Impact of Collaborative Learning in Developing Reading Skills of Tertiary Level English as a Second Language (ESL) Learners (Published)
Collaborative learning approach (CLA) or small group discussions is identified as an effective means of language learning. In the process of collaborative learning, learners work together to achieve a common goal thus, each member tries to contribute and holds responsibility in achieving that goal (Colbeck, Campbell & Bjorklund, 2000).In the process of language learning, Reading is measured as a vital skill as it is the only means of access to written documents in a language (Alderson, 2000). Learners with sufficient reading skills tend to achieve their academic goals faster than those who lack them (Floris &Divina, 2015). This study was carried out in order to investigate the impact of Collaborative learning in developing reading skills of tertiary level learners. In order to investigate the effectiveness of Collaborative Learning on reading, Collaborative Strategic Reading Approach (CSR) which is a learner cantered reading approach closely related to cooperative learning theory (Klingner and Vaughn,1996; 1998; 2000) was identified and employed with a group of 67lower intermediate tertiary level participants. Data was collected through the mixed method approach. The qualitative data of the experiment verified that collaborative work during the reading activities lead the learners to learn and think significantly more and better. However, the statistical analysis did not prove this method as a better method than the traditional teaching method. Thus, pedagogical implications for English instruction at university level in Sri Lanka and suggestions for future research based on the findings to further validate the impact and effectiveness of collaborative learning are proposed.
The study abroad, also known as Year Abroad or Period Abroad, has always been and remains a very important part of any language degree programme. Whilst abroad, students are expected to develop language, academic, cultural, intercultural, personal and professional skills; even though some providers’ attention has been leaning on the development of foreign language skills. Self-reported experiences have revealed that after the study abroad, many students fail to use productively acquired skills to cope with demands of the academic complex tasks, including independent major writing projects, various communicative encounters and the development of related soft skills. With an insight into the issues surrounding the curriculum provision, the learning support and the assessment of the study abroad in language programmes, the paper examines and challenges the way many students are prepared and supported to embark on the independent learning journey. The analysis of the findings suggests recommendations for effective learner engagement.
Effects of Collaborative Learning and Emotional Intelligence Techniques in Enhancing Managerial Accounting Competence among Accounting Undergraduates in South-East Nigeria (Published)
This study investigated effects of collaborative learning and emotional intelligence techniques in enhancing managerial accounting competence among accounting undergraduates in south-east Nigeria. The study adopted pre-test-post-test, control group quasi-experimental design with a 3×2 factorial matrix design. Purposive sampling technique was used to select one hundred and twenty (120) Accounting undergraduates from three tertiary institutions in South-East Nigeria. The participants were randomly assigned to groups. Participants in the two treatment groups were exposed to eight weeks of collaborative learning techniques and emotional intelligence training. Self-constructed instrument was used and three hypotheses were tested at 0.05 level of significance. Data were analysed using Analysis of Covariance and t-test. There was significant treatment effects in enhancing managerial accounting competence among undergraduates in the experimental and control groups (F(3,116) = 3.055, P < .05). The Pair Wise Comparison of the Adjusted Y=Means on the Treatment Effects revealed that the control group had the lowest adjusted post-test mean score g ( =69.03), followed by emotional intelligence group ( =91.79) and collaborative learning technique ( =93.05). The result of the study also showed that there was no significant difference in the treatment effect experienced among participants between male and female undergraduates exposed to treatment in collaborative learning technique group. Furthermore, the study revealed that there was no significant difference in the treatment effect experienced among participants between male and female undergraduates exposed to treatment in emotional intelligence training group. School authorities school give students good orientation on the need to seek professional counselling support service to enable them adjust to the reality of their academic demands and real life situation(s).
For the purpose of improving English major students’ writing skill and having it employed in their daily life, students were asked to find out special food which was not yet exposed to the public and introduce it in written English. Based on the group project-based learning, forty six students formed into twelve groups from a technological university located in the center of Taiwan participated in this project. In the findings, it shows that students spent a lot of time looking for unassuming but delicious food and attempting to find out certain counterpart words of their special dishes in English. They became aware of specific traditional food and built even better friendship with one another. In conclusion, students not only learned English writing skills and might be able to make use of it in reality as being food writers; they also obtained the technique of building the sound interpersonal relationship.
Investigating Post Graduate Students Attitude towards Adopting Web 2.0 Technologies for Collaborative Learning (Published)
The study investigated post graduate students attitude towards adopting web 2.0 technologies for collaborative learning. The research design was survey research. The sample size was thirty postgraduate students from the Department of Curriculum studies and Educational Technology, Faculty of Education, University of Port Harcourt, Nigeria. One instrument was used to collect data from the samples namely: Post Graduate Students Readiness for Web 2.0 (POGSTR WEB 2.0). The instrument was subjected to face and content validity by two experts in test and measurement and three experts in information and communication technology. The estimated value of the reliability coefficient was.713.Three research questions and one hypothesis were used for the study. Simple percentages were used to answer the research questions while Pearson moment correlation was used to test the hypothesis. The findings revealed that android phone is the most common technology device owned by post graduate students with a percentage of (53.3%), followed by laptop and desktop with percentages of 33.3% and 26.7% respectively. Also 50% of the sampled students possess high technology competencies and the other 50% had low technology competencies. The correlation coefficient of 0.51 showed a positive but weak correlation between postgraduate students’ technology competencies and their attitude towards the adoption of web 2.0 technologies for collaborative learning, which implied that post graduate students with high technology competencies, would have a near tendency towards adopting web 2.0 technologies and vice-versa.