Katharina Cerny MUST Intern

1 Katharina Cerny MUST InternDoes working in collaborativ...
Author: Lora Byrd
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1 Katharina Cerny MUST InternDoes working in collaborative groups during vocabulary instruction improve students’ comprehension of vocabulary words? Katharina Cerny MUST Intern

2 Katharina ‘Katie’ CernyCleveland born and raised Daughter of teacher/principal Attended Holy Name High School (‘10), University of Dayton (‘14) English major Studied English literature in Italy for four months Selected as sole Literacy Graduate Assistant at Cleveland State University

3 Abstract Collaborative vs. Traditional Collaborative/CooperativeCooperative learning is a specific kind of collaborative learning To see if students retain vocabulary words and definitions better in cooperative think-pair-share groups in comparison to traditional teacher led lessons.

4 Literature Review According to a study by Sasan Baleghizadeh (2010), participants in an experimental group followed the think-pair-share technique while the control group did the word building task individually. The experimental group achieved significantly higher scores than the controlled group. The result of the t-test indicated that the mean score of the experimental group (12.30) is significantly different from the mean of the control group, t (25) ¼ –8.20, P ¼ This indicates that the students who completed the task collaboratively through the structured pair-work design of Think-Pair-Share produced more accurate answers than those who worked individually.

5 Literature Review Harmer (2001) states many advantages of pair work: recognizes “two heads are better than one,” increases speaking time students get during a class period, and promotes learner autonomy. Johnson and Johnson (1991) said cooperative learning has four defining characteristics: positive interdependence, individual accountability, cooperation, and evaluation.

6 Methods Survey (Pre and Post Test) Vocabulary WorksheetThink-Pair-Share Paired by high-low ability Vocabulary Test

7 Methods

8 Limitations Attendance is unpredictableHaving the same students present during each vocabulary lesson Students willingness to communicate with their partner and not their friends

9 Findings Survey Ranking how comfortable my students are in the following situations (1 = not at all comfortable & 5 = very comfortable) Working Independently – Averaged 4.1 Working in Groups – Averaged 3.5

10 Conclusion By the end of the third quarter, students’ ability to use vocabulary words will increase due to the think-pair-share technique. Thank you

11 References Baleghizadeh, S. (2010). The effect of pair work on a word- building task. ELT Journal: English Language Teachers Journal, 64(4), doi: /elt/ccp097 Harmer, J. (2001). The Practice of English Language Teaching (Third edition). Harlow, UK: Longman. Johnson, D. W. and R. T. Johnson. (1991). Learning Together and Alone (Third edition). Englewood Cliffs, NJ: Allyn & Bacon.