چکیده:
The present study intended to look into and compare the possible effects of Competitive Team-Based Learning (CTBL) with Learning Together (LT) or Cooperative Group-Based Learning (CGBL) – the most popular method of Cooperative Learning (CL) -- on oral performance of Iranian EFL intermediate students. After administering the oral interview, this researcher selected a group of 40 almost homogeneous Iranian intermediate students and randomly assigned them to control and experimental groups – 20 per group. Based on their scores, the experimental class were divided into 5 almost heterogeneous teams - four members each. But in the control group, the participants were allowed to shape their own favourable groups. For six weeks (18 sessions of 90 minutes each), both the groups received the same course materials, instructor, curriculum, out of-class and in-class assignments, schedule of instruction and equivalent methods of evaluation, but the experimental group experienced language learning via CTBL rather than via the CGBL as their counterparts in the control group. At the end of the course again the oral interview was administered to both the groups. Then the obtained scores on pre-test and post-test were analyzed through different statistical procedures. The results of the study rejected the null hypothesis and provided evidence supporting the hypothesis that CTBL can have a more significant effect on improving the oral performance of Iranian intermediate students. This researcher will discuss the probable causes for the results of the study, and will shed light on the pedagogical implications. She will also suggest recommendations for further research.
خلاصه ماشینی:
"com Abstract The present study intended to look into and compare the possible effects of Competitive Team-Based Learning (CTBL) with Learning Together (LT) or Cooperative Group- Based Learning (CGBL)– the most popular method of Cooperative Learning (CL)-on oral performance of Iranian EFL intermediate students.
The results of the study rejected the null hypothesis and provided evidence supporting the hypothesis that CTBL can have a more significant effect on improving the oral performance of Iranian intermediate students.
In the present study, as such, this researcher has tried to evaluate the effectiveness of Hosseini's instructional innovation, CTBL, which has tackled such problems, vis-à-vis LT method of CL on oral performance of intermediate EFL students.
The students were enrolled in a main English course at Bangkok University to examine their speaking achievement on an English oral test before and after they had participated in provided instructional tasks based on cooperative learning approach.
His PhD research study (Hosseini, 2009), for example, was a comparative experimental research study which sought to explore and examine the complex effects of CTBL with LT of Johnsons, and the traditional chalk-and-talk mode of presentation or Traditional Lecture Method (TLM) on Iranian and Indian undergraduate learners': (a) reading comprehension in English, (b) language learning strategies, (c) attitudes towards English language learning and the select teaching methods, and (d) retention of information.
Summary of Findings The results of the present study rejected the null hypothesis and provided evidence supporting the hypothesis that CTBL can have a more significant effect on improving the oral performance of Iranian intermediate EFL students."