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.
Table of Contents
CHAPTER ONE
1. Introduction to the Chapter
1.1. Background to the Chapter
1.2. Statement of the Problem
1.3. Research Hypotheses
1.4. Objectives of the Study
1.5. Significance of the Study
1.6. Scope of the Study
1.7. Limitations of the Study
1.8. Definitions of Key Terms
CHAPTER TWO
A Review of Related Literature
Introduction
2.1. Historical Background of the LTM
2.2. Definitions of the LTM
2.3. Rationales for Using the LTM in the EFL Classroom
2.4. LTM versus Competitive and Individualistic Learning
2.5. The LTM versus TLM
2.6. Elements of the LTM
2.6.1. Positive Interdependence
2.6.2. Face-To-Face Interaction
2.6.3. Individual and Group Accountability
2.6.4. Social Skills
2.6.5. Group Processing
2.7. Group Formation
2.8. Group Types of the LTM
2.8.1. Formal Groups
2.8.2. Informal Groups
2.8.3. Cooperative Base Groups
2.9. Drawbacks of the LTM
2.10. The History of Teaching Writing
2.11. Writing in an EFL/ESL Context
2.11.1. The Product Approach
2.11.2. The Process Approach
2.11.3. Genre-Based Approach
2.12.The Roles of English Language in Ethiopia
2.13. ELT in the Ethiopian Secondary Schools
2.14. ELT in Ethiopian Secondary Schools Based on the NETP
2.14.1. First and Second Cycles of ELT in Secondary School
2.14.2. An Overview of Writing Activities in Grade Eleven English Textbook
2.15. The LTM in the Ethiopian Context
2.16. Theoretical Frameworks of the Study
2.16.1. Social Interdependent Theoretical Perspective
2.16.2. Motivational Theoretical Perspective
2.16.3. Cognitive Theoretical Perspective
2.16.3.1. Cognitive Developmental Theoretical Perspective
2.16.3.2. Cognitive Elaborate Theoretical Perspective
CHAPTER THREE
Research Design and Methodology
3.1. Research Design
3.2.Sample and Sampling Techniques
3.2.1. Selection of a Preparatory School
3.2.2. Selection of Grade Level
3.2.3. Selection of Teachers and Students
3.3.Phases of the Experiment
3.4.Lesson Plan Preparations
3.5.Characteristics of the LTM Tasks for the Experimental Group
3.6.Instruments
3.6.1.Paragraph Writing Tests
3.6.2.Social Skills Questionnaire
3.6.3. Structured None-Participant Classroom Observation
3.6.4. Focus Group Interview
3.6.5. Semi-Structured Interview
3.7.Validity and Reliability of the Instruments
3.8. Data Analyses
3.8.1. Analyses of Paragraph Writing Pre-Post-Tests
3.8.2. Analyses of Social Skills Pre-Post-Questionnaire
3.8.3. Analyses of Structured Non-Participant Classroom Observation
3.8.4. Analyses of Focus Group and Semi-Structured Interviewees
3.9. Ensuring the Adequacy of Test Time and Test Instruction
CHAPTER FOUR
Analyses and Discussions of the Results of the Pilot Study
Introduction
4.1. Effects of the LTM on the Research Participants’ Paragraph Writing Skills
4.2. Effects of the LTM on the Research Participants’ Social Skills
4.3. Findings and Analyses of Classroom Observation
4.4. Qualitative Data Analyses and Interpretations
4.4.1. Teacher’s Semi-Structured Interview
4.4.2. Students’ Focus Group Interview
4.5. Lessons Learned from the Pilot Study
4.6. Summary of the Pilot Study
CHAPTER FIVE
Analyses and Discussions of Main Study Results
Introduction
5.1. Analyses of Results of Paragraph Writing Tests and Social Skills Questionnaire
5.1.1. Effects of the LTM on the Students’ Paragraph Writing Skills
5.1.2. Effects of the LTM on the Students’ Social Questionnaire
5.1.3. Analyses of Classroom Observations
5.2.Results of Students’ Focus Group Interview
5.3.Results of Teacher’s Semi-Structured Interview
5.4. Discussions of Results
5.4.1. Effects of the LTM on the Research Participants’ Paragraph Writing Achievements
5.4.2. Effects of the LTM on the Research Participants’ Social Skills Achievements
CHAPTER SIX
Summary, Conclusions and Recommendations
6.1. Summary
6.2. Conclusions
6.3. Recommendations
REFERENCES
Research Goals and Themes
This research aims to investigate the impact of the Learning Together Method (LTM) on the paragraph writing skills and social skills of eleventh-grade students. By comparing an experimental group instructed via the LTM against a control group, the study seeks to determine if cooperative learning structures enhance linguistic proficiency and interpersonal development.
