The Effect of Computer-Assisted Cooperative Learning Methods and Group Size on the EFL Learners’ Achievement in Communication Skills
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Computer-assisted learning methods can be relevant for establishing a secure framework, and anonymity helps overcome anxiety or social blockages linked to fear of public speaking or showing difficulties.
“Finally, computer-assisted learning methods can be relevant for establishing a secure framework (especially, for example, when learning another language): anonymity indeed helps to overcome anxiety or social blockages linked to fear of public speaking or showing one’s difficulties (AbuSeileek 2012).”
From Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education (2023) · cites this paper as AbuSeileek 2012
Interactive approaches in small groups, where competencies are practiced explicitly in an open and feedback-safe environment, are more effective for communication training.
“The literature suggests that interactive approaches in small groups, in which competencies are practiced explicitly in an open and feedback-safe environment, are more effective (Bourke et al. 2021; D’Alimonte et al. 2019; AbuSeileek 2012; Fryer-Edwards et al. 2006).”
From Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education (2023) · cites this paper as AbuSeileek 2012
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Thornhill-Miller, B., Camarda, A., Mercier, M., Burkhardt, J.-M., Morisseau, T., Bourgeois-Bougrine, S., Vinchon, F., El Hayek, S., Augereau-Landais, M., Mourey, F., et al. (2023) · Journal of Intelligence · doi:10.3390/jintelligence11030054 · Cited by 768 · see citing works
“The literature suggests that interactive approaches in small groups, in which competencies are practiced explicitly in an open and feedback-safe environment, are more effective (Bourke et al. 2021; D’Alimonte et al. 2019; AbuSeileek 2012; Fryer-Edwards et al. 2006).”
BackgroundMethod
- Authors
- AbuSeileek, A. F.
- Affiliations
- Al al-Bayt University (JO)
- Corresponding author
- AbuSeileek, Ali Farhan
- Venue
- Computers & Education
- Publisher
- Elsevier BV
- Published
- 2012-01
- Volume
- 58
- Issue
- 1
- Pages
- 231-239
- ISSN
- 0360-1315 (ISSN-L)
- OpenAlex
- W1994588611
- Cited by
- 162
- References
- 43
- Citations by year
- 2026: 4 · 2025: 3 · 2024: 13 · 2023: 15 · 2022: 13 · 2021: 12 · 2020: 18 · 2019: 12 · 2018: 14 · 2017: 13 · 2016: 12 · 2015: 9 · 2014: 7 · 2013: 10 · 2012: 7
- FWCI
- 63.42
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Computers & Education (publishedVersion)
- Topics
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Physical Sciences › Computer Science › Information Systems › English Language Learning and Teaching
- Keywords
- group size, positive interdependence, individual accountability, English as a foreign language, speaking skills, writing skills, communication skills, identity disclosure, computer-mediated communication, language anxiety, undergraduate students
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