Volume 6, Issue 1, February 2018, Page: 15-23
Impacts of Social Learning (SL) on Paragraph Writing Skills
Wondwosen Tesfamichael Ali, Department of English Language & Literature, Faculty of Social Science & Humanities, Wolaita Sodo University, Wolaita Sodo, Ethiopia
Received: Nov. 20, 2017;       Accepted: Nov. 28, 2017;       Published: Feb. 6, 2018
DOI: 10.11648/j.sr.20180601.13      View  1506      Downloads  41
Abstract
This quasi-experimental study probed the effects of implementing SL on paragraph writing skills in terms of content, vocabulary, grammar, and mechanics. The participants of the study were grade 11 students at Yekatit 12 Preparatory School, Ethiopia. The experimental group was taught paragraph writing skills in line with the principles of SL. The control group was taught similar paragraph writing skills through the traditional method in which SL was not effectively implemented. Pre- and post-tests were used on paragraph writing tasks. The data were analyzed using descriptive and inferential statistics. In addition, the selected participants from the experimental group were interviewed. Their responses were recorded and analyzed qualitatively to learn their feelings about the effects of implementing SL in an EFL (English as a Foreign Language) class. The results of the study after the intervention indicated that the experimental group significantly outscored the control group (p<0.05) on a paragraph writing post-test with regard to content, vocabulary, grammar, and mechanics. The focus group discussion results also showed that the experimental group participants preferred to use an appropriate implementation of SL than the traditional implementation of SL. Finally, it was concluded that implementing SL in an EFL class helped the experimental group participants compose better paragraphs in terms of content, vocabulary, grammar, and mechanics. On the basis of the findings and conclusions, a painstaking employment of social skills during paragraph writing stages was suggested as a pedagogical implication.
Keywords
Social Skills, Paragraph Writing, Traditional Method, EFL (English as a Foreign Method), Ethiopia
To cite this article
Wondwosen Tesfamichael Ali, Impacts of Social Learning (SL) on Paragraph Writing Skills, Science Research. Vol. 6, No. 1, 2018, pp. 15-23. doi: 10.11648/j.sr.20180601.13
Copyright
Copyright © 2018 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Reference
[1]
AbiyYigzaw. (2012). Impact of L1 Use in L2 English writing classes. Ethiopian Journal Education and Science, (8)1.
[2]
Adeyemi, D. A. (2008). The gender factor in composition writing with the use of the cooperative and the individualized approaches at a junior secondary school in Botswana. Retrieved from http:// www. literacy.unisa.edu.au/JEE/Papers/JEEVol8No1/Paper%201.pdf.
[3]
Ambaye Tsehaye (1999): Curriculum evaluation: Monitoring the harmony of TTI syllabus with the new primary level curriculum vis-a-vis standard models and new education and training policy. The Ethiopian Journal of Education, (19) 6.
[4]
Ames, C., & Ames, R. (1985). Research on motivation in education: Orlando: Academic Press, Inc.
[5]
Booysen, M. J., & Grosser, M. M. (2008). Enhancing social skills through cooperative learning. TD: The Journal for Trans disciplinary Research in Southern Africa, (4) 2, 377-399.
[6]
Brenda, P. (1997). Teaching writing: Ask better questions-Get better writers! Instructor (Primary), 107 (4), 60-61.
[7]
Brubacher, M., Payne, R., & Rickett, K. (Eds.). (1990). Perspective on small group learning: Theory and practice. Canada: Rubicon Publishing Inc.
[8]
Christopherson, M. (1994). Cooperative learning in the EFL classroom in T. Kra (ed.). Teacher development: Making the right moves. Selected Articles from the English Teaching Forum, 1989-1993. Washington English Language Program Division.
[9]
Coe, R. (2002). Understanding, using and calculating effect size. Retrieved from: www.decd.sa.gov.au/quality.
[10]
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.
[11]
Creemers, B. P. (1994). The Effective classroom. London. Redwood Books.
[12]
Cuban, L. (1983). Persistence of the inevitable: The teacher-centred Classroom. Education and Urban Society, 15 (26), 41.
[13]
Elbow, P. (2000). Using the collage for collaborative writing. In everyone can write: Paragraphs toward a hopeful theory of writing and teaching writing. Oxford: Oxford University Press.
[14]
Elis, P. D. (2010). The essential guide to effect sizes. Cambridge: Cambridge University Press.
