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Enhancing student engagement in large ESL classes at a Pakistani university

journal contribution
posted on 2023-08-30, 19:54 authored by Abdul H. Panhwar, Melanie Bell
This study addresses lack of student engagement in large English as a second language (ESL) classes at a Pakistani university, using cooperative learning within the framework of participatory action research. A reconnaissance of the literature and thorough situation analysis led to an initial plan based on two cooperative learning strategies: Student-Teams-Achievement-Divisions and Think-Pair-Share. Over a semester, a second-year undergraduate compulsory ESL class was delivered as a series of mini action-research cycles refining this plan. The intervention was evaluated using classroom observation, student questionnaires and semi-structured group interviews. The results indicate that cooperative learning enhanced students’ behavioural, cognitive, and emotional engagement relative to their previous experience of learning in lecture-style classes. In addition, the study demonstrates that action research can be used by individual practitioners in even highly problematic teaching environments as a way of emancipating themselves and their students from the helplessness associated with institutional and cultural constraints.

History

Refereed

  • Yes

Volume

0

Issue number

0

Page range

0

Publication title

Educational Action Research

ISSN

1747-5074

Publisher

Taylor & Francis

File version

  • Accepted version

Language

  • eng

Legacy posted date

2022-05-13

Legacy creation date

2022-05-13

Legacy Faculty/School/Department

Faculty of Arts, Humanities & Social Sciences

Note

Supporting dataset: https://doi.org/10.25411/aru.20000051

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