Chapter Ii.docx

COLLABORATIVE LEARNING AND ITS IMPACT TO FOSTER STUDENTS EMOTIONAL ENGAGEMENT .

Diana Fernanda Rodríguez Elizabeth Díaz Martha Patricia González

UNIVERSIDAD EL BOSQUE SCHOOL OF EDUCATION UNDERGRADUATE PROGRAM IN BILINGUAL EDUCATION BOGOTA, 2019

Literature review It is necessary for a better understanding and support of our proposal to review the concepts for both collaborative learning, and emotional engagement: first, Collaborative learning is defined in this literature review and for our proposal as an educational approach to teaching and learning, which involves groups of learners working together to solve a problem or complete a task, collaborating for a common goal. Barbara Leigh Smith and Jean MacGregor (2014) state that “is a term for a variety of educational approaches,involve intellectual effort by students and teachers together” (p.2); as it, the main idea from this quote lead us to support our proposal, understand that with collaborative learning students are working in groups of two or more, searching together for understanding, solutions and ways to solve a problem or create a project, all of them giving ideas and knowledge to effectively complete a specific task. Besides the teacher’s explanation and presentation of the materials, students explore and apply it for their benefits with the support and guide of the teacher, their effort and role in collaborative learning activities may be provoque interest and curiosity while developing the activity, students who have the initiative and the others around them who may be have the intention to help to solve and develop

the

task

and

make

contributions.

Second, the most complete definition for our proposal enhancement about Emotional engagement according to (Mih & Mih, 2013) who state that is a concept which refers to students’ affective reactions in the classroom, which engage them in effective learning process,positive or negative emotional experiences “These emotion reactions, such boredom, happiness, sadness,

Commented [1]: Holaa chicas, esto azul es contextualizacion de los dos conceptos CL and emotional engagement. al final de la correcion de ayer nos envio eso con colores y los pasos..

and anxiety contribute to a classroom climate that forms the foundation for teacher - student relationships and interactions necessary for motivation students to learn”(Mih & Mih, 2013); This previous quote clarify and help to our better understanding of Emotional engagement, benefits and why it is essential in a class learning environment, the students attitudes that guide their behavior, those which may be positive: for example: for them to have the initiative to develop the task in collaborating activities, curiosity of the topic or to other ideas, self-discipline, and perseverance at the same time they are working on the activities. Negative attitudes also such as them to feel bored or unmotivated in the learning process, this leads to create a effective class environment, type of the activity as for our proposal to work with collaborative tasks to improve and benefit their emotional engagement and proper language learning acquisition.

(Meyer & Turner, 2006) support the idea and how useful is to have in mind Emotional Engagement, due to we as teachers have the clue to work on students attitudes, examine their feelings during the class sessions and also the possibility to carry out survey questions about likes or dislikes of the school, teacher, the tasks. This quote from Meyer and Turner, 2006): is a complete support and base for us to implement collaborative learning to foster students Emotional engagement, by collecting information from students and real class examination, we would have the chance to identify the needs from the students to feel comfortable and emotional engage in English learning, what they want from teacher to do, and why they are feeling bored and what would be helpful for them as it to foster their emotional engagement in English learning process.

Commented [2]: marta toca explicar estas citas, por que no estan explicadas. solo colocaste las citas pero no dejaste la explicaste

The purpose of this proposal is to collect and analyze Collaborative learning and emotional engagement recent studies and theory to have clear awareness of both definitions, purpose and uses to implement it in a Bilingual program of teaching and learning English as a foreign language process. Essentially, to identify the benefits of combine both collaborative learning to foster students emotional engagement in the population which is a group in 11th grade; there are 31 students. As it to examine its implementation for students attitudes, for them to be confident of their knowledge, to avoid anxiety and boredom feelings during the English class learning process, to be interesting in the tasks and explanations and to develop tasks satisfactory in terms of academic and personal achievements. the expected results may be positive applying collaborative learning environment and, variety of tasks engaging students emotionally, and, instead of repetitive being consequently changing activities and groups work with active participation from the students. furthermore to reach meaningful pedagogical advantages, improve students performance while this process, providing the proper materials to generate intrigue and always supporting and monitoring their learning process. Theory of collaborative and Emotional engagement combination of both The collaborative learning is fundamental for this study, this help to development of emotional engagement into classroom to learn Second Language, even it is a benefit for students get favorable academic outcome. As it is defined by Doğanay & Sarı, 2012 who consider that collaborative learning “should be created for an effective learning introduction process, and to reeinforce academic and personal achievement” Doğanay & Sarı, 2012: according this quote it can be said that learning approaches providing students

