Effectiveness of Student Team Roles and Teamwork in an EFL Communicative Classroom
DOI:
https://doi.org/10.47133/NEMITYRA20260801b-A9Palabras clave:
collaborative learning, team roles, EFL classroom, exploratory action research, student accountability, language scaffoldingResumen
This exploratory action-research study examined undergraduate students' perceptions of teamwork and the rotation of team roles in EFL communicative classes, while also assessing a concise action plan aimed at enhancing group cohesion. A mixed-methods approach was employed, comprising two term-based surveys (Term 1 n = 67; Term 2 n = 47) that provided descriptive data on perceptions of teamwork and role rotation, alongside semi-structured interviews that elucidated operational dynamics and obstacles encountered. The results showed that most participants had positive opinions about role rotation and collaborative learning. The most positive views went up a little bit after being around them for a longer time. However, there were still problems with uneven participation and language skills that made it hard for everyone to take part fairly. Interview data indicated that brief, non-academic bonding sessions enhanced rapport; nonetheless, they were inadequate to eradicate freeloading or accountability concerns without more defined role structures, supervision, and sustained group continuity. The outcomes are examined through the lenses of collaborative-learning theory and Team Role Theory. Practical suggestions emphasize the necessity for explicit role delineations, linguistic scaffolding, peer evaluation, contribution documentation, and enduring groups to facilitate inclusive teamwork centered on skill development.
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Derechos de autor 2026 Beatriz Erazo; Revista Ñemitỹrã
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
