Researching Teaching and Learning 2 – Assessment 2

Group research question

How does group-based collaborative learning impact the self-efficacy of EAL/D students in

the classroom in Stage 5.

Individual research sub-topic

What is meant by collaborative group-learning, and what are the approaches needed to

facilitate this for EAL/D students, and the effectiveness of group-work as an instructional

method.

Part A – Literature Review

Collaborative learning is defined as learning that involves students working together in

cooperation whereby students work together to solve a problem, complete an activity, or create

a product (Neo, 2004; Johnson & Johnson, 1999; Johnson, Johnson, & Smith, 1998, 2013;

Slavin, 1991; Arias & Garcia, 2013). Group-learning is an effective instructional method that

enhances the outlook for students both academically and socially and enables students to be

able to undertake higher-order thinking and learning whereby students are able to take on

harder challenges in their learning (Marjan & Mozhgan, 2012; Neo, 2004; Johnson & Johnson,

1999; Johnson, Johnson, & Smith, 1998, 2013; Slavin, 1991; Arias & Garcia, 2013).

Collaborative learning operates upon constructivism, where the learning is a result of

experiences that occur through social interaction (Brame & Biel, 2015). Group work is a

specific form of collaborative learning, operating upon students working cooperatively rather

than in competition, which is commonplace in traditional educational settings (Neo, 2004).

Fundamental to group work is the idea of interdependence, in which students work together

utilising each other’s understandings in the development of new knowledge and ideas (Brame

& Biel, 2015). Research into collaborative group work has established that the process of group

learning leads to increased positive attitudes, engagement and motivation and is beneficial to

the learning of students in a multitude of ways (Neo, 2004; Aria & Garcia, 2013).

Benedict Stone 17436508 1

 Researching Teaching and Learning 2 – Assessment 2

The research highlights that the benefits of group-work learning are far reaching, extending

beyond academically, and provide social and cognitive improvements for students. This is

evident through the fact that in an environment with EAL/D students, Rahman, Singh &

Pandian (2018) note that there should be a focus on group work as this benefits engagement

and success in learning and is a vital tool in the learning process (Brame & Biel, 2015; Bell,

1998). Specifically, in regard to EAL/D students, Hung, Young, & Lin (2015) notes

collaborative learning assists in the closing of the achievement gap between EAL/D and first

language speakers, along with increasing the durability, engagement, perceptions, and

expectations students hold toward themselves and their learning. Coupled with this, an

environment built around group-work leads to students having less fears towards learning, and

are able to take on harder challenges, and can even facilitate the language development of

students in the classroom (Ahmed, 2013). There are studies into the benefits of group work,

with Kim & Kang (2017) stating that students participating in group work had increased

academic performance than students who did not partake in group learning. Elliott & Reynolds

(2014) note the benefits of group work are that it ensures the engagement and involvement of

all students in the class, leading to an inclusive learning environment. Through a study

conducted by Fung, To & Leung (2016) group learning leads to students developing higher

self-confidence and critical thinking than in traditional teacher-centred classroom settings.

Furthering this, Natoli, Jackling, & Seelantha (2014) conducted review of research studies into

group learning and uncovered that students actually learn better through group work than in

any other instructional setting, and that students develop self-importance and confidence.

Group work learning also leads to students developing self-efficacy, and research highlights

that this is a beneficial methodology for the development of self-efficacy in students (Pu, 2010).

Specifically, in relation to EAL/D students group work is less anxiety-provoking than

Benedict Stone 17436508 2

 Researching Teaching and Learning 2 – Assessment 2

traditional classroom settings, and that such learning leads to the development of self-esteem

and academic achievement (Hardy, 2011). Erten & Altay (2009) support these claims, stating

that group learning leads to the development of not only personal and social skills but also self-

efficacy (Ahmed, 2013). There is however a paucity of research into group-based learning and

its impacts on self-efficacy in schooling environments (Hanham & McCormick, 2008).

