Using pretask modelling to encourage collaborative learning opportunities

YouJin Kim ^[1] ; Kim McDonough ^[2]
1. [1] Georgia State University
  
  Georgia State University
  
  Estados Unidos
2. [2] Concordia University
  
  Concordia University
  
  Canadá
Localización: Language teaching research, ISSN 1362-1688, Vol. 15, Nº. 2, 2011, págs. 183-199
Idioma: inglés
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Resumen
- The current study examines the impact of pretask modelling on the collaborative learning opportunities that occurred when Korean learners of English as a foreign language (EFL) carried out three tasks: dictogloss, decision-making, and information-gap. Forty-four adolescents who were enrolled in a required English course at a middle school in Korea completed the tasks over a two-week period. Half of the learners viewed videotaped models of collaborative interaction prior to carrying out the tasks, while the other learners did not receive pretask modelling. The interaction between the learners was analysed in terms of the type and resolution of language related episodes (LREs) and the learners’ pair dynamics. Results indicated that learners who received pretask modelling produced more LREs and correctly resolved a greater proportion of those LREs than learners who did not receive any models. They also demonstrated more collaborative pair dynamics than learners who did not receive models. Trends in the data are discussed in terms of the potential benefits of pretask modelling for encouraging collaboration between young learners in EFL settings