Attitudes of Jordanian Students towards Using Group Work in EFL Classrooms

Autor/in	Ababneh, Sana'
Titel	Attitudes of Jordanian Students towards Using Group Work in EFL Classrooms
Quelle	In: Advances in Language and Literary Studies, 8 (2017) 1, S.233-237 (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2203-4714
Schlagwörter	Foreign Countries; English (Second Language); Second Language Instruction; Student Attitudes; Group Activities; College Students; Questionnaires; Student Characteristics; Personality Traits; Gender Differences; Secondary Education; Vocational Education; Intellectual Disciplines; Jordan + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Schülerverhalten; Gruppenaktivität; Collegestudent; Fragebogen; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Geschlechterkonflikt; Sekundarbereich; Ausbildung; Berufsbildung; Geisteswissenschaften
Abstract	This paper addresses itself to the outcomes of a field study which was carried out to identify Jordanian EFL students' attitudes towards using group work in EFL classrooms. The study sample consisted of 179 students enrolled in English 101, an elementary language skills course taught at Al- Huson University College, Al -Balqa' Applied University, Jordan. A questionnaire was used to investigate the subjects' attitudes. The findings show that approximately two-thirds of the participants are either "very extrovert" or "somewhat extrovert", i.e. they have positive attitudes towards participating in group work in EFL classes. In contrast, only a third are either "somewhat introvert" or "very introvert", i.e., they do not like to take part in group work in EFL classes. Moreover, the data show that neither the subjects' gender nor their secondary school stream (vocational, scientific, or literary) has any significant effect on their preferences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01