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Guided Participarion in the Peer Presentation Activities

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This study focuses on the first-grade public high school students, most of whom perceived themselves as poor learners of English. In an English course, the students engaged in peer presentation activities (PPAs) for one academic year. The purpose of this study is to investigate: (a) how the students evaluate the PPAs they have engaged in, (b) whether the PPAs can help create the community of practice (CoP) learning environment in an English as a foreign language (EFL) classroom, and (c) whether or not there are any significant differences between the lower and the higher grade groups in the evaluation of the PPAs. First, this study revealed that the students evaluated the PPAs mainly on four dimensions: social, affective, cognitive and meatacognitive. Second, the students evaluated four aspects of the PPAs: (a) guided participation, (b) metacognitive awareness, (c) participatory appropriation of language knowledge, and (d) challenge for listening and speaking English. Third, the PPAs can help create the community of practice (CoP) learning environment in the EFL classroom similarly for both the lower and higher-grade groups. Finally, this study has indicated that supporting, assisting, and guiding learner’s intellectual development may be possible if the CoP learning environment is created an EFL classroom.

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詳細情報

  • CRID
    1050846637598668544
  • ISSN
    1348-1444
  • Web Site
    http://id.nii.ac.jp/1612/00003477/
  • 本文言語コード
    en
  • 資料種別
    departmental bulletin paper
  • データソース種別
    • IRDB
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