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الرئيسية > Using Team-Based Learning in T...>مارك

Using Team-Based Learning in Teaching English to EFL Undergraduate Students: A Pilot Study Evaluation

المصدر: مجلة جامعة كويه للعلوم الإنسانية والاجتماعية
الناشر: جامعة كويه
المؤلف الرئيسي: Romi, Najat O. Kareem (Author)
المجلد/العدد: مج4, ع1
محكمة: نعم
الدولة: العراق
التاريخ الميلادي: 2021
الشهر: يونيو
الصفحات: 91 - 103
DOI: 10.14500/kujhss.v4n1y2021.pp91-103
ISSN: 2522-3259
رقم MD: 1199450
نوع المحتوى: بحوث ومقالات
اللغة: الإنجليزية
قواعد المعلومات: HumanIndex, EduSearch
مواضيع:
اللغة الإنجليزية | الأساليب التدريسية | طلبة الجامعات | التعليم الفردي
كلمات المؤلف المفتاحية:
EFL | Evaluation | Pilot-Experiment | Student-Centered | Team-Based Learning
رابط المحتوى:

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044 |b العراق 
100 |9 641717  |a Romi, Najat O. Kareem  |e Author 
245 |a Using Team-Based Learning in Teaching English to EFL Undergraduate Students:  |b A Pilot Study Evaluation 
260 |b جامعة كويه  |c 2021  |g يونيو 
300 |a 91 - 103 
336 |a بحوث ومقالات  |b Article 
520 |b Team Based Learning (TBL) is a method that has been introduced to provide students with both conceptual and procedural knowledge to foster critical and creative thinking skills while students work in high functioning teams. The study throws some light on the TBL approach in general and the researcher's pilot- experiment on using the TBL in teaching English to EFL (English as a Foreign Language) undergraduate students. The main aim of this pilot experiment is to assess the TBL's effects on student engagement, accountability, and satisfaction and to identify the problems faced in applying it and then, in the light of the findings, to propose suggestions about how to use the approach effectively. Forty (40) second-year undergraduate students of the Department of English/ Faculty of Humanities and Social Sciences of Koya University were involved in this experiment and its evaluation. These students were taught through student learning teams for two successive academic years (2017-2018 & 2018-2019) in the subject of English Reading Comprehension. Both quantitative and qualitative data were collected from the students about their TBL experience using questionnaires. The results of the evaluation revealed that the vast majority of the students preferred TBL to the traditional individual learning and that the TBL has more positive effects on the students' engagement in class activities and assignments. The findings also indicate that despite the positive effects and the students' satisfaction with the approach, there are problems and obstacles on the way of its application in the classroom, but that with the proper use of the approach most of these problems can be overcome. What is important about this evaluation is that it is student-centered as it shows the real opinions of the students who lived the experience. 
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