合作學習在英語閱讀與寫作課程中應用的研究

BAThesisFacultyofForeignLanguagesNingboUniversityIntroductionResearchBackgroundReadingandwritingaretwobasicprofessionalskillsrequiredofEnglishmajorsasstatedintheSyllabusforEnglishmajors,andEnglishReadingandWritingCourseisarequiredcourseforEnglishmajorstograspthereadingandwritingskills,whichisquitedemandingforsomestudents.Tomanystudents,readingandwritingisdifficultanditisnoteasyforthemtoimprovereadingandwritingskills.Ontheotherhand,thetraditionalteachingmodeisteacher-centeredinwhichteachersalwaystriedtocramtheirstudents,sostudentsgraduallylosetheirinterestinlearning.Thus,thetraditionalteaching/learningmethodappearstobeabitinadequateanditisnecessarytoreformthetraditionalteachingmode.Inthatcase,teachersarelookingforsomeeffectiveteachingmethodswhicharebeneficialtostudents’masteringofskillsaswellasmakethemfullyinvolvedinlearningandbecomethecenterofstudy.Cooperativelearningasanewteachingmethodcomesintoview,andsomesubjectshaveadoptedthisnewmethod.Forexample,inEnglishspeakingclass,studentsareaskedtoworkingroupstomakeupashortconversationthenpresentit.Manyresearchersbegintostudytheapplicationofcooperativelearningindifferenttypesofteachingactivities.Cooperativelearningcanhelpimprovetheteachingefficiencyandenhancepersonalqualitiesofboththeteachersandthestudents.What’smore,cooperativelearninghasputemphasisonnotonlytheinteractionamongtheteachersandthestudentsbutalsotheestablishmentofaneworientation.Thestudentsarenolongerthestiffreceiveroftheknowledge,butthesubjectofthelearningprocess.Student’sactivitiesareemphasizedtoprovideopportunitiesforstudentstomakejointeffortssoastofinishthetasks.However,whetherthiskindofteachingmethodwillbehelpfulinEnglishReadingandWritingCourseornotstillneedsomeresearch.PurposeofthestudyWhilemostofthestudiesjustseparatelyfocusonreadingorwriting,theydonotputthesetwoskillstogether,thisstudyaimstoinvestigatethecurrentsituationofapplyingcooperativelearninginEnglishReadingandWritingCourse,exploringwhetheritissuitableforstudentstomasterthereadingandwritingskillsaswellaswhetheritisbeneficialtoimprovestudents’readingandwritingcompetence.Morespecifically,howcooperativelearningisusedinbefore-classlearning,in-classlearning,after-classlearningandstudents’learningattitudetowardscooperativelearningappliedinthiscourse.Throughthisstudy,itwillshowclearlywhethertheapplicationofcooperativelearninginEnglishReadingandWritingCourseisreallybeneficialtoimprovestudents’learningefficiency,soastogivesomevaluablesuggestionsforteaching,andhelptheteacherstoadministerthecooperativelearningmorescientifically.OutlineofthethesisThethesisfallsintofiveparts.Itopenswithanintroductiontothepresentstudy,includingthebackground,purposeandstructureofthethesis.Thefollowingpartpresentsaliteraturereviewforthestudy.PartThreegivesadetaileddescriptionofthemethodology,coveringresearchquestions,participants,instruments,andresearchprocedures.PartFourprovidestheresultsofthestudyandageneraldiscussion.Thefinalpart,PartFive,summarizesthemajorfindingsofthestudyandoffersthepedagogicalimplicationofthestudy,aswellasgivingsomesuggestionsforthefutureresearchoncooperativelearning.LiteratureReviewThedefinitionofcooperativelearningFrom1950stonow,moreandmorepiecesofresearchrelatedtocooperativelearningintheteachingofprimaryandsecondaryschoolintheUnitedStateshavecarriedout,andsomesatisfactoryresultsareobtained.Inthatcase,therearealsoasignificantnumberofresearchersthathavedefinedthemeaningofcooperativelearning.Slavin(1989)definescooperativelearningasakindofclassroomteachingtechnologythroughwhichstudentsstudyingroupandgetrewardsorrecognitionaccordingtotheirgroup’sachievements