Analyzing EFL University Learners’ Positionings and Participation Structures in a Collaborative Learning Environment

Analyzing EFL University Learners’ Positionings and Participation Structures in a Collaborative Learning Environment

A preliminary analysis about the way a group of university students behaved in group activities that promoted interaction and negotiationrevealed that some students were positioned negatively while learning English. This qualitative study analyzed the learners’ positionings asgroup members and the p...

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Bibliographic Details
Main Author: Aida Montenegro
Format: Article
Language:English
Published: Universidad Distrital Francisco José de Caldas 2012-06-01
Series:Colombian Applied Linguistics Journal
Subjects:
Positioning, Participation Structures and Collaborative Learning
Online Access:http://revistas.udistrital.edu.co/ojs/index.php/calj/article/view/3825
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spelling doaj-edf90f4adf7f49a29cd04be2850a65872020-12-02T02:05:15ZengUniversidad Distrital Francisco José de CaldasColombian Applied Linguistics Journal0123-46412248-70852012-06-011411271453673Analyzing EFL University Learners’ Positionings and Participation Structures in a Collaborative Learning EnvironmentAida Montenegro0Universidad Minuto de DiosA preliminary analysis about the way a group of university students behaved in group activities that promoted interaction and negotiationrevealed that some students were positioned negatively while learning English. This qualitative study analyzed the learners’ positionings asgroup members and the participation structures under a specific pedagogical intervention focused on peer collaboration. The data collectioninstruments were audio recordings, field notes and individual conferences. The conclusions show that the rights and responsibilities duringgroup work were given according to the way the learners mutually acknowledged their skills. The school and social skills recognized by thepeers were related to checking each others’ work, building consensus, and guiding the development of the task.http://revistas.udistrital.edu.co/ojs/index.php/calj/article/view/3825Positioning, Participation Structures and Collaborative Learning
collection DOAJ
language English
format Article
sources DOAJ
author Aida Montenegro
spellingShingle Aida Montenegro
Analyzing EFL University Learners’ Positionings and Participation Structures in a Collaborative Learning Environment
Colombian Applied Linguistics Journal
Positioning, Participation Structures and Collaborative Learning
author_facet Aida Montenegro
author_sort Aida Montenegro
title Analyzing EFL University Learners’ Positionings and Participation Structures in a Collaborative Learning Environment
title_short Analyzing EFL University Learners’ Positionings and Participation Structures in a Collaborative Learning Environment
title_full Analyzing EFL University Learners’ Positionings and Participation Structures in a Collaborative Learning Environment
title_fullStr Analyzing EFL University Learners’ Positionings and Participation Structures in a Collaborative Learning Environment
title_full_unstemmed Analyzing EFL University Learners’ Positionings and Participation Structures in a Collaborative Learning Environment
title_sort analyzing efl university learners’ positionings and participation structures in a collaborative learning environment
publisher Universidad Distrital Francisco José de Caldas
series Colombian Applied Linguistics Journal
issn 0123-4641
2248-7085
publishDate 2012-06-01
description A preliminary analysis about the way a group of university students behaved in group activities that promoted interaction and negotiationrevealed that some students were positioned negatively while learning English. This qualitative study analyzed the learners’ positionings asgroup members and the participation structures under a specific pedagogical intervention focused on peer collaboration. The data collectioninstruments were audio recordings, field notes and individual conferences. The conclusions show that the rights and responsibilities duringgroup work were given according to the way the learners mutually acknowledged their skills. The school and social skills recognized by thepeers were related to checking each others’ work, building consensus, and guiding the development of the task.
topic Positioning, Participation Structures and Collaborative Learning
url http://revistas.udistrital.edu.co/ojs/index.php/calj/article/view/3825
work_keys_str_mv AT aidamontenegro analyzingefluniversitylearnerspositioningsandparticipationstructuresinacollaborativelearningenvironment
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