Through the literature, it is highlighted that potential drawbacks to collaborative group learning

are that there has not yet been enough research directly linking the effectiveness of group

learning statistically to benefits for EAL/D students (David, Major, & Michaelson, 2014).

Hardy (2011) furthers this, stating that if group work is not correctly implemented, it can be

unpleasant, counterintuitive, lead to distractions, and an environment that is exclusive rather

than inclusive. Bower & Richards (2006) states that many students feel that group work can be

restrictive and hold students back from learning due to distractions that may occur in the group

learning environment. However, according to Bower & Richards (2006), the study of student

perceptions of group work revealed that 47% of students believed that they would benefit from

more group work learning. The study outlines that this signals a generally positive attitude

towards collaborative learning. In fact, the Centre of Educational Statistics and Evaluation

(CESE, 2016) notes that peer learning is attributable to the development of greater wellbeing

in students.

In the provision of group-work Calderon, Slavin, & Sanchez (2011) note that in order for it to

be effective, groups should follow heterogeneous grouping, with students having regular

opportunities to teach one another, and that the classroom is structured in a manner where

learning is student-centred with the teacher adopting the role of the facilitator (Rahman, Singh,

& Pandian, 2018). The research highlights that such student-centred learning is particularly

Benedict Stone 17436508 3

 Researching Teaching and Learning 2 – Assessment 2

beneficial for EAL/D students (Coleman, 2012; Coleman, 2012b). Furthermore, the provision

of a student-centred learning means that there is a positive learning environment due to the

social support that is provided in the classroom (Coleman, 2012b). For group work to be

effective, Aria & Garcia (2013) note that it is imperative that group learning is organised

around ‘motivational theory’ in which students have a goal-orientated focus in learning. The

research highlights that student-centred group learning is particularly effective for EAL/D

students as research notes the benefits of such learning for EALD students in particular in a

student-centred learning environment (Coleman, 2012; Coleman, 2012b). furthermore, the

provision of a student-centred collaborative learning environment, means that the learning will

be more positive due to the social support that is provided in the classroom. (Coleman, 2012b).

For group work to be effective, Aria & Garcia (2013) note it is imperative that the learning is

based upon the foundations of motivational theory, in which students have a goal-orientated

focus in learning. Coupled with this, it is essential group work is underpinned through

Vygotsky’s Zone of Proximal Development (ZPD) to ensure that there is adequate support and

scaffolding for students so that they can succeed in learning whilst being challenged (Brame &

Biel, 2015). This scaffolding is naturally provided to a smaller extent through the peer support

provided in group work, although the teacher is pivotal to the support of students, ensuring that

there is individual accountability and balanced participation for all students in the classroom

(Gagne & Parks, 2016). Gan (2010) notes that the single most important facet in supporting

group work is scaffolding, noting that this provides self-confidence and encouragement for

students towards their learning. In general contexts of education, literature highlights that high

expectations and explicit teaching is essential to successful teaching (CESE, 2016). Similarly,

to provide effective instruction for EAL/D students in group environments, the provision of

high expectations and explicit instruction is paramount and is an essential facet of a positive

learning environment (ACARA, 2011, ACARA, 2014). Other skills and considerations that are

Benedict Stone 17436508 4

 Researching Teaching and Learning 2 – Assessment 2

required of teachers is to effectively plan, prepare and continually refine teaching, meaning

that the practice in the classroom will more likely meet the needs of students (Wisconsin Centre

of Educational Research, 2014). In fact, Hislop & Stracke (2017) state that when collaborative

learning is implemented correctly, it will lead to the development of comfortable learning

environment based upon mutual trust among peers.

Benedict Stone 17436508 5

 Researching Teaching and Learning 2 – Assessment 2

Reference List

Ahmed, I. (2013). Importance of group work for ESL students in Bangladesh: a tertiary level

perspective. BRAC University.

