Group-Work Dynamics: Its effects on EFL IELTS Candidates’ Structural Accuracy and Self-Regulation

Journal of Teaching English Lnaguage Studies

مقاله 5، دوره 7، شماره 1، آذر 2018، صفحه 91-112   

نویسندگان

Zahra Zohoorian^{* 1}؛ Khalil Motallebzadeh¹؛ Mahshid Khazaee²

¹English Department, Mashhad Branch, Islamic Azad University, Mashhad, Iran

²English department, Mashhad Branch, Islamic Azad University, Mashhad, Iran

چکیده

Group-work dynamics has been assumed to explain a great part of impact in language learning
and teaching in specific contexts or for particular skills. In the same vein, structural accuracy has
been significant in foreign language learning. Today, foreign language learning is not limited to
the classroom environment. In addition, it encompasses the learner’s lives, so that selfregulation’s
role seems to be prominent. Accordingly, this study explored the effect of groupwork
dynamics on EFL IELTS candidates’ structural accuracy and self-regulation. The findings
of this quasi-experimental mixed-method study revealed that group-work dynamics did not have
a significant effect on the structural accuracy and self-regulation of the participants. Overall, as
the analysis of the open-ended questions confirmed, the employment of Group-work Dynamics
was not appealing to the students as they emphasized that learning grammatical points and
structural notes requires more control of the teacher rather than peers. Moreover, they
highlighted that they believed that group work and other tasks need to be practiced in a
conversation class to enhance the speaking skill.

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