Commented [3]: aca coloque el purpose del proposal fatlata habalr de teoria y beneficios de los dos combinados que este titulo

with environments in which students are able to interact with practices to force their pre-knowledge and experiences, leads to give students the chance to explain their own opinions without hesitation, or doubts; and if there are some doubts or difficulties while developing activities as in the following quote from (Johnson& Johnson, 2010) who in state that: “All students share different sources they posses, support each other mutually and thereby enhance their learnings to the maximum level in collaborative learning approach”(Johnson & Johnson, 2002); so, thanks this quote, we can assume that collaborative learning approach increases academic achievement but contributes developing social circle, strengthens interpersonal communication, and to improve relationships between students, give the students the probability to overcome possible lack of confidence of their own knowledge or skills, as it for them to have confidence of themselves to give ideas, to show assumptions of their previous knowledge to combine and analyse different perspectives from the others in their group of work. Also, its means that two heads are better than one, so in case that learners have a difficult to learn english, another students can explain the same topic but using collaborative tasks (work in group), because

is easier to

understand when exist a constructive idea, this promote to increase of meaningful way their preparation in EFL into classroom.

Therefore, it is important to say that collaborative learning gives the opportunity to foster emotional engagement into classroom. Students are able to work in pairs or groups to develop collaborative activities that allow teacher is

a facilitator to create learning tasks that encourage to learners to be more comfortable, more actively in their learning process and the ability to have interaction between people. Zepke, (2013) gives a vision about the importance to include the engagement in the learning process and how it focuses on pedagogy to develop the class. Understanding and enhancing student engagement is now considered vital all over the world in ensuring student success. From a behavioral perspective, the concept should be understood in terms of ‘time on task’, but recent perspectives into this concept slot in aspects of teaching, the wider student experience, organizational encouragement and facets of students’ lives beyond the four walls of the classroom. Much of the engagement research focuses on the pedagogy employed by teachers and institutions. to get this goal teacher assigned different collaborative task in which students foster emotional engagement, it is fundamental mentioned that teacher does not limitate the opinions or participation of learners into the class, collaborative learning teacher build new knowledge with his or her students.In contrast last century teacher had the control on the classroom and students felt restricted or fustrated to learn L2, since, learners lacked interest to get knowledge and continue involving more with the target language. In other target the importance of collaborative learning to foster emotional engagement, we put in consideration the key characteristic that are mentioned. We discuss how the implementation of collaborative tasks help students to encourage their learning process in EFL.

On the other hand, we take into account references, studies and approaches to support the collaborative learning and the importance of emotional engagement into classroom theory. To conclude, the implementation of CL to encourage students emotion engagement as an important role in high school and help them to improve their academic outcome in EFL. Dennen shows us an important effect when implementing engagement it promotes academic outcomes, since they involve actively by the activities in class. For him engagement is in particular a crucial variable fostering academic outcomes. Dennen (2007) defined as the extent to which students feel actively engaged by their learning activities thinking, talking and generally interacting with their peers and instructor. Besides, emotional engagement is refers to positive influences to learn, this involved satisfaction, persistence, enjoyment and energy emotions, it also enhances self-esteem, confidence and conviction in learners, that aspects help students to enrich their learning process in L2.. In addition, Barfield (2003) mentioned that “learners lack of selfconfidence, lack of interest this affect students learning”.This is very common in teenage due to the changes of sense that young learner have, this cause lack of self-confidence and lack of interest in learn Second Language in special in higher education. In order to foster emotional engagement that required CL this is appropriate approach to boost learner. CL is a tool that involve learners to work in small groups that promoting responsibility,

interaction

among

group

members,

sharing

knowledge

,leadership, decision-making, communication, working in common goals. According to Bruffee (1996) says that to think well as individuals we must learn

to think well collectively; that is, we must learn to converse well (p. 88). this approach provides opportunities that learners take collective decisions to work, everybody share their ideas or opinions and increase interaction through of discussion with other classmates, in other words learners exchange information to create a social knowledge to contribute good ideas for the benefit of the group. By other hand, Seng in a research made in 2006 found that “would collaborative learning increase the changes of academic success. It is also found that when there are fun and interesting communicative activities in the classroom, students enjoyed working in groups.” (Seng, 2006). Collaborative learning works as a tool to motivate to learn in a fun way at the same time to interact in a group and help to complete a task or activity, with that is possible to increase the positive outcomes when students are in the process for learning English as a foreign language. According to Wendy (2007)

believes

that “using

cooperative learning

structures both formally and informally can make lessons into fun, where students are really involved in their learning.

He adds

that cooperative

learning structures create a situation in which tasks will not be completed unless students cooperate. Therefore, each group member must contribute actively in the group so that they can reach their learning goals”. It evidence that the work in group is so important in the learning foreign language, because of they need to do contributions to finish the task so that it is successful and is necessary to develop an active participation.

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