Arias, Y., Garcia, O. (2013). How effective is cooperative learning in the EFL/ESL

teaching/Learning process?. Published by Universidad Technologica De Pereira

Assessment Curriculum, Assessment and Reporting Authority (ACARA). 2011) English as

an Additional Language or Dialect: Teacher Resource, Advice for Teachers. Version

1.2. Retrieved on 23rd March 2018, from:

http://docs.acara.edu.au/resources/EALD_Resource_EALD_Learning_Progression.pd

f.

Australian Curriculum, Assessment and reporting Authority (ACARA). 2014). English as an

Additional language or Dialect teacher resource: EAL/D overview and advice.

Retrieved on 23rd March 2018, from:

http://docs.acara.edu.au/resources/EALD_Overview_and_Advice_revised_February_

2014.pdf

Bell, B. (1998). Implementing good group work in ESL classrooms. UNIN press.

Bower, M., Richards, D. (2006). Collaborative learning: some possibilities and limitations

for students and teachers. Macquarie University. Retrieved on 23rd Mrach 2018,

from: http://web.science.mq.edu.au/~richards/papers/asc06-collab.pdf

Brame, C., Biel, R. (2015). Setting up and facilitating group work: Using cooperative

learning groups effectively. Retrieved 21st March 2018 from

http://cft.vanderbilt.edu/guides-sub-pages/setting-up-and-facilitating-group-work-

using-cooperative-learning-groups-effectively

Benedict Stone 17436508 6

 Researching Teaching and Learning 2 – Assessment 2

Calderon, M., Slavin, R., Sanchez, M. (2011). Effective instruction for English learners. The

Future of Children, 21 (1). Retrieved on 23rd March 2018, from:

https://www.princeton.edu/futureofchildren/publications/docs/21_01_05.pdf

Coleman, J. (2012). The ESL teacher as 'productive' pedagogical mentor. ACTA International

conference. Retrieved on 23rd March 2018, from

http://www.tesol.org.au/files/files/198_ACTA_Coleman.pdf

Coleman, J. (2012b). The ESL teacher as a 'productive' pedagogical mentor. TESOL in

Context, Special edition S3: Nov. Retrieved on 23rd March 2018, from

http://www.tesol.org.au/files/files/253_jackie_coleman.pdf

Davidson, N., Major, C., Michaelsen, L. (2014). Small-group learning in higher education-

cooperative, collaborative, problem-based, and team-based learning: an introduction

by the Guest Editors. Journal on Excellence in College Teaching, 25 (3 and 4), 1-6

Elliott, C., Reynolds, M. (2014). Participative pedagogies, group work and the international

classroom: an account of students; and tutors' experiences. Studies in Higher

Education, 39 (2), 307-320. : https://doi.org/10.1080/03075079.2012.709492

Erten, I., Altay, M. (2009). The effects of task-based group activities on students'

collaborative behaviours in EFL speaking classes. Journal of theory and practice in

Education, 5 (1), 33-52. Retrieved 23rd March 2018, from

https://www.researchgate.net/publication/26581258_THE_EFFECTS_OF_TASK-

BASED_GROUP_ACTIVITIES_ON_STUDENTS%27_COLLABORATIVE_BEH

AVIOURS_IN_EFL_SPEAKING_CLASSES

Fung, D., To, H., Leung, K. (2016). The influence of collaborative group work on students'

development of critical thinking: the teacher's tole in facilitating group discussions.

Pedagogies: An International Journal, 11 (2). 146-166. doi:

10.1080/1554480x.2016.1159965

Benedict Stone 17436508 7

 Researching Teaching and Learning 2 – Assessment 2

Gagne, N., Parks, S. (2016). Cooperative learning tasks in a Grade 6 intensive English as a

second language class: turn-taking and degree of participation. The Language

Learning Journal, 44(2), 169-180. Doi: 10.1080/09571736.2012.751120

Gan, Z. (2010). Interaction in group oral assessment: A case study of higher- and lower-

scoring students. Language testing, 27(4), 585-602. Doi: 10.1177/0265532210364049

Hanham, J., McCormick, J. (2008). Relationships between self-processes and group

processes with friends and acquaintances. Issues in Educational Research, 18(2).

