Views: 1,902
Arab World English Journal (AWEJ) Volume 13. Number2. June 2022 Pp.500-511
Department of English, Faculty of Letters and Languages
University of Abbes Laghrour, Khenchela, Algeria
To help secondary school learners overcome the difficulties they encounter when working on their English school projects, we have used one of the cooperative learning techniques Group Investigation (GI), based on the Sharan and Sharan (1992) Model. After applying the model, we wanted to determine the students’ attitudes towards project work and the new teaching method. Thus, this research study aimed to measure the effect of the Group Investigation technique on the students’ attitudes towards English projects in general and Group investigation in particular. We hypothesize that the GI model will positively affect the students’ attitudes and motivation towards their school English projects. To reach the aim of this descriptive quantitative study, we developed a four-section attitude scale, and the current situation is described by analyzing the data obtained from the applied scale. The study’s sample is a focus group of 21 students studying at Elhachemi Bouzidi Secondary School in Khenchela, Algeria. The research data were collected, coded, and analyzed using the statistical package for social sciences (SPSS 24.0 Packet program). The researcher also used Cronbach’s Alpha to measure the scale’s reliability. The research findings reveal that the applied model positively influenced the students’ attitudes, project performances, motivation, target language use, and cooperation.
Asma Belmekki, A., & Baghzou, S. (2022). Algerian EFL Secondary School Students’ Attitudes towards Using Group Investigation Cooperative Learning Model for Teaching English School Projects . Arab World English Journal, 13 (2) 500-511.
Asma, B., & Sabrina, B. An In-depth Investigation into the Project-Based Learning in Algerian Secondary Education:
Teachers’ and Learners’ Perceptions, Challenges and Difficulties. Ichkalat Journal In Language and Literature, 10 (1) 579 – 596
Baghoussi, M., & Zoubida El Ouchdi, I. (2019). The implementation of the project-based learning approach in the Algerian
EFL context: Curriculum designers’ expectations and teachers’ obstacles. Arab World English Journal, 10 (1) 271-282.
DOI: https://dx.doi.org/10.24093/awej/vol10no1.23
Beckett, G. (2002). Teacher and Student Evaluations of Project-Based Instruction. TESL Canada Journal, 19(2), 52-66.
Bessai, N. A., & Djaffar, D. (2021). The implementation of Project Work in the Teaching of English Language at Algerian
Middle Schools. Myth or Reality?
Bilgin, N. (2007). Sosyal Psikoloji Sözlüğü (1. baskı). İstanbul, Bağlam Yayıncılık.
Chen, L. L. (2004). Cooperative project-based learning and students’ learning styles on web page development.
Journal of Educational Technology Systems, 32(4), 363-375.
De Florio, I. (2016). Effective teaching and successful learning: bridging the gap between research and practice.
Cambridge University Press.
Harun, Y. B. (2006). Project-Based Learning handbook “Educating the Millennial Learner’’. Kuala Lumpur:
Educational Technology Division Ministry of Education.
Hattie, J. (2009). The black box of tertiary assessment: An impending revolution. Tertiary assessment & higher education
student outcomes: Policy, practice & research, 259, 275.
Hertz-Lazarowitz, R., Kagan, S., Sharan, S., Slavin, R., & Webb, C. (Eds.). (2013). Learning to cooperate, cooperating to learn.
Springer Science & Business Media.
Johnson, D. W., Johnson, R. T. & Holubec, E. J. (1994). The new circles of learning: Cooperation in the classroom and school.
ASCD.
Markham, T., Larmer, J., & Ravitz, J. (2003). Project-Based Learning Handbook: A Guide to Standards Focused
Project-Based Learning for Middle and High School Teachers. Novato, CA: Buck Institute for Education.
Meral, S. A. (2019). Students’ Attitudes towards Learning, a Study on Their Academic Achievement and Internet Addiction.
World Journal of Education, 9(4), 109-122.
Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. Handbook of research on teacher education,
2(102-119), 273-290.
Şen, H. Ş. (2013). The attitudes of university students towards learning. Procedia-Social and Behavioral Sciences,
83, 947-953.
Sharan, Y., & Sharan, S. (1992). Expanding cooperative learning through group investigation (Vol. 1234). New York:
Teachers College Press.
Simpson, J. (2011). Integrating project-based learning in an English language tourism classroom in a Thai university
(doctoral Thesis). Australian Catholic University, Australia.
Williams, E. (1992). Student attitudes towards approaches to learning and assessment. Assessment and evaluation in higher education, 17(1), 45-58.
Wrigley, H. S. (1998). Knowledge in action: The promise of project-based learning. Focus on Basics, 2(D), 13-17.
Dr. Asma Belmekki Holds a Ph.D. in Didactics of the English Language from Abbes Laghrour University, Khenchela, Algeria. She is also a secondary-school teacher of English. She has been teaching English for ten years. Her research interests center around Didactics, Teaching English as a Foreign Language, Culture and Psychopedagogy. https://orcid.org/0000-0003-0698-1287
Dr. Sabrina Baghzou holds a Ph.D. in Language and civilization from the University of Mohamed khider, Biskra, Algeria. She is currently teaching as an associate professor at the University of Abbes Laghrour Khenchela, Algeria. Her research interests center around teaching foreign languages, culture, and culture teaching. https://orcid.org/0000-0002-2482-6355