Blended Snowballing Discussion Technique and Collaborative Learning Pedagogy in EFL Speaking
DOI:
https://doi.org/10.61220/glens.v1i2.338Keywords:
Active Learning, Blended Snowballing Discussion, Collaborative Pedagogy, SpeakingAbstract
The objective of this qualitative case study is to investigate BSD issues, solutions, and collaborative learning approaches in EFL courses. As part of a case study, researchers examined the design and gathered information through open-ended interviews, documents, digital recorders, forum group discussions (FGD), and pertinent literature. All the gathered data were examined through exploration. Accordingly, the FGD forum was used to its fullest potential during the data analysis process for cross-checking, validation, verification, and confirmation. Teachers used pre-teaching (planning), cooperation (observing, supporting, and consolidating), reflection, and evaluations to achieve their goals. In this way, teachers encounter issues such as (1) choosing topics based on what students already know, (2) lack of group cohesion, (3) distinction between group and individual assessment, (4) lack of constructive interdependence, (5) variety of learning styles, and (6) inactivity. More research will be required in the future, as the study only examined a limited sample of people. There are recommendations for future experimental language lab classes. Blended EFL classes typically require the construction of an EFL curriculum through collaboration and technology, based on spontaneous speech activities, to ensure students' preparation before and after their participation.
References
Abdullah, A., Nur, S., Butarbutar, R., & Bawawa, M. (2023). Social-Psychological Issues in EFL Speaking Class Based on Collaborative Learning. VELES: Voices of English Language Education Society, 7(1), 01-11. https://doi.org/10.29408/veles.v7i1.6239
Alenezi, H., Ihmeideh, F. M., & Alshaboul, Y. (2023). Kindergarten teachers’ challenges in teaching English as a foreign language to children. International Journal of Early Years Education, 31(3), 722–737. https://doi.org/10.1080/09669760.2022.2137782
Anderson, R. C., Nguyen-Jahiel, K., McNurlen, B., Archodidou, A., Kim, S. Y., Reznitskaya, A., & Gilbert, L. (2001). The snowball phenomenon: Spread of ways of talking and ways of thinking across groups of students. Cognition and Instruction, 19(1), 1-46.
Ardiningtyas, S. Y., Butarbutar, R., Weda, S., & Nur, S. (2023). Online scaffolding behavior for speaking EFL improvement: narrative inquiry issues. Interactive Learning Environments, 1-11. https://doi.org/10.1080/10494820.2023.2207608
Badrkhani, P. (2021). How a catastrophic situation turns into an exceptional opportunity: Covid-19 pandemic in Iran and challenges of online education for new English language educators. Interactive Learning Environments, 1-19. https://doi.org/10.1080/10494820.2021.1956545
Begum, R., & Lakshmi, R. N. D. (2023). ICT-Based Collaborative Learning Approach: Enhancing Students’ Language Skills. In Proceedings of the International Conference on Cognitive and Intelligent Computing: ICCIC 2021, Volume 2 (p. 11). Springer Nature.
Betz, A., & Nash, D. A. (2022). Classifying Groups with a Small Number of Subgroups. The American Mathematical Monthly, 129(3), 255-267. https://doi.org/10.1080/00029890.2022.2010493
Bond, T. F. (2001). Giving them free rein: Connections in student-led book groups. The Reading Teacher, 54(6), 574-584.
Brookfield, S. D. (2011). Teaching for critical thinking: Tools and techniques to help students question their assumptions. John Wiley & Sons.
Butarbutar, R., Ruing, F. H., Basri, N., Tuharea, V. U., & Leba, S. M. R. (2023). Unpacking Online Collaborative Learning in Teaching EFL Speaking: Insights from Three Rural Area Case Studies. The Qualitative Report, 28(12), 3379-3401.
Butarbutar, R., Weda, S., & Nur, S. (2023). Guided-blended collaborative learning in speaking class: Voices of non-native English teachers and students from eastern Indonesia. American Journal of Education and Learning, 8(1), 88-99. https://doi.org/10.55284/ajel.v8i1.890
Butarbutar, R., & Leba, S. M. R. (2023). Teachers’ perspectives on teaching EFL speaking virtually: A case study of COVID-19 pandemic survival. American Journal of Social Sciences and Humanities, 8(1), 46-54.
Butarbutar, R., Uspayanti, R., Manuhutu, N., & Palangngan, S. T. (2019). Analyzing of puzzle local culture-based in teaching English for young learners. IOP conference series: Earth and environmental science (Vol. 343, No. 1, p. 012208). https://doi.org/10.1088/1755-1315/343/1/012208
Butarbutar, R. (2019). The study impact of Whatsapp group on critical reading skill. Magistra: Jurnal Keguruan Dan Ilmu Pendidikan, 6(1), 045-051.
Butarbutar, R. (2018). Analyzing nonverbal communication in seminar presentation. Magistra: Jurnal Keguruan Dan Ilmu Pendidikan, 5(1), 038-047.
Chan, M. (2018). Processing instruction in helping map forms and meaning in second language acquisition of English simple past. The Journal of Educational Research, 111(6), 720-732. https://doi.org/10.1080/00220671.2017.1411879
Cheng, S. C., Hwang, G. J., & Lai, C. L. (2020). Effects of the group leadership promotion approach on students’ higher order thinking awareness and online interactive behavioral patterns in a blended learning environment. Interactive Learning Environments, 28(2), 246-263. https://doi.org/10.1080/10494820.2019.1636075
Chien, C. W. (2019). Integration of technical vocabulary into peer observation of teaching for Taiwanese elementary school English teachers’ professional learning. Education 3-13, 47(2), 176-190. https://doi.org/10.1080/03004279.2017.1420672
Dovey, T. (1998). Using Systemic Functional Grammar as a Vehicle for the Integrated Teaching of Language and Literature in a First-year University English Course. Southern African Journal of Applied Language Studies, 6(2), 23-45. https://doi.org/10.1080/10189203.1998.9724683
Foncha, J. W., Abongdia, J. F. A., & Adu, E. O. (2015). Challenges encountered by student teachers in teaching English language during teaching practice in East London, South Africa. International Journal of Educational Sciences, 9(2), 127-134. https://doi.org/10.1080/09751122.2015.11890302
Handayani, F., Lestari, I. W., & Susanti, A. (2023). Pre-Service English Teachers’ Voice on Virtual Teaching Practice: Shifting from Face-to-Face Teaching into Virtual Teaching. GLENS: Global English Insights Journal, 1(1), 10–18. https://doi.org/10.61220/glens.v1i1.2023a2
Harmer, J. (1991) The Practice of English Language Teaching. Longman.
Harding, L. H. (2023). Supporting Diverse Learning Styles: A Case Study in Student Led Syllabus Design. Journal of Political Science Education, 19(1), 83-90. https://doi.org/10.1080/15512169.2022.2117626
Hendry, G. D., Heinrich, P., Lyon, P. M., Barratt, A. L., Simpson, J. M., Hyde, S. J., ... & Mgaieth, S. (2005). Helping students understand their learning styles: Effects on study self‐efficacy, preference for group work, and group climate. Educational Psychology, 25(4), 395-407. https://doi.org/10.1080/01443410500041706
Houston, K., & Lazenbatt, A. (1996). The introduction and evaluation of peer‐tutoring in undergraduate courses. Journal of Further and Higher Education, 20(1), 39-50. https://doi.org/10.1080/0309877960200105
Hughes, R. (2002). Teaching and Researching Speaking Rebecca Hughes. Applied Linguistics in Action Series [edited by CN Candlin, DR Hall].–Hong Kong: Pearson Education, 269-293.
Hymes, D. (1972). On communicative competence in J. B. Pride and J. Holmes (Eds.). Sociolinguistics. Harmondsworth, England: Penguin Books.
