Teachers' Strategies: Collaborative Learning in Second Language Classroom
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| Title: | Teachers' Strategies: Collaborative Learning in Second Language Classroom |
|---|---|
| Authors: | Vilkova, Daria, Burkhardt, Jean-Marie, Jambon, Francis |
| Contributors: | Vilkova, Daria |
| Source: | Proceedings of the International Conference on Computer-supported for Collaborative Learning. :460-464 |
| Publisher Information: | International Society of the Learning Sciences, 2025. |
| Publication Year: | 2025 |
| Subject Terms: | Teaching strategies, Teachers and educators, [SHS.EDU] Humanities and Social Sciences/Education, Second language acquisition SLA, Evaluation, Collaborative Second Language Learning, Collaboration |
| Description: | The study explores strategies teachers use to design, monitor, manage, and evaluate collaborative group activities in second language learning within higher education. Twenty second language teachers from diverse educational contexts and countries participated in semi-structured interviews. A total of 68 Critical Incidents were obtained. We elaborated a coding schema and analyzed critical incidents focusing on task objectives, teacher actions, student interactions, and evaluation outcomes. Teachers found that culturally relevant tasks content led to greater student engagement, while challenges such as high learning objectives, unclear instructions, and imbalanced group participation affected group work and task success. The study emphasizes the importance of balancing group size, task complexity, and cultural context in collaborative second language learning. The findings attempt to bridge theoretical and methodological foundations of collaborative learning with strategies applied in the classroom. |
| Document Type: | Article Conference object |
| File Description: | application/pdf |
| ISSN: | 2543-0157 |
| DOI: | 10.22318/cscl2025.597512 |
| Access URL: | https://hal.science/hal-05168321v1/document https://hal.science/hal-05168321v1 https://doi.org/10.22318/cscl2025.597512 |
| Rights: | CC BY |
| Accession Number: | edsair.doi.dedup.....cf18a239798f928f79dd773974c2aa6f |
| Database: | OpenAIRE |
Nájsť tento článok vo Web of Science | Abstract: | The study explores strategies teachers use to design, monitor, manage, and evaluate collaborative group activities in second language learning within higher education. Twenty second language teachers from diverse educational contexts and countries participated in semi-structured interviews. A total of 68 Critical Incidents were obtained. We elaborated a coding schema and analyzed critical incidents focusing on task objectives, teacher actions, student interactions, and evaluation outcomes. Teachers found that culturally relevant tasks content led to greater student engagement, while challenges such as high learning objectives, unclear instructions, and imbalanced group participation affected group work and task success. The study emphasizes the importance of balancing group size, task complexity, and cultural context in collaborative second language learning. The findings attempt to bridge theoretical and methodological foundations of collaborative learning with strategies applied in the classroom. |
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| ISSN: | 25430157 |
| DOI: | 10.22318/cscl2025.597512 |