Retrieved on 23rd March 2018, from

http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1989&context=edupapers

Hardy, J. (2011). An active theory interpretation of University ESL students' experiences of

classroom group work. University of Texas, Austin.

Hislop, J., Stracke, E. (2017). ESL students in peer review: An action research study in a

university English for academic purposes course. University of Sydney Papers in

TESOL. University of Sydney Papers in TESOL.

Hung, H., Young, S., Lin, c. (2015). No student left behind: a collaborative and competitive

game-based learning environment to reduce the achievement gap of EFL students in

Taiwan. Technology, Pedagogy and Education 24 (1), 35-49/ DOI:

10.1080/1475939X.2013.822412

Johnson, D., & Johnson, R. (1999). Learning together and alone: Cooperative, competitive,

and individualistic learning (5th ed.). Boston: Allyn and Bacon.

Johnson, D., Johnson, R., & Smith, K. (2013). Cooperative Learning: Improving University

instruction by basing practice on validated theory. Journal on Excellence in

University Teaching. Retrieved 23rd March 2018, from:

http://personal.cege.umn.edu/~smith/docs/Johnson-Johnson-Smith-

Cooperative_Learning-JECT-Small_Group_Learning-draft.pdf

Benedict Stone 17436508 8

 Researching Teaching and Learning 2 – Assessment 2

Johnson, D., Johnson, R., & Smith, K. (1998). Active Learning: Cooperation in the college

classroom. Edina., MN: Interaction Book Company.

Kim, D., Kang, H. (2017). The impact of cyber group work on ESL learners of writing skills.

Journal of higher education theory and practice ,17 (3). Doi:

https://doi.org/10.1111/j.1467-8624.2010.01564.x

Marjan, L., Mozhgan, L. (2012). Collaborative Learning: What is it?. Procedia - social and

behavioural sciences, 31, 491-495. doi:10.1016/j.sbspro.2011.12.092

Natoli, R., Jackling, B., Seelanatha, L. (2014). The impact of instructor's group management

strategies on students' attitudes to group work and generic skill development.

Pedagogies: An International Journal, 9(2), 116-132.

https://doi.org/10.1080/1554480X.2014.912519

Neo, M. (2004). Cooperative learning on the web: A group based, student centred learning

experience in the Malaysian classroom. Australasian Journal of Educational

Technology, 20 (2), 171-190. Retrieved on March 23rd 2018, from

https://ajet.org.au/index.php/AJET/article/download/

NSW centre for Education Statistics & Evaluation (CESE). 2016 What works best reflection

guide. Retrieved on 23rd March 2018, from

https://www.cese.nsw.gov.au/publications-filter/what-works-best-reflection-guide

Pu, C. (2010). Rethinking literacy instruction to non-LEP/ESL-labelled language minority

students. Literacy Teaching and Learning, 15 (1&2). Retrieved March 23rd 2018,

from: https://files.eric.ed.gov/fulltext/EJ910117.pdf.

Rahman, M., Singh, M., Pandian, A. (2018). Exploring ESL teachers beliefs and classroom

practices of CLT: A case study. International journal of instruction, 11 (1), 295-310.

https://doi.org/10.12973/iji.2018.11121a

Benedict Stone 17436508 9

 Researching Teaching and Learning 2 – Assessment 2

Slavin, R. (1991). Student team learning: A practical guide to cooperative learning (3rd ed).

Washington DC: National Educational Association.

WIDA Research Brief. (2014). Collaborative learning for English language learners.

