Effects of Teacher Guidance on Group Cohesion in Students'Project-Based Collaborative Learning in an EAP Context
Using a mixed-methods approach,this study explored the impact of teacher guidance on group processes and group cohesion in university students'project-based learning of English for academic purposes(EAP).The quantitative results indicated that:(1)teacher guidance had significant positive effects on individual collaborative engagement and significant negative effects on member social loafing;(2)when predicting group cohesion jointly with group processes,teacher guidance had significant,direct effects only on group social cohesion;and(3)group processes played a partial mediating role between teacher guidance and group social cohesion,and a full mediating role between teacher guidance and group task cohesion.The qualitative results corroborated the quantitative findings,and further revealed that teachers could influence group processes and enhance group cohesion by appropriately organizing project collaboration,providing continuous follow-up and supervision,offering timely feedback,and fairly evaluating project outcomes.The findings provide theoretical implications and practical instructions for enhancing small group dynamics in L2 project-based learning.
English for academic purposesproject-based learningteacher guidancesmall group dynamicsgroup cohesion
NETL
NSTL
万方数据
