Groupwork practices outside the language classroom and their evaluation

Auteurs

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https://doi.org/10.32870/dse.v0i29.1401

Résumé

Groupwork seems to be one of the most appropriate techniques to adapt to all the changes that have taken place in the language curriculum since it offers a number of benefits for learners as well as for teachers. Nonetheless, teachers encounter many obstacles when they attempt to assess this process when it occurs outside the class. This paper explores language teachers’ opinions regarding the use of groupwork outside the classroom in Mexican universities. The study also inquires on the assessment techniques used by the teachers and the complexity of this process.  Seven teachers at the English Language Teaching BA programs in different Mexican state universities were interviewed. The research design was qualitative, based on a semi-structured interview protocol. According to the teachers’ discourse, it can be observed that teachers are not coherent on groupwork results and prefer to evaluate the students individually as a consequence of free riders in the groups. Besides, there is a lack of criteria for assessing the performance.

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Bibliographies de l'auteur

María de Lourdes Rico Cruz, Universidad Autónoma de Querétaro

Ph. D. in Applied Linguistics for the Teaching of English. Research Line: Autonomy and use of strategies in second language learning. Universidad Autónoma de Querétaro. Mexico.

Gloria del Carmen Corzo Arévalo, Universidad Autónoma de Chiapas

M. A. in Education with a specilization in Teacher Development. Teacher at the Language School, Universidad Autónoma de Chiapas (UNACH). Mexico.

Hugo Andrade Mayer, Universidad Autónoma del Estado de México

M. A. in Education. Member of the National Network of Foreign Language Academic Bodies (RECALE). Universidad Autónoma del Estado de México. Mexico.

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Publiée

2024-02-29