Wisconsin centre for education research

Benedict Stone 17436508 10

 Researching Teaching and Learning 2 – Assessment 2

Part B – Data Collection Protocol

Dear Potential Participant:

I am working on a project titled Collaborative Group Learning for EAL/D students for the class,
‘Researching Teaching and Learning 2,’ at Western Sydney University. As part of the project, I am
collecting information to help inform the design of a teacher research proposal.
Our topic concerns the impact of collaborative group-learning on the self-efficacy of EAL/D students in
the Stage 5 Classroom. The interviews that we will be collecting will be used to discern the perceptions
that teachers hold in relation to collaborative learning in groups for EAL/D students, and the approaches
that are needed in order to facilitate this learning in the classroom. It is through these interviews that we
will be able to understand teacher experiences of group work learning, and how this is supported in the
classroom. The data will be collected through in-depth interviews that will be followed up with a phone
interview which will allow for clarification.
By signing this form, I acknowledge that:
 I have read the project information, and have been given the opportunity to discuss the
information and my involvement in the project with the researcher/s.
 The procedures required for the project and the time involved have been explained to me, and
any questions I have about the project have been answered to my satisfaction.
 I consent to being interviewed.
 I understand that my involvement is confidential and that the information gained during this
data collection experience will only be reported within the confines of the ‘Researching Teaching
and Learning 2’ unit, and that all personal details will be de-identified from the data.
 I understand that I can withdraw from the project at any time, without affecting my relationship
with the researcher/s, now or in the future.

By signing below, I acknowledge that I am 18 years of age or older, or I am a full-time university student
who is 17 years old.

Signed: __________________________________
Name: __________________________________
Date: __________________________________
By signing below, I acknowledge that I am the legal guardian of a person who is 16 or 17 years old, and
provide my consent for the person’s participation.

Signed: __________________________________
Name: __________________________________
Date: __________________________________

Benedict Stone 17436508 11

 Researching Teaching and Learning 2 – Assessment 2

Opening to the Interview

Introduce Myself Introduce myself and establish rapport with the interviewee
through conversation. Give background of the research project
and that it is a part of a university course regarding action
research in education.
State Purpose I would like to interview you in regard to your beliefs
surrounding collaborative group-work learning. The interview
process is to find out about what teachers’ perceptions of group
work are, and what the benefits of group work learning is for
EAL/D students.
Motivation Through the information attained through the interview, it is the
aim that we will be able to understand what teachers perceive to
be the benefits and limitations of group work for EAL/D
students, and what group work learning means to teachers. It is
through analysis of this information that we will be able to
design an intervention for the classroom environment as part of
an assignment on action research.
Ethical Considerations Ensure to the interviewee that all information will remain
confidential and that all responses will be anonymised, ensuring
that the responses are nit identifiable. Also ensure that the
interviewee is aware of the fact the interview will be recorded
for purposes of analysing the responses given in the interview
and to ensure that no information is missed. After this, the
recorded interviews will be disposed of so that anonymity is
retained for the interviewee.
Informed Consent Ensure that the interviewee understands the consent form that
has been given, and that the participants will be recorded for the
purpose of data collection, and that these recordings will be
deleted afterwards. It is important that the interviewee is also
aware of the fact that notes may be taken during the interview
and that a second interview may be required in order to clarify
and confirm responses.

Ask interviewee to sign the consent form before starting the interview. Ensure that relevant
information is signed, start audio-recording and proceed with interview.

Interviewer instructions

The interview questions outlined on the following page are semi-structured to ensure that the

interview is on-topic, and that the questions that are asked are relevant and consistent across

interviewees. It is essential that adjustments and revisions are made to questions during the

interview process. In order to ensure the value of responses, the interviewer should use

probing, signifying, and interpreting questions to elicit the highest value responses possible

from interviewees.

