Helping students in 7th grade to develop interpersonal skills in the context of writing and speaking in A2 level English
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Authors
Cordero, Fabiola
Ronquillo, Gabriella
Reinoso, Anita
Tamayo, Juan
Issue Date
2025
Educational Level
ISCED Level 2 Lower secondary education
Curriculum Area
Geographical Setting
Ecuador
Abstract
Context: This study was conducted at Liceo Panamericano Internacional, Samborondón, Ecuador, in 2024. It involved a group of teachers from different sections of the school, focusing on a 7th-grade mixed-ability class with 27 students. The research was part of a broader initiative by the ISP-Camtree Partnership Project, which aimed to explore strategies for developing and assessing life competencies in education.
Aims: The study aimed to help 7th-grade students develop interpersonal skills within the context of writing and speaking in A2-level English. The focus was on improving students’ abilities to structure spoken and written text, take on different roles, and participate in public speaking. Additionally, the research sought to foster teamwork and empathy, addressing the tendency of high-achieving students to exclude lower-level peers. The main research question was: "How can we help students in 7th grade to develop interpersonal skills in the context of writing and speaking to create dialogues or conversations at A2 level?"
Methods: A research lesson study approach was used, involving three structured lessons with predefined learning and competency outcomes. The lessons included collaborative tasks such as structuring sentences, expressing preferences, and articulating choices with reasoning. Case studies of three students with different English proficiency levels (high-achiever, average, and struggling learner) were used to track progress. Student interviews and teacher observations provided qualitative data on learning outcomes and engagement. Adjustments were made after each lesson based on reflections and student feedback.
Findings: Students demonstrated varying levels of progress in both curriculum learning and life competencies. The high-achieving student showed strong academic skills but initially lacked teamwork abilities. The average student improved in confidence and leadership within group work. The struggling student, though still facing difficulties, became more engaged when assigned a defined role in group tasks. Structured roles and collaborative activities encouraged participation and improved self-regulation. Time management remained a challenge, and some students still struggled with fully assuming their roles.
Implications: The study highlights the benefits of structured group work in fostering both language skills and interpersonal competencies. Assigning roles within groups helped students feel included and responsible for their contributions. Teachers may find it useful to integrate students’ interests into lessons to enhance engagement. Additionally, differentiated activities can challenge high-achievers while supporting weaker learners. The research also suggests that ongoing reflection and self-evaluation can encourage students to take greater ownership of their learning and social interactions.
Aims: The study aimed to help 7th-grade students develop interpersonal skills within the context of writing and speaking in A2-level English. The focus was on improving students’ abilities to structure spoken and written text, take on different roles, and participate in public speaking. Additionally, the research sought to foster teamwork and empathy, addressing the tendency of high-achieving students to exclude lower-level peers. The main research question was: "How can we help students in 7th grade to develop interpersonal skills in the context of writing and speaking to create dialogues or conversations at A2 level?"
Methods: A research lesson study approach was used, involving three structured lessons with predefined learning and competency outcomes. The lessons included collaborative tasks such as structuring sentences, expressing preferences, and articulating choices with reasoning. Case studies of three students with different English proficiency levels (high-achiever, average, and struggling learner) were used to track progress. Student interviews and teacher observations provided qualitative data on learning outcomes and engagement. Adjustments were made after each lesson based on reflections and student feedback.
Findings: Students demonstrated varying levels of progress in both curriculum learning and life competencies. The high-achieving student showed strong academic skills but initially lacked teamwork abilities. The average student improved in confidence and leadership within group work. The struggling student, though still facing difficulties, became more engaged when assigned a defined role in group tasks. Structured roles and collaborative activities encouraged participation and improved self-regulation. Time management remained a challenge, and some students still struggled with fully assuming their roles.
Implications: The study highlights the benefits of structured group work in fostering both language skills and interpersonal competencies. Assigning roles within groups helped students feel included and responsible for their contributions. Teachers may find it useful to integrate students’ interests into lessons to enhance engagement. Additionally, differentiated activities can challenge high-achievers while supporting weaker learners. The research also suggests that ongoing reflection and self-evaluation can encourage students to take greater ownership of their learning and social interactions.
Description
Keywords (free text)
english learning , language acquisition , interpersonal skills , group work