Perceptions of collaborative learning in enhancing undergraduate education students’ engagement in teaching and learning English

Pui Sze Queenie LAW, Wai Yee Joanne CHUNG, Chi Cheung Lawrence LEUNG, Kwok Shing Thomas WONG

Research output: Contribution to journalArticle

Abstract

In literature, student engagement was discussed in terms of behavioral engagement, cognitive engagement, and motivational engagement. If students are engaged, they demonstrate their effort, persistence, and instrumental help-seeking behaviors. The purpose of this study was to gain a deeper understanding of the collaborative learning that influence or contribute to engagement in learning among education students. A qualitative descriptive approach was adopted to explore the perceptions of engagement among the selected education students. In the study, semi-structured interviews were conducted. Using thematic analysis techniques, the transcribed interview data were coded, categorized, and analyzed. They were put into five major themes: (a) effort and commitment; (b) teaching strategies used; (c) interest enhancement; (d) positive impacts; and (e) positive attitudes. This study found out that the education students’ engagement in teaching, learning English could be enhanced through collaborative learning, and their divergence in engagement can be topics for further research. Copyright © 2017 David Publishing Company.
Original languageEnglish
Pages (from-to)89-100
JournalUS-China Education Review A
Volume7
Issue number2
DOIs
Publication statusPublished - Feb 2017

Citation

Law, Q. P. S., Chung, J. W. Y., Leung, L. C. C., & Wong, T. K. S. (2017). Perceptions of collaborative learning in enhancing undergraduate education students’ engagement in teaching and learning English. US-China Education Review A, 7(2), 89-100.

Keywords

  • Engagement
  • Collaborative learning
  • Undergraduates
  • Educational research
  • English language teaching

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