Benedict Stone 17436508 12

 Researching Teaching and Learning 2 – Assessment 2
Body of Interview
Guiding Research Question: What is meant by Collaborative group-learning and what are the approaches needed to
facilitate this for EAL/D students? What is the effectiveness of group work for EAL/D students?
Research Question 1 Research Question 2
What is meant by What teaching approaches What are the benefits/
Collaborative-group are needed to support
learning? collaborative group-
learning?
Interview Question Interview Question
1. Can you tell me what 1. Can you tell me about
collaborative group- approaches that you
learning means to have used in group-
you? work learning in the
- Would you be able to classroom?
elaborate on what - Could you please
this consists of? provide me an
2. Would you be able to example of this?
provide an example of - What were the
group-work learning advantages and
you have used in the disadvantages of
classroom? these experiences?
- What did you think - Would you be able to
about these tell me what you
experiences of group perceived students
work? thought of these
- What was your experiences?
experience with these 2. What teaching
past experiences of approaches do you
group-work learning? believe are necessary
in supporting group-
work learning?
- Why do you believe
this?
- To what extent do
these approaches
benefit students?
3. What approaches of
group work learning
would you like to use
in the classroom?
- Why is it that you
wish to use these
approaches?
- Why have you not yet
used such
approaches?
Transition to next question Transition to next question
through the use of through the use of
structuring question structuring question
Benedict Stone 17436508
Research Question 3 Research Question 4
Why use group-learning in
what is the effectiveness of the classroom with EAL/D
group-learning for EAL/D students?
students?
Interview Question Interview Question
1. Would you be able to 1. From your experience,
tell me what you tell me about the
believe to be the impacts that group
impact of group-work work has on EAL/D
learning on EAL/D students?
students? - What were these
- Why is it you believe impacts?
this? - Did you see any
- Would you say more negative impacts on
about this? EAL/D students as a
2. What do you think result of group work?
about the experiences - Would you be able to
you have had with elaborate on these
group-work learning impacts?
for EAL/D students? 2. Is group-work more
- What were these effective than other
experiences? Would instructional methods
you be able to provide for EAL/D students?
elaboration? - What are the
- How did this improve drawbacks of this as
outcomes for an instructional
students? method?
- What were the - What do you believe
outcomes that were are the benefits of
improved for group work as an
students? instructional method?
3. What ways do you 3. What do you believe
believe that EAL/D are the social and
students benefit from emotional impacts
group work? that group work has
- Would you be able to on students in the
provide examples of classroom?
this? - Would you be able to
- How significant do expand on this?
you believe these - Would you be able to
benefits were? elaborate or provide
4. What do you believe example of this?
EAL/D students feel
about group-work
learning?
Transition to next question Transition to Closing of
through the use of the interview
structuring question
13
 Researching Teaching and Learning 2 – Assessment 2

Thank the interviewee
Revisit any questions that need
clarification
Request 2nd Interview
Maintain Rapport
Ask interviewee if they have
any questions
Closing of Interview
Ensure to thank the interviewee for partaking in the interview
process and the time that they have taken out of their day to
answer the interview questions (Remember to retain rapport).
Ask the interviewee any questions or follow-up questions that
the interviewer has noticed since moving on and ask the
interviewee about any responses that could not be clarified
during the interview for any reason.
Confirm with the interviewee that a follow-up phone
conversation may be required to confirm the information that
has been provided in the interview, clarify responses, and to
follow up with any further questions if required. Mention to the
interviewee that this will be beneficial in the analysis of the
data to ensure the validity of the responses.
Maintain rapport with the interviewee, thanking them for the
assistance in the research process.
Ask the interviewee if they have any final questions before
finishing the interview, or if they have anything that they feel
they did not have a chance to fully address as a part of the
interview process.

Collect audio-recording of the interview and any physical written notes taken during the
interview process along with the consent forms.