- Effects of LTM on paragraph writing components (content, vocabulary, grammar, and mechanics).
- Changes in social skills, specifically communication, leadership, group management, and conflict resolution.
- Implementation of the five essential elements of LTM (positive interdependence, face-to-face interaction, individual/group accountability, social skills, and group processing).
- Comparison between cooperative learning (LTM) and traditional learning methods (TLM) in an EFL context.
Excerpt from the Book
2.1. Historical Background of the LTM
The concept of peer learning, according to Pappas (2003), was described as early as the first century by Marcus Fabius Quintilian, who stressed that students could benefit from teaching one another. The idea of peer learning was also described in the Talmud which promoted LTM, i.e. each reader needed a partner for the purpose of promoting understanding of the Talmud (Chiu, 2000; Zeitlin, 1955).
The Roman philosopher, Seneca advocated LTM through such statements as, "Qui Docet Discet" (when you teach, you learn twice) (Johnson and Johnson, 1989). In a similar way, John Amos Comenius (1592-1670), a writer of political unity, religious reconciliation and educational cooperation in the 17th century argued that students would benefit both by teaching and being taught by other students (Johnson, Johnson and Smith, 1991).
In the late 17th century, Joseph Lancaster and Andrew Bell opened schools in England touse peer learning groups extensively. They also established a Lancastrian school in New York City in 1806. The development of these schools appeared to have marked a milestone for peer learning (Johnson and Johnson, 1989). The main purpose of establishing the Lancastrian School in New York was to promote American socialization since students were from diverse backgrounds (Marr, 1997).
Summary of Chapters
CHAPTER ONE: This chapter introduces the LTM as a pedagogical alternative to the traditional learning method (TLM) and outlines the study's research hypotheses, objectives, and limitations regarding its focus on eleventh-grade students.
CHAPTER TWO: This chapter provides a comprehensive literature review on LTM, tracing its historical roots and detailing its core elements, theoretical frameworks, and its application in English as a Foreign Language (EFL) contexts.
CHAPTER THREE: This chapter describes the research design, specifically a quasi-experimental approach, and outlines the methodologies used for sampling, data collection (tests, questionnaires, observations, and interviews), and analysis.
CHAPTER FOUR: This chapter presents the findings and statistical analysis of the pilot study, evaluating the initial implementation of the LTM and its effects on the research participants.
CHAPTER FIVE: This chapter discusses the results from the main study, analyzing the data on students' writing performance and social skills improvements following the LTM intervention.
CHAPTER SIX: This chapter concludes the research by summarizing key findings, drawing conclusions about the efficacy of LTM, and offering recommendations for teachers and policymakers.
Keywords
Learning Together Method, Cooperative Learning, EFL Writing Skills, Social Skills, Paragraph Writing, Classroom Interaction, Positive Interdependence, Group Processing, Student-Centered Learning, Educational Reform, Ethiopia, Quasi-Experimental Research, Communication Skills, Conflict Resolution, Individual Accountability
Frequently Asked Questions
What is the primary purpose of this research?
The study examines whether implementing the Learning Together Method (LTM) improves eleventh graders' paragraph writing skills and social interaction abilities in an Ethiopian EFL classroom setting.
What are the core thematic areas?
The research focuses on the integration of LTM into the writing curriculum, the development of interpersonal social skills, and the academic achievement gaps between cooperative learning groups and traditional learning groups.
What is the central research question?
The core question asks whether the LTM, when correctly implemented according to its defined elements, fosters significant improvements in paragraph writing (content, grammar, mechanics) and specific social skills (leadership, conflict resolution).
Which scientific methodology is applied?
The researcher uses a quasi-experimental, pre-post-test comparison group design, supplemented by qualitative data from focus group interviews and structured non-participant classroom observations.
What subjects are covered in the main body of the work?
The work covers the theoretical framework of cooperative learning, the history of teaching writing, the specifics of the LTM instructional tasks, and detailed statistical analyses of pilot and main study results.
How can this work be characterized by keywords?
Key terms include Learning Together Method (LTM), Cooperative Learning, EFL Writing, Social Skills development, and educational research in an Ethiopian preparatory school context.
How does LTM differ from the Traditional Learning Method (TLM)?
Unlike the TLM, where the teacher acts as a controller and students compete individually, the LTM encourages shared leadership, mutual accountability, and group processing, where "one succeeds only if the others succeed."
What role does the teacher play in the LTM classroom?
Under the LTM, the teacher shifts from being an authority figure to a facilitator, observer, and change agent who provides necessary scaffolding to ensure that group work effectively contributes to academic and social learning.
- Arbeit zitieren
- Wondwosen Tesfamichael (Autor:in), 2016, Effects of Implementing the Learning Together Method on EFL, München, GRIN Verlag, https://www.grin.com/document/480605