.Sharan(1990)delimitscooperativelearningasthetitleofaseriesofmethodstoorganizeandpromoteclassroomteaching.Cooperationamongstudentswhichachievedthroughgroupactivitiesisthebasicfeatureofcooperativelearninginthelearningprocess.Agroupismadeupofthreeorfivestudents.Studentssustainlearningthroughtheinteractionandcommunicationandsimultaneouslystudentsalsocanlearnthroughpersonalresearch.AccordingtoKagan(1995),cooperativelearningisdefinedasagrouplearningactivityorganizedsothatlearningisdependentonthesociallystructuredexchangeofinformationbetweenlearnersingroupandinwhicheachlearnerisresponsibleforhisorherownlearningandismotivatedtopromotethelearningofothers.JohnsonandJohnsonholdtheopinionthatcooperativelearningreferstothatstudentslearntogethertocompletetheircommonlearninggoals.Studentsmaximizetheirownandeachother’slearningbyworkingtogether(Johnson&Johnson2021).Wang(2021)pointsoutthatcooperativelearningisasystemofteachingstrategywhichaimsatpromotingthecooperationamongstudentsinheterogeneousgrouptoachievethecommonlearninggoalsandtheyarerewardedaccordingtothesuccessofteam.Winzer(ascitedinLiu2021)statesthatcooperativelearningasakindofteachingmethodthroughwhichstudentswillbedividedintoseveralgroupsatrandomorwithaplantofulfillthetask,whichisarrangedbytheteacher.Throughoutallthedefinitionsofcooperativelearningdefinedbydifferentexpertsindifferentcountriesoftheworld,theconnotationofcooperativelearninginvolvesatleastthefollowingaspects:(1)Cooperativelearningisstudent-centered.(2)Groupactivityisthebasicformofcooperativelearning.Itisanactivitythatstudentscooperateandhelpeachother.(3)Cooperativelearningisatask-orientedactivity,whichmeansithasataskandstudentsareaskedtocompletethetaskincooperation.(4)Studentsarerewardedfortheoverallachievementofthegroupsintheprocessofreachingtheirgoals.(5)Cooperativelearningemphasizescollectivereward.Atthesametime,italsoattachessignificancetothedivisionofindividualresponsibility.(6)Teachersassignthelearningtasksandcontroltheprocessofteachingincooperativelearning.Therefore,cooperativelearningisbothateachingstrategyandalearningskillinwhichstudentsstudytogethertoreachcommongoalswiththeteacherworkingasdirectorandfacilitator.Incooperativelearning,studentscooperatewitheachgroupmemberandbenefitfrommutualaid.Itmakesuseoftheinteractionamongstudentsinteachingsystematicallytopromotestudents’learningtoreachthecommonteachinggoal.Itsevaluationcriterionistheoverallachievementsoftheteam.BenefitsofusingcooperativelearningDifferentfromtraditionallearning,cooperativelearningactivelyinvolvesstudentsinlearning.JohnsonandJohnson(1989)deemthatcooperativelearnersaretosolvetheproblem(s)byworkingtogetherandarestronglyexpectedtocontributeinsmallgroupssincetheyshareacommonfatethattheyallsinkorswimtogetherintheprocessratherthanjustbeingemptyvesselstobefilledin.Therefore,studentsareapttotakemoreownershipoftheirmaterialandtothinkcriticallyabouttherelatedissueswhenworkingasateam.Cooperativelearningcannurtureinterpersonaldevelopment.AccordingtoJohnsonandJohnson(2021),cooperativelearnerswilltalktoeachotherandlearntounderstandotherteammemberswhentheyworktogetheringroupenterprise,allofwhichentailmuchinterpersonalskills.Thiscanbeespeciallyhelpfulforstudentshavingdifficultywithsocialskills.Theycanbenefitfromstructuredinteractionwithothers.Slavin(1991)pointsoutthatcooperativelearningpromisesmoreopportunitiesforpersonalfeedback.Withmoreexchangesamongcooperativelearners,theywillreceivemorepersonalfeedbackabouttheirideasandresponses.Suchfeedbackisoftennotpossibleinlargegroupinstructioninwhichoneortwostudentsexchangeideasandtherestlisten(Johnson&Johnson2021).Diversityandindