Effects of Implementing the Learning Together Method on EFL

Paragraph Writing and Social Skills of Eleventh Graders

Doctoral Thesis / Dissertation , 2016 , 197 Pages

Pedagogy - School Pedagogics

The target of this research was to examine whether or not the effects of implementing the learning together method improved eleventh graders’ paragraph writing skills in terms of content, vocabulary, layout, grammar and mechanics. The research also examined the extent to which the implementation of the learning together method brought about changes on social skills in relation to communication, leadership, group management and conflict resolution skills.

The quasiexperimental research was employed and the sample population was taken from two sections of eleventh grade. The learning together method was implemented in the experimental group after the students had been made to have awareness about it whereas in the control group, the students were taught their lessons through the same method in which the elements and theoretical perspectives of the method were not used. Data were collected through tests, questionnaire, structured nonparticipant observation checklist, focus group interview and semi-structured interview. Dependent t-tests were employed to test whether or not there were significant intra-group differences in paragraph writing and social skills at 0.05 risk levels whereas independent samples t-tests were used to check if there were significant inter-group differences in paragraph writing tests and social skills questionnaire at 0.05 alpha levels.

The analyses of paragraph writing pre-test and social skills pre-questionnaire of the inter-groups showed that both groups had similar backgrounds in writing paragraphs and practicing social skills at the initial stage of this research. Nevertheless, after the treatments had been given to the experimental research participants, the analyses of the data indicated that the experimental group outscored significantly (p<0.05) the control group on paragraph writing post-test and social skills post-questionnaire. This indicates that the implementation of the learning together method based on social interdependence, motivational and cognitive perspectives, and the elements of the method, i.e. positive interdependence, face-to-face interaction, individual and group accountability, collaborative skills and group processing brought about changes on the experimental group. Therefore, the major findings of this study reveal that the method enabled the participants in the experimental group to show improvements in paragraph writing and social skills.

Inhaltsverzeichnis (Table of Contents)

• Chapter 1: Introduction
• 1.1: Background of the Study
• 1.2: Statement of the Problem
• 1.3: Purpose of the Study
• 1.4: Research Questions
• 1.5: Objectives of the Study
• 1.6: Significance of the Study
• 1.7: Scope of the Study
• 1.8: Limitations of the Study
• 1.9: Definition of Terms
• Chapter 2: Literature Review
• 2.1: Collaborative Learning
• 2.2: The Learning Together Method
• 2.3: Paragraph Writing
• 2.4: Social Skills
• Chapter 3: Research Methodology
• 3.1: Research Design
• 3.2: Population and Sample
• 3.3: Instruments for Data Collection
• 3.4: Data Collection Procedures
• 3.5: Data Analysis Procedures
• Chapter 4: Results and Discussion
• 4.1: Effects of the Learning Together Method on Paragraph Writing
• 4.2: Effects of the Learning Together Method on Social Skills

Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)

This research aims to investigate the impact of implementing the Learning Together method on eleventh graders' paragraph writing skills and social skills. It examines if this collaborative learning approach enhances students' ability to write effective paragraphs, focusing on content, vocabulary, layout, grammar, and mechanics. Additionally, the study explores how the method influences students' development of social skills, including communication, leadership, group management, and conflict resolution abilities.

• The effectiveness of collaborative learning methods in improving EFL learners' paragraph writing skills.
• The impact of the Learning Together method on students' social skills development in an EFL context.
• The influence of collaborative learning on students' communication, leadership, and conflict resolution skills.
• The role of teacher guidance and support in facilitating effective implementation of the Learning Together method.
• The potential benefits of incorporating collaborative learning strategies into EFL classrooms.

Zusammenfassung der Kapitel (Chapter Summaries)

Chapter 1 provides an introduction to the study, outlining the background, problem statement, purpose, research questions, objectives, significance, scope, limitations, and definition of terms. Chapter 2 presents a comprehensive review of relevant literature on collaborative learning, the Learning Together method, paragraph writing, and social skills. Chapter 3 delves into the research methodology, describing the research design, population and sample, instruments for data collection, data collection procedures, and data analysis procedures. Chapter 4 presents the results and discussion of the study, analyzing the effects of the Learning Together method on paragraph writing and social skills.

Schlüsselwörter (Keywords)

The primary keywords and focus topics of this research include: Learning Together method, collaborative learning, EFL, paragraph writing, social skills, communication, leadership, group management, conflict resolution, eleventh graders, quasi-experimental research, dependent t-tests, independent samples t-tests, intra-group differences, inter-group differences.

• Course: TEFL
• Author: Wondwosen Tesfamichael (Author)
• Publication Year: 2016
• Pages: 197
• Catalog Number: V480605
• ISBN (eBook): 9783668968219
• ISBN (Book): 9783668968226
• Language: English
• Tags: 2016