountability in CL affect EFL learning? Data were generated by participant observations, in-depth interviews, and document analysis to conduct an empirical examination of what teachers and students experience, namely that while CL was part of teacher participants’ instructional practice, the procedures of some selected CL structures were only partially followed by these teachers. When CL was not implemented with fidelity, performances of individual accountability in home groups and peer interactions were missed. With a Cultural-Historical Activity Theory lens, this analysis provides a portrait of tensions in the CL implementation, such as one between EFL learners (subjects) and the EFL classroom (community); it was evidenced by the learners having peer preference, i.e., taking the attitude that not all of their peers could be their resource person.

목차

Abstract
Introduction
Literature Review
Method
Theoretical Framework
Data Analysis
Limitations
Findings
Individual Accountability in Home Groups
Peer Interaction
The Systemic Tensions
Discussion
Conclusion
The Authors
References

키워드

저자

• Puji Astuti [ Universitas Negeri Semarang, Indonesia ]
• Jayne C. Lammers [ University of Rochester, USA ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  The Journal of AsiaTEFL

• 간기

  계간

• pISSN

  1738-3102

• eISSN

  2466-1511

• 수록기간

  2004~2026

• 등재여부

  SCOPUS,KCI 등재

• 십진분류

  KDC 740 DDC 420