学术英语项目式学习中教师引导对小组合作凝聚力的影响
Effects of Teacher Guidance on Group Cohesion in Students'Project-Based Collaborative Learning in an EAP Context
左秀媛 1陈征1
作者信息
摘要
本研究采用混合方法考察了大学生学术英语项目式学习中教师引导对小组合作过程和小组凝聚力的影响.定量结果显示:1)教师引导对个人合作投入有显著正向预测效应,对组员社会惰化有显著负向预测效应;2)教师引导与小组合作过程共同预测小组凝聚力时,仅对小组社交凝聚力产生显著直接预测效应;3)小组合作过程在教师引导与小组社交凝聚力间起部分中介作用,在教师引导与小组任务凝聚力间起完全中介作用.定性结果印证了定量结果,并进一步揭示了教师具体可通过恰当安排项目合作、持续跟进与监督、提供及时反馈以及合理考评项目成果来影响小组合作过程,提升小组凝聚力.研究结果能为二语项目式学习中小组动力的提升提供研究启示与实践指导.
Abstract
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.
关键词
学术英语/项目式学习/教师引导/小组动力/小组凝聚力Key words
English for academic purposes/project-based learning/teacher guidance/small group dynamics/group cohesion引用本文复制引用
基金项目
教育部人文社会科学研究青年基金(23YJC740100)
出版年
2024
NETL
NSTL
万方数据