The Observed Benefits of Learner-Learner Interaction During Task Completion

Pramastiwi, Priska (2018) The Observed Benefits of Learner-Learner Interaction During Task Completion. Humaniora, Jurnal Ilmiah Ilmu-Ilmu Sosial dan Humaniora, 15 (1). pp. 39-48. ISSN 1693-8925

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Abstract

As social interactions impinge upon learning, classroom organization (i.e. competitive, cooperative or individual environment) has been greatly looked into. Despite the fact that learners may lose interest in friendly competition and are deprived of chances to pursue personal learning paths when exhaustively employed, collaborative environments have proven to positively affect performance. Alongside cooperative learning, a structured group work driven by positive interdependence and individual accountability, learner-learner (L-L) interactions also underlie collaborative learning, a dialogic approach grounded in scaffolding and zone of proximal development tenets. Despite their distinctive classroom applications, these interaction-promoting methods both bring unparalleled benefits, including cognitive gains, higher order thinking, positive learning attitudes, motivational boosts, improved classroom dynamics, as well as selfesteem. Deriving from the theoretical framework of cooperative and collaborative learning, which advocates social interactions, this paper presents the major advantages of L-L interactions in language acquisition, specifically in information exchange and the forming of affective learning environments, attested through an analysis of task-interaction between two English language learners.

Item Type: Article
Uncontrolled Keywords: learner-learner interaction, cooperative learning, collaborative learning, task interaction
Subjects: English Education
Divisions: Journal Publication
Depositing User: F.X. Hadi
Date Deposited: 08 Oct 2018 02:29
Last Modified: 14 Jun 2019 07:50
URI: http://repository.ukwms.ac.id/id/eprint/16309

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