Isma, A., Basri, M., Abduh, A., Putri, A. M. J., & Hustiana, H. (2024). Empowering E-Learning for English Literacy Development: Insights from Lecturers. JETAL: Journal of English Teaching and Applied Linguistics, 5(2), 146–153. https://doi.org/10.36655/jetal.v5i2.1495
Isma, A., Rasmin, L. O., & Samsudin, S. (2023). Decoding the Challenges: A Study of English Writing Errors Among EFL Students. GLENS: Global English Insights Journal, 1(1), 1–9. https://doi.org/10.61220/glens.v1i1.2023a1
Isma, A., Sudewi, P. W., & Amrang, A. (2024). Exploring the Attitudes of English Language Learners toward Online Learning in Indonesian Higher Education. The Journal of Asia TEFL, 21(1), 207–216. https://doi.org/10.18823/asiatefl.2024.21.1.13.207
Jarvis, J., Mila Lindhardt, E., Mthiyane, N. P., & Ruus, O. C. (2022). Empathetic-reflective-dialogical restoring as a teaching-learning strategy in teacher education. Journal of Education for Teaching, 48(3), 332-347. https://doi.org/10.1080/02607476.2021.1992251
Jiang, Y., & Dewaele, J. M. (2019). How unique is the foreign language classroom enjoyment and anxiety of Chinese EFL learners?. System, 82, 13-25.
Johnson, D. W., & Johnson, R. T. (2018). Cooperative learning: The foundation for active learning. Active learning—Beyond the future, 59-71.
Kaendler, C., Wiedmann, M., Rummel, N., & Spada, H. (2015). Teacher competencies for the implementation of collaborative learning in the classroom: A framework and research review. Educational Psychology Review, 27, 505-536. https://doi.org/10.1007/s10648-014-9288-9
Kaendler, C., Wiedmann, M., Leuders, T., Rummel, N., & Spada, H. (2016). Monitoring student interaction during collaborative learning: Design and evaluation of a training program for pre-service teachers. Psychology Learning & Teaching, 15(1), 44-64. https://doi.org/10.1177/1475725716638010
Kearsley, G., & Shneiderman, B. (1998). Engagement theory: A framework for technology-based teaching and learning. Educational technology, 38(5), 20-23.
Klemm, W. R. (2005). Use and mis-use of technology for online, asynchronous, collaborative learning. In Computer-supported collaborative learning in higher education (pp. 172-200). IGI Global.
Leba, S. M. R., Butarbutar, R., & Werang, B. R. (2021). Exploring the English Learning Strategies of an Indigenous Papuan Student of Indonesia. Qualitative Report, 26(9), 2745-2768. https://doi.org/10.46743/2160-3715/2021.4881
Lestari, I. W., & Isma, A. (2019). Using Translation Activity to Improve the Students’ Vocabulary Mastery of the Eleventh Grade of Social Class at SMAN 3 Bojonegoro. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 7(2), 185–197. https://doi.org/10.24256/ideas.v7i2.1034
Mak, B., & Chik, P. (2011). Differences in perceived approaches to learning and teaching English in Hong Kong secondary schools. Educational Review, 63(2), 195-218. https://doi.org/10.1080/00131911.2010.534769
Micari, M., & Pazos, P. (2021). Beyond grades: improving college students’ social-cognitive outcomes in STEM through a collaborative learning environment. Learning Environments Research, 24, 123-136.
Michael, J., & Modell, H. I. (2003). Active learning in secondary and college science classrooms: A working model for helping the learner to learn. USA: Routledge. https://doi.org/10.4324/9781410609212
Nur, S., & Butarbutar, R. (2022). Insights of Collaborative Learning Approach from Social-Psychology Perspective: A Systematic Review. Journal of English Education and Teaching, 6(3), 379-397. https://doi.org/10.33369/jeet.6.3.379-397
Orlich, D. C., Harder, R. J., Callahan, R. C., Trevisan, M. S. T., & Brown, A. H. (2010). Teaching strategies: A guide to effective instruction. Wadsworth, Cengage Learning.