Benedict Stone 17436508 14

 Researching Teaching and Learning 2 – Assessment 2

Part C – Data Collection Explanation

The above data collection protocol is for interviewing in a semi-structured manner in order to

discern the teacher perceptions of group-work learning for EAL/D students. In the selection

of the methodology for data collection, the ‘interview’ was chosen due to the benefits such a

method has in gaining in-depth responses and the fact interviews hold advantages over

surveys in regard to the obtaining of broad and in-depth responses (Jacob & Furgerson,

2012). This is attributable to the fact that through open-ended questioning, participants

provide broad responses that will provide valuable insights to the answering of the research

question (Efron & Ravid, 2013; Creswell, 2014). The reasoning for the choice of qualitative

methods over quantitative methods is that it is more suitable to answering the question than

through statistical information. This is due to the way that qualitative research in regard to

this research project lends itself to the collection of meaningful information. It is through this

that the data collection protocol establishes the perceptions and perceived benefits of group

work from the viewpoint of teachers.

This research protocol relates to the above literature through the fact that the literature

highlights the multitude of benefits that group work provides for EAL/D students. Through

the interview, the understandings of the benefits of group work are expanded upon allowing

for the definitions of group work and the perceived benefits to be ascertained. Through the

review of literature, it is apparent there are gaps in the research, evident through Hanham &

McCormick (2008) who note the paucity of research regarding the impact of group work on

student self-efficacy. Through the interview there is opportunity for such gaps in the research

to be addressed through teachers being able to provide responses to the benefits of group

work on students’ social and emotional skills.

Benedict Stone 17436508 15

 Researching Teaching and Learning 2 – Assessment 2

The design of this protocol is based upon the framework of Sickel and Friedrichsen (2015),

which has been utilised in order to underpin the design of the interview questions. It is

through this that the links between the research question and the interview questions are

clearly apparent, ensuring that the questions are meaningful and relevant to the research

question. Coupled with this, Curry (2015) has been used in the formulation of the interview

questions to ensure that the language and wording is concomitant with effective interview

design principles. Furthermore, through the use of George Mason University (2010),

variation in the question types has been provisioned as this will allow for the effective use of

follow-up questions, leading to in-depth and developed responses from participants. A

significant consideration in the design of this protocol has been that ethical considerations

have been made in the design process, which has been achieved through the use of Brandeis

University (2016) to ensure that the consent forms and the opening of the interview is

transparent and aligned with ethical research practices.

This individual research question operates as an integral component of the broader research

topic through the way that this question frames the definitions and benefits of group-work

learning. As a result, this question acts as a platform from which to understand the broader-

research question. This sub-topic frames the concept of group-learning through the way the

research addresses the perceptions of teachers in regard to what group-work learning is, what

is required to support this, and what the benefits of group work learning are for EAL/D

students. These understandings will be paramount in the design of an effective intervention

for the classroom for using group-work learning as a tool for the improvement of self-

efficacy for EAL/D students.

Benedict Stone 17436508 16

 Researching Teaching and Learning 2 – Assessment 2

Reference List

Brandeis University. (2016). Informed Consent. Retrieved March 23rd 2018, from:

http://www.brandeis.edu/ora/compliance/irb/faqs.html#consent

Creswell, J. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods

Approaches (4th Edition). London: Sage Learning.

Curry, L. (2015). Fundamentals of Qualitative Research Methods. Yale University. Retrieved

on March 23rd 2018, from: https://www.youtube.com/watch?v=6PhcglOGFg8

Efron, S.E. & Ravid, R. (2013). Action Research: A practical guide. Guildford Press e-book

retrieved from:

http://ebookcentral.proquest.com/lib/UWSAU/reader.action?docID=1137441.

George Mason University. (2010). Interviewing for Action Research. Retreived on March

23rd 2018, from: nclc203s10.onmason.com

Jacob, S., & Furgerson, S. (2012). Writing Interview Protocols and Conducting Interviews:

Tips for Students New to the Field of Qualitative Research. The Qualitative Report,

17(42), 1-10. Retrieved from http://nsuworks.nova.edu/tqr/vol17/iss42/3

Sickel, A. J., & Friedrichsen, P. J. (2015). Beliefs, practical knowledge, and context: A

longitudinal study of a beginning biology teacher’s 5E unit. School Science and

Mathematics, 115(2), 75-87. Doi:10.1111/ssm.12102

Benedict Stone 17436508 17