[15]
Gillies, R. M. (2007). Gillies, R. M. (2007) Cooperative learning. Integrating theory and practice. Sage Publications: Los Angeles.
[16]
Guba, E. G., & Lincoln, Y. S. (1981). Effective evaluation. San Francisco, CA: Jossey-Bass.
[17]
Hirst, B., & Sinclair, G. (1989). Peer tutoring: A guide to learning by teaching. New York: Nichols Publishing.
[18]
Howard, R. M. (2000). Collaborative pedagogy in a guide to composition pedagogies, Gary Tate et al. (eds.). Retrieved from http://dispace.nwu.ac.za/handle/10394/3970.
[19]
ICDR. (1999). Teacher education hand book. Addis Ababa: Finfine Printing and Publishing.
[20]
Ingleton, C., Doube, L., Nobel, A., & Rogers, T (2000). Leap into collaborative learning. Centre for learning and professional development (CLPD). The University of Adelaide: Australia.
[21]
Johnson, D. W., & Johnson, R. T. (1987). Cooperation in schools: A conversation with David and Rodger Johnson. Educational Leadership, 45 (3), 17-18.
[22]
Johnson, D. W. Johnson, R. T. and Holubec, E. J. (1993) Cooperative learning in the class- room. Alexandria: Association for supervision and curriculum development.
[23]
Johnson, D. W., Johnson, R. T. (1994). The nuts and bolts of learning, Minnesota: Interaction Book Co.
[24]
Khan, S. A. (2008). An experimental study to evaluate the effectiveness of cooperative learning versus traditional learning method. Unpublished PhD Dissertation. International Islamic Univer- sity: Islamabad.
[25]
Kirk, T. (2005). Enhancing teaching and learning through cooperative learning. Retrieved from http://www.aect.org.Intranet/Publications/edtech/35/35-04.html.
[26]
Kline, F., & Lerner, J. (2006). Learning disabilities and related disorders. Characteristics and teaching strategies (10thEdition.). Boston: Houghton Mifflin Company.
[27]
Krashen, S., &Terrell, T. D. (1983). The natural approach. Pergamon: Oxford.
[28]
Lewin, K. (1948). Resolving social conflicts. New York: Harper.
[29]
Leila, Z. (2010). Cooperative learning as a motivational factor in enhancing students’ writing. The case of second year EFL students. Constantine University: Algeria.
[30]
McConnel, D. (1994). Implementing computer supported cooperative learning. London: Kogan Page Limited.
[31]
Ministry of Education. (1994). Minstry of Education. (2004). Education sector development program. Action plan. Addis Ababa: EMPDA.
[32]
Moffet, J. M. (1996). Effective technique for English conversation group. Washington: USA Information Agency Performance.
[33]
Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching. Cambridge: Cambridge University Press.
[34]
Schultz, A. (1999). Foreign language instruction and curriculum. The Education Digest, 64 (7), 29-37.
[35]
Sirikhun, S. (2000). The use of the cooperative integrated reading and composition strategy to develop students’ English writing competence. Unpublished Master’s Thesis, Mahasarakham University, Thailand.
[36]
Slavin, R. E. (1991). Synthesis of research on cooperative learning. Educational Leadership, (48), 71-82.
[37]
Stahl, Robert, J., & VanSickle, R. L. (1992). Cooperative learning in the social studies classroom: An invitation to social studies. Washington, DC: National Council for the Social Studies.
[38]
Stenlev, J. (2003). Cooperative learning in foreign language teaching. The Copenhagen Day and Evening College of Teacher Training.
[39]
Stevahn, L. & King, J. (2005). Managing conflict constructively. Evaluation: The International Journal of Theory, Research and Practice, 11, 415–427.
[40]
Stewart, D. C. (1988). Collaborative learning and composition: Boon or bane? Rhetoric Re-view, (7) 1, 58-83.
[41]
Vermette, P. J. (1998). Making cooperative learning work: Student teams in 12 classrooms. Prentice Hall.
[42]
Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press.
[43]
Webb, N. M.; Kariane M. N.; Alexander, W. C. and Brenda, S. (1998). Equity issues in collaborative group assessment: Group composition and performance. American Educational Research Journal, (35) 4, 607-651.
[44]
Westwood, P. (2003). Common sense methods for children with special educational needs (4th Ed.). London: Routledge Falmer.
Browse journals by subject