This paper discusses the fundamental issue of why small group activities are utilized in the lang... more This paper discusses the fundamental issue of why small group activities are utilized in the language learning classroom. Although these activities have gained popularity in the field of Teaching English as a Second Language (TESL), supported by a sound theoretical base, few studies have so far examined the reasons why language teachers are actually utilizing these methods in their classrooms. This study attempted to elucidate teachers' reasons, with the premise that their motivations can be categorized along the lines of the two central approaches to small group learning: cooperative learning (COL) and collaborative learning (CLL). Specifically, the researcher in this case study conducted semi--structured interviews with four EFL teachers in Japan. The interviews were transcribed and then examined via SCAT analysis . Findings suggest that language teachers adopt small group activities based on their sense of plausibility as to how second languages should be learned, and this sense of plausibility can be categorized as either COL--oriented or CLL--oriented. Although the results of the current study cannot be easily generalized, they do suggest that the COL/CLL framework can lead to better understanding of language teachers' beliefs about small group activities.
Cooperative learning and collaborative learning are two of
the central approaches that utilize pa... more Cooperative learning and collaborative learning are two of the central approaches that utilize pair or group activities in the language learning classroom. However, despite the fact that these approaches have been developed under different historical backgrounds and thus have different pedagogical aims to be pursued, a tendency to use the two terms interchangeably has obscured their respective merits in foreign language education. This paper therefore attempts to differentiate them through an extensive review of the relevant literature. It reveals that cooperative learning, which emphasizes the necessity of developing learners’ social skills, tends to be described as a more structured and teacher-centered approach than collaborative learning, which presupposes the learners’ autonomy to a greater extent. This paper, rather than arguing any primacy of one of the two approaches, introduces some issues to assist practitioners and researchers to identify which approach would be most beneficial for their individual teaching and research goals.
This paper discusses the fundamental issue of why small group activities are utilized in the lang... more This paper discusses the fundamental issue of why small group activities are utilized in the language learning classroom. Although these activities have gained popularity in the field of Teaching English as a Second Language (TESL), supported by a sound theoretical base, few studies have so far examined the reasons why language teachers are actually utilizing these methods in their classrooms. This study attempted to elucidate teachers' reasons, with the premise that their motivations can be categorized along the lines of the two central approaches to small group learning: cooperative learning (COL) and collaborative learning (CLL). Specifically, the researcher in this case study conducted semi--structured interviews with four EFL teachers in Japan. The interviews were transcribed and then examined via SCAT analysis . Findings suggest that language teachers adopt small group activities based on their sense of plausibility as to how second languages should be learned, and this sense of plausibility can be categorized as either COL--oriented or CLL--oriented. Although the results of the current study cannot be easily generalized, they do suggest that the COL/CLL framework can lead to better understanding of language teachers' beliefs about small group activities.
Cooperative learning and collaborative learning are two of
the central approaches that utilize pa... more Cooperative learning and collaborative learning are two of the central approaches that utilize pair or group activities in the language learning classroom. However, despite the fact that these approaches have been developed under different historical backgrounds and thus have different pedagogical aims to be pursued, a tendency to use the two terms interchangeably has obscured their respective merits in foreign language education. This paper therefore attempts to differentiate them through an extensive review of the relevant literature. It reveals that cooperative learning, which emphasizes the necessity of developing learners’ social skills, tends to be described as a more structured and teacher-centered approach than collaborative learning, which presupposes the learners’ autonomy to a greater extent. This paper, rather than arguing any primacy of one of the two approaches, introduces some issues to assist practitioners and researchers to identify which approach would be most beneficial for their individual teaching and research goals.
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Papers by Yoshitaka Kato
the central approaches that utilize pair or group activities in
the language learning classroom. However, despite the fact
that these approaches have been developed under different
historical backgrounds and thus have different pedagogical
aims to be pursued, a tendency to use the two terms interchangeably
has obscured their respective merits in foreign
language education. This paper therefore attempts to differentiate
them through an extensive review of the relevant
literature. It reveals that cooperative learning, which emphasizes
the necessity of developing learners’ social skills, tends
to be described as a more structured and teacher-centered
approach than collaborative learning, which presupposes the
learners’ autonomy to a greater extent. This paper, rather than
arguing any primacy of one of the two approaches, introduces
some issues to assist practitioners and researchers to identify
which approach would be most beneficial for their individual
teaching and research goals.
the central approaches that utilize pair or group activities in
the language learning classroom. However, despite the fact
that these approaches have been developed under different
historical backgrounds and thus have different pedagogical
aims to be pursued, a tendency to use the two terms interchangeably
has obscured their respective merits in foreign
language education. This paper therefore attempts to differentiate
them through an extensive review of the relevant
literature. It reveals that cooperative learning, which emphasizes
the necessity of developing learners’ social skills, tends
to be described as a more structured and teacher-centered
approach than collaborative learning, which presupposes the
learners’ autonomy to a greater extent. This paper, rather than
arguing any primacy of one of the two approaches, introduces
some issues to assist practitioners and researchers to identify
which approach would be most beneficial for their individual
teaching and research goals.