Publicação

Shall we talk? – O trabalho de grupo como ferramenta promotora da oralidade.

Detalhes bibliográficos
Resumo:	Since the mid-nineteenth century speaking has played a leading role in teaching a foreign language at an international level, regardless of the approach. However, within the Portuguese context, it was only in 2018 that speaking became pivotal in the English teaching scene. Concurrently with the prioritization of speaking, collaborative work also appeared as a methodological tool in Portugal, given that students at the end of Primary School (from year 1 to year 4) should officially be able to work and collaborate in pairs and small groups. This study links the oral component of the language with the ability to work collaboratively by trying to find out if groupwork enhances Primary students’ learning in the English classroom. Therefore, the research question that will guide this work arises: Does groupwork play a part in the learning of a second language in Primary large group classes?. The investigative approach was a pre- and post-test model with a non-equivalent control group, in which a year 4 class was submitted to the Experimental Programme, where groupwork was a key element, while another class from the same year was not. To better understand the impact of the Programme, two oral tests were designed, one was applied before the intervention and the other at the end, and the results from both groups were compared. The collected data indicates that both groups showed statistically significant improvements from the initial oral test to the final one, and that the group submitted to the Programme performed better in the Post-Test. Nevertheless, statistically speaking these differences are not considered to be significantly different. Despite the fact that the proved improvements do not corroborate an unequivocal causal relationship, the role of groupwork as a pedagogical tool that promotes speaking skills in Primary students is notorious.
Autores:	Valente, Bianor
Assunto:	Groupwork, English, Primary, speaking, quasi-experimental study. Trabalho de grupo, Inglês, 1.º CEB, oralidade, estudo quasi-experimental
Ano:	2024
País:	Portugal
Tipo de documento:	dissertação de mestrado
Identificadores:	ID: 202942503
Tipo de acesso:	Restrito
Instituição associada:	Repositório Comum, Instituto Superior de Ciências Educativas, Repositório Comum, Instituto Superior de Educação e Ciências, Repositório Comum
Código do projeto financiado:	202942503
Idioma:	português
Origem:	Repositório Comum

Descrição
Resumo:	Since the mid-nineteenth century speaking has played a leading role in teaching a foreign language at an international level, regardless of the approach. However, within the Portuguese context, it was only in 2018 that speaking became pivotal in the English teaching scene. Concurrently with the prioritization of speaking, collaborative work also appeared as a methodological tool in Portugal, given that students at the end of Primary School (from year 1 to year 4) should officially be able to work and collaborate in pairs and small groups. This study links the oral component of the language with the ability to work collaboratively by trying to find out if groupwork enhances Primary students’ learning in the English classroom. Therefore, the research question that will guide this work arises: Does groupwork play a part in the learning of a second language in Primary large group classes?. The investigative approach was a pre- and post-test model with a non-equivalent control group, in which a year 4 class was submitted to the Experimental Programme, where groupwork was a key element, while another class from the same year was not. To better understand the impact of the Programme, two oral tests were designed, one was applied before the intervention and the other at the end, and the results from both groups were compared. The collected data indicates that both groups showed statistically significant improvements from the initial oral test to the final one, and that the group submitted to the Programme performed better in the Post-Test. Nevertheless, statistically speaking these differences are not considered to be significantly different. Despite the fact that the proved improvements do not corroborate an unequivocal causal relationship, the role of groupwork as a pedagogical tool that promotes speaking skills in Primary students is notorious.