To give a short overview on this term paper we want to explain our project and the aims of this research paper at first. We had to develop new tasks for EFL classes which have to be solved in cooperation. Later, these tasks should be tested with pupils from 9th, 10th or 11th class and filmed with a camera to analyze the partner work afterwards. The main goal is to find out which learning strategies the pupils apply to solve the given task.
As we did our work internship at a Gesamtschule during the semester holidays, we found some voluntary pupils in form R10, one of our classes at this time. A short characterization of this learning group follows in Chapter 2. Inspired by our internship we had the idea to develop such tasks which refer to the current topic of this English class, which is America in the 10th grade. We found one caricature in the magazine “Der Spiegel” and one article on the Internet and created a task out of that. In Chapter 3 we give a detailed description of the developed tasks.
After a brief a-priori analysis (Chapter 4) which describes the expected learning strategies and results for our tasks we will analyze the group work and reveal in Chapter 6 which techniques the students actually applied. This will be the main part of this paper, because everything is described very precise, the learning behavior as well as the results of the tasks. In addition to that, we developed a description of the testing stage which gives an overview of the test day itself. Finally, we will draw a conclusion and give a short outlook on the importance of those tasks for EFL classes.
Table of Contents
1. Introduction
2. Characterization of Form R10
3. Detailed Description of the Developed Tasks
3.1 Reasons for the Topic ‘America’
3.2 Sources and Changes
3.3 Structure of the Tasks
3.4 Learning Goals and Connections to Students’ Future
4. A priori Analysis of the Developed Tasks
4.1 Task 1:
4.1.1 Expected Results of Morales’ Text and the Caricature
4.1.2 Learning Strategies
4.1.3 Difficulties
4.2 Task 2:
4.2.1 Expected Results:
4.2.2 Learning Strategies
4.2.3 Difficulties
5. Description of the Testing Stage
6. Analyzing the Pairs
6.1 Pair 01: A. & R
6.2 Pair 02: A. & M
6.3 Pair 03: R. & S
6.4 Pair 04: MF. & MJ
7. Conclusion and Outlook
Objectives and Research Themes
The primary objective of this research paper is to examine the learning strategies employed by students when solving cooperative tasks in an EFL (English as a Foreign Language) environment. By testing 10th-grade pupils with tasks centered on the theme of America—contrasting stereotypes with real immigrant experiences—the authors investigate how students navigate information gaps, utilize cognitive strategies, and benefit from collaborative peer learning.
- The influence of topical interest on student motivation and strategy use.
- The identification of learning strategies (e.g., resourcing, summarizing, elaboration, cooperation) in task-based instruction.
- The effectiveness of cooperative work in bridging information gaps and enhancing understanding.
- The impact of laboratory conditions (filming) on student behavior and task performance.
Excerpt from the Book
3.3 Structure of the Tasks
The created task is divided into two parts. In a first step the two students (A and B) have to work on their own. That means that student A receives a sheet with the caricature to be described and interpreted (see Picture 1). After a short introduction he/she has got ten minutes time to work on that task. We decided to write not more than two sentences and one example how to solve the task, because the student is supposed to get along with hardly any information. The only help is a short explanation of the word “caricature” at the bottom of the page which gives more information about what to do.
During the first ten minutes student B has to work on the text about Alfredo Pinto Morales (see Text 01). Describing his experience in the United States is the task which can be answered in different ways. Writing a summary, making a list of keywords, underlining important passages are just some possibilities of how to solve task 1. Again, we have added some helpful explanations of different vocabulary which the student can find in footnotes:
Summary of Chapters
1. Introduction: The authors outline the research project, which aims to identify learning strategies used by EFL students during cooperative tasks.
2. Characterization of Form R10: This chapter provides an overview of the participating students, highlighting their academic levels, diversity, and motivation toward the project.
3. Detailed Description of the Developed Tasks: The chapter explains the rationale behind choosing the topic "America," the source material used, the structure of the tasks, and the intended learning goals.
4. A priori Analysis of the Developed Tasks: The authors predict the expected outcomes, potential strategies, and difficulties the students might encounter during the tasks.
5. Description of the Testing Stage: A detailed account of the actual test day, including the schedule, conditions, and initial observations of the students.
6. Analyzing the Pairs: This main body chapter offers an in-depth analysis of how four specific pairs of students interacted and applied learning strategies.
7. Conclusion and Outlook: The authors reflect on the overall success of the project, summarizing observations on student performance and the importance of teaching diverse learning techniques in the classroom.
Keywords
EFL, learning strategies, cooperative work, America, stereotypes, immigrant experience, 10th grade, task-based learning, secondary education, classroom research, student motivation, intercultural learning, pedagogy, language acquisition, laboratory experiment.
Frequently Asked Questions
What is the core purpose of this study?
The study aims to investigate which learning strategies 10th-grade students apply when solving cooperative tasks in English as a Foreign Language classes.
What are the primary thematic areas explored?
The research focuses on the differences between American stereotypes (represented by a caricature) and the realistic experiences of an immigrant, alongside the observation of collaborative peer interaction.
What is the central research question?
The authors seek to find out how students use specific learning strategies and how cooperation helps them bridge information gaps to solve complex academic tasks.
Which methodology is employed for this research?
The researchers used a qualitative observational method, where students' cooperative work was filmed and later analyzed based on established learning strategy models like those of O’Malley & Chamot.
What does the main body of the paper cover?
The main part includes a detailed description of the tasks, an a-priori analysis, the testing procedure, and a step-by-step analysis of four student pairs as they perform the tasks.
Which keywords define this research?
The research is defined by terms such as learning strategies, cooperation, EFL, stereotypes, immigrant experience, task-based learning, and classroom analysis.
How does the "Iceberg Analogy of Culture" apply to the project?
The authors use this model to explain to students that superficial cultural images (the top of the iceberg) often mask complex beliefs and values (the bottom), which are central to understanding the immigrant experience.
How did the laboratory setting influence the results?
The authors acknowledge that filming the students caused nervousness, especially at the beginning, but conclude that the recording was essential for a precise evaluation of the students' behavior and strategies.
- Quote paper
- Tobias Kollmann (Author), Tobias Herbst (Author), 2004, Talking about America: Image or Reality? Researching on Learning Strategies, Munich, GRIN Verlag, https://www.grin.com/document/57336
