Ability Grouping and Scaffolded Learning with Large Classes: Vietnamese Students’ Attitudes to Learning Approaches

Tuan Do; Michael D Carey

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Ability Grouping and Scaffolded Learning with Large Classes: Vietnamese Students’ Attitudes to Learning Approaches

Journal article

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Peer reviewed

Ability Grouping and Scaffolded Learning with Large Classes: Vietnamese Students’ Attitudes to Learning Approaches

Tuan Do and Michael D Carey

English Australia Journal, Vol.32(1), pp.22-49

2016

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Abstract

Curriculum and Pedagogy

Specialist Studies in Education

In Asian college programs with large class sizes, the common practice of heterogeneous grouping of students may hinder EFL teaching. In this context, students with different levels of English language proficiency achieve their learning goals in various ways, so require differentiated input. The question of how diverse learners respond to differentiated learning and teaching methods in large Asian classes is underresearched. We report on an experiment in which ability grouping was combined with scaffolded learning (two experimental and independent variables) to teach a large EFL class. The dependent variables we evaluated were the students' attitudes (emotional, behavioural and cognitive) towards the experimental teaching technique, with data collected through observation and a questionnaire. Quantitative and qualitative analysis suggests that the students' attitudes towards the teaching technique were positive. Although this was a relatively smallscale experiment (N=52), it provides evidence that a combination of ability grouping and scaffolded learning can be a beneficial teaching technique for large EFL classes

Details

Title: Ability Grouping and Scaffolded Learning with Large Classes: Vietnamese Students’ Attitudes to Learning Approaches
Authors: Tuan Do (Author) - University of Danang, Vietnam
Michael D Carey (Author) - University of the Sunshine Coast - Faculty of Science, Health, Education and Engineering
Publication details: English Australia Journal, Vol.32(1), pp.22-49
Publisher: English Australia (ELICOS Association)
Date published: 2016
ISSN: 2202-6169
Organisation Unit: School of Education - Legacy; Indigenous and Transcultural Research Centre; School of Education and Tertiary Access; University of the Sunshine Coast, Queensland; Engage Research Lab
Language: English
Record Identifier: 99450577002621
Output Type: Journal article

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