From Cooperative Learning to Collaborative Writing in the Legal Writing Classroom

The modern system of foreign language teaching impacts a qualitative change in the new methodological approaches with using innovative technologies in the educational process. Spencer Kagan created Cooperative learning structures that make collaborative learning easy to use. It provides students with valuable and ample opportunities to combine language resources and collaboratively build knowledge and writing through interaction. Cooperative learning methods do not require a detailed study of plans, educational materials, and special training. Hence the article depicts University students' implementation of collaborative academic writing skills in a Computer-assisted Language Learning environment. Collaborative writing is interpreted as an action in which students communicate, consult, and make collective decisions during the writing process through computer and create a unique text with shared accountability and co-ownership. In this paper, the crucial types of academic writings are highlighted, and experimental teaching results have proved Kagan's collaborative model as a useful technique for improving students' academic writing skills.

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Strategies Used by Lecturers in Teaching English Productive Skills at English Study Program of FKIP UIR

JOURNAL OF ENGLISH FOR ACADEMIC ◽

10.25299/jshmic.2017.vol4(2).700 ◽

2017 ◽

Vol 4 (2) ◽

pp. 48-59

Author(s):

Muhammad Ilyas

Keyword(s):

Language Proficiency ◽

Academic Language ◽

Collaborative Writing ◽

Video Recording ◽

Writing Classroom ◽

Teaching English ◽

Study Program ◽

The Social ◽

Academic Language Proficiency ◽

Cognitive Academic Language Proficiency

Teaching English productive skills was considered to become the most difficult lesson, the students needed to have good pronunciation, master structure, discourse and the social context of cultural competence. Besides, speaking and writing were difficult, more effort was required on the part of the students and lecturers. It was not enough for the students to listen only. This research tried to explore the strategies used by the lecturers and their influences in developing students’ cognitive academic language proficiency by working on students’ English productive skills. This research was a descriptive qualitative research. It consisted of only one variable, which the researcher wanted to explore the description of strategies used by the lecturers and their influences on students’ English productive skills at English study program of FKIP UIR. In this research, researcher only focused on exploring the strategies used by the lecturers and describing the influences from those strategies on students’ English productive skills. The result of this research showed that there were some strategies used by lecturers in teaching English productive skills at English study program of FKIP UIR, they were: (1) in the speaking classroom; Buzz group, think-pair-share, circle of voices, video recording method. (2) in the Writing classroom; collaborative writing technique. All of those strategies were suitable for teaching speaking or writing and gave description for reader to increase students’ English productive skills.

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EXPLORING THE USE OF JIGSAW WRITING AMONG ESL WRITERS: A CLASSROOM RESEARCH

Indonesian EFL Journal ◽

10.25134/ieflj.v1i2.621 ◽

2017 ◽

Vol 1 (2) ◽

pp. 123

Author(s):

Noor Hanim Rahmat

Keyword(s):

Cooperative Learning ◽

Teaching Method ◽

Collaborative Writing ◽

Teaching Writing ◽

Esl Writing ◽

Qualitative And Quantitative ◽

Learning Technique ◽

Interactive Classroom ◽

Esl Learners ◽

Esl Classroom

The use of jigsaw classroom has been used by Aronson (2015) since the 1970�s. It is a research based cooperative learning technique and has been successfully used in classrooms all over the world. Out of the jigsaw classroom, comes jigsaw writing and its serves the same function as cooperative learning in the classroom. The benefits of cooperative learning goes beyond learning the contents of the lessons, students gain a new way of learning in groups. Teachers teaching writing in the ESL classrooms will agree that teaching the writing process is not an easy task. ESL learners struggling with the learning of the language are faced with added difficulty of having to write essays in the ESL classroom. According to Elola (2010), collaborative writing can bring many benefits to learners in the ESL classroom. This study is based on the theories of Scaffolding and Cooperative learning. It introduces yet another interesting teaching method to make ESL writing a fun and interactive classroom activity. Qualitative and quantitative data analyzed revealed interesting implications for future teaching ESL writing.

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Les TICE, un moyen d’émancipation didactique au Maroc

Voix Plurielles ◽

10.26522/vp.v12i1.1195 ◽

2015 ◽

Vol 12 (1) ◽

pp. 327-338

Author(s):

Asmaâ Afnakar

Keyword(s):

Social Network ◽

Collaborative Writing ◽

Time Constraint ◽

Writing Classroom ◽

Classroom Activity ◽

Réseau Social ◽

Institutional Texts ◽

Reseau Social

Sur la base d’une expérience d’écriture collaborative menée sur un réseau social, nous tentons de démontrer comment un usage des TICE transgressif des textes institutionnels et de la conception de l’activité d’écrire telle qu’elle se présente dans les textes officiels au Maroc pourrait contribuer à une redéfinition des relations stéréotypées entre enseignant et apprenant et à la création d’un espace allié à celui de la classe, où l’on enrichirait les enseignements qui y sont dispensés et qui échapperait à la contrainte du temps. The ICT, a means of emancipation in Morocco. Abstract: On the basis of a collaborative writing experiment we led on a social network, we attempt to demonstrate how "informal" use of ICT in a writing classroom activity (beyond official institutional texts) could help redefine the stereotypical relationship between teacher and learner and create a parallel space for classroom, where instruction is enriched and time constraint is bypassed.

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