运用’思考-对话-工具箱’补充发展技能提高小组合作学习有效性的行动研究 (Action research using Think-Talk Toolbox to complement developmental skills and improve the effectiveness of group cooperative learning)
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Authors
Yang, Jianxia
Tian, Kun
Liu, Yufei
Issue Date
2025
Educational Level
ISCED Level 1 Primary education
Curriculum Area
Geographical Setting
China
Abstract
Context: A primary school in Changchun City, China, implemented innovative teaching methods emphasizing student development through cooperative learning and process-based induction. The focus was on improving group collaboration and dialogue quality. in a fourth-grade class.
Aims: The study aimed to integrate strategies from the ‘Think-Talk-Toolbox’ into English lessons to enhance group collaboration effectiveness. Specifically, it sought to foster deeper engagement, orderly discussion, viewpoint integration, and critical thinking among students. Researchers also aimed to design and evaluate new teaching tools like dialogue prompt cards to support these goals.
Methods: Action research was conducted over two rounds. Initially, baseline teaching activities were observed, followed by implementing strategies through scaffolded tools like dialogue cards. Group activities were structured and roles assigned, and a focal group observed closely. Researchers adjusted methods iteratively based on observations and student feedback, with data collected via classroom recordings, student discussions, and surveys.
Findings: The new tools significantly improved participation in group activities. Students showed better engagement and collaboration, employing structured dialogues to share and extend ideas, although deeper analytical and creative discussions remained challenging due to linguistic limitations. Group leaders demonstrated enhanced organizational skills, though variability in participation persisted among less confident students. A less confident focal learner was better able to participate in discussions when discussions were more orderly and tailored scaffolding materials were provided.
Implications: Other educators might draw from this study’s approach to scaffold cooperative learning through structured linguistic tools, fostering better engagement and dialogue in second-language contexts. The research highlights the need for tailored scaffolds, ongoing teacher training, and adjustments for varied student abilities to maximize learning outcomes.
Aims: The study aimed to integrate strategies from the ‘Think-Talk-Toolbox’ into English lessons to enhance group collaboration effectiveness. Specifically, it sought to foster deeper engagement, orderly discussion, viewpoint integration, and critical thinking among students. Researchers also aimed to design and evaluate new teaching tools like dialogue prompt cards to support these goals.
Methods: Action research was conducted over two rounds. Initially, baseline teaching activities were observed, followed by implementing strategies through scaffolded tools like dialogue cards. Group activities were structured and roles assigned, and a focal group observed closely. Researchers adjusted methods iteratively based on observations and student feedback, with data collected via classroom recordings, student discussions, and surveys.
Findings: The new tools significantly improved participation in group activities. Students showed better engagement and collaboration, employing structured dialogues to share and extend ideas, although deeper analytical and creative discussions remained challenging due to linguistic limitations. Group leaders demonstrated enhanced organizational skills, though variability in participation persisted among less confident students. A less confident focal learner was better able to participate in discussions when discussions were more orderly and tailored scaffolding materials were provided.
Implications: Other educators might draw from this study’s approach to scaffold cooperative learning through structured linguistic tools, fostering better engagement and dialogue in second-language contexts. The research highlights the need for tailored scaffolds, ongoing teacher training, and adjustments for varied student abilities to maximize learning outcomes.
Description
Keywords (free text)
collaborative learning , group work , educational dialogue , scaffolding , english as a second language