Park, M., & So, K. (2014). Opportunities and challenges for teacher professional development: a case of collaborative learning community in South Korea. International education studies, 7(7), 96-108.
Pennington, M. C. (1995). The teacher change cycle. Tesol Quarterly, 29(4), 705-731.
Peterson, E. R., & Barron, K. A. (2007). How to get focus groups talking: New ideas that will stick. International Journal of Qualitative Methods, 6(3), 140-144.
Sam, D. P. (2016). Natural approach of teaching English language on a flipped classroom platform to tertiary level engineering learners. International Journal of Educational Sciences, 14(1-2), 13-18. https://doi.org/10.1080/09751122.2016.11890474
Scherzinger, L., & Brahm, T. (2023). A systematic review of bilingual education teachers’ competences. Educational Research Review, 100531. https://doi.org/10.1016/j.edurev.2023.100531
Shestunova, T. (2022). Teachers’ challenges in preparatory classes: a socio-ecological perspective. Teachers and Teaching, 28(4), 496-515. https://doi.org/10.1080/13540602.2022.2062750
Shin, S. J. (2008). Preparing non‐native English‐speaking ESL teachers. Teacher development, 12(1), 57-65. https://doi.org/10.1080/13664530701827749
Silvana, A., Kustati, M., & Darmayanti, D. (2018). The use of small group discussion and snowballing techniques: An effort to enhance EFL students’ self–efficacy and speaking skill. Al-Ta lim Journal, 25(1), 77-86. https://doi.org/10.15548/jt.v25i1.409
Taghizadeh, M., & Basirat, M. (2022). Investigating pre-service EFL teachers’ attitudes and challenges of online teaching. Computer Assisted Language Learning, 1-38. https://doi.org/10.1080/09588221.2022.2136201
Tan, R. K., Polong, R. B., Collates, L. M., & Torres, J. M. (2020). Influence of Small Group Discussion on the English Oral Communication Self-Efficacy of Filipino ESL Learners in Central Luzon. TESOL International Journal, 15(1), 100-106.
Thang, S. M., Wong, F. F., Noor, N. M., Mustaffa, R., Mahmud, N., & Ismail, K. (2012). Using a blended approach to teach English for academic purposes: Malaysian students’ perceptions of redesigned course materials. International Journal of Pedagogies and Learning, 7(2), 142-153. https://doi.org/10.5172/ijpl.2012.7.2.142
Vygotsky, L. S. (1987). The collected works of LS Vygotsky: Problems of general psychology, including the volume thinking and speech. New York, NY: Springer Science & Business Media. https://doi.org/10.1007/978-1-4613-1655-8_7 .
Vygotsky, L. S., & Cole, M. (1978). Mind in society: Development of higher psychological processes. USA: Harvard University Press. https://doi.org/10.2307/j.ctvjf9vz4
Wentzel, K. R., & Watkins, D. E. (2002). Peer relationships and collaborative learning as contexts for academic enablers. School Psychology Review, 31(3), 366-377. https://doi.org/10.1080/02796015.2002.12086161
Wertsch, James V. (1997). Vygotsky and the social formation of mind. USA: Cambridge, Mass: Harvard Univ. Press.
Wyatt, M., & Dikilitaş, K. (2021). English language teachers’ self-efficacy beliefs for grammar instruction: implications for teacher educators. The Language Learning Journal, 49(5), 541-553. https://doi.org/10.1080/09571736.2019.1642943
Yazedjian, A., & Kolkhorst, B. B. (2007). Implementing small-group activities in large lecture classes. College teaching, 55(4), 164-169. https://doi.org/10.3200/ctch.55.4.164-169
Downloads
Published
Citation
Issue
Section
License
Copyright (c) 2024 Ranta Butarbutar, Seeni Mehraj Begam Binti V.K.S. Vyzul Karnine (Author)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Email: journalglens@gmail.com
