Students’ Perceptions of Using Collaborative Learning as a Tool for Acquiring Writing Skills in University
American Journal of Applied Psychology
Volume 4, Issue 3-1, June 2015, Pages: 1-6
Received: Jan. 12, 2015;
Accepted: Feb. 2, 2015;
Published: Mar. 6, 2015
Views 4321 Downloads 232
Daljeet Singh Sedhu, Research Centre for Educational Psychology and Instructional Strategies, Kampar, Malaysia ; Tunku Abdul Rahman University College, Perak Branch Campus, Kampar, Malaysia
S. Chee Choy, Research Centre for Educational Psychology and Instructional Strategies, Kampar, Malaysia ; Tunku Abdul Rahman University College, Perak Branch Campus, Kampar, Malaysia
Mun Yee Lee, Research Centre for Educational Psychology and Instructional Strategies, Kampar, Malaysia ; Tunku Abdul Rahman University College, Perak Branch Campus, Kampar, Malaysia
This paper examines students’ perceptions of the use of group discussion as a collaborative learning tool among English-as-a-Second-language (ESL) learners when learning writing skills in university. Studies on collaborative learning have shown that group discussions enhance students’ learning experiences and knowledge. Collaborative learning in the form of group discussions has encourages students to produce work that is creative as well as stimulate critical thinking. This form of learning further develops interpersonal skills and social relationships among students. Twenty-four university students divided into six groups were the respondents in this study. The data was collected using voice recorded transcriptions of a semi-structured interview session with each group after completing the collaborative learning activity. The transcriptions were then analysed qualitatively using the interpretative approach. The transcripts were read and reread until common ideas emerged that were then categorised and discussed under various themes. The results showed that students perceived that collaborative learning tended to help them reflect on the content and context of the tasks they had to carry out. This form of learning was perceived to increase their confidence and motivation to communicate with their peers in a second language, and there were higher rates of task completion.
Daljeet Singh Sedhu,
S. Chee Choy,
Mun Yee Lee,
Students’ Perceptions of Using Collaborative Learning as a Tool for Acquiring Writing Skills in University, American Journal of Applied Psychology. Special Issue: Psychology of University Students.
Vol. 4, No. 3-1,
2015, pp. 1-6.
R. J, Barcelona, and D. Rockey, Using collaborative learning technologies to facilitate effective group work. Journal of Physical Education, Recreation & Dance, 2010, 81(4), pp12-55
S.Nayan, L. A. Shafie, M. Mansor, A. Maesin, and N. Osman. The practice of collaborative learning among lecturers in Malaysia. Management Science and Engineering, 2010, 4(2), pp 115-123.
M. W. Haber, Strategies of collaborative writing and intellectual enrichment. The Journalism Educator, 1994, 48(4), pp 47
R. Kuech. Collaborative and interactional processes in an inquiry-based, informal learning environment. The Journal of Classroom Interaction; 2004, 39(1), pp 33-43.
J.K. Staarman, K. Krol, H. van der Meijen. Peer Interaction in Three Collaborative Learning Environments. The Journal of Classroom Interaction;2005, 40(1), pp 29-39
D. N. Perkins and G. Salomon. Are cognitive skills context-bound? Educational Researcher. 18(1), pp 16-25
J. G. Parker, K. H. Rubin, S. A. Erath, J. C. Wojslowowicz, and A. A. Buskirk. Peer relationships, child development, and adjustment: A developmental psychopathology perspective. In C. Dante and D. J. Cohen, Developmental psychopathology, Vol 1: Theory and method. 2006. Wiley and Sons.
K. R. Wentzel and D. E. Watkins. Peer relationships and collaborative learning as contexts for academic enablers. School Psychology Review. 2002, 31(3), pp 366-377
I. Ajzen. C. Czasch and M. G. Flood. From intentions to behavior: Implementation intention, commitment, and conscientiousness. Journal of Applied Social Psychology, 2009, 39(6), pp. 1356–1372.
I Ajzen. Values, attitudes and behaviour. In S. Salzborn, E. Davidov and J. Reineke, Methods, theories and empirical applications in the social sciences. 2012. Springer.
M. Larkin, S. Watts and E. Clifton. Giving voice and making sense in interpretative phenomenological analysis. 2006. Qualitative Research in Psychology. 3, pp 102-120
J. W. Creswell. Qualitative inquiry and research design: Choosing among five approaches. 2013. Sage.
H. A. Radnor. Researching your professional practice: Doing interpretive research in educational settings. 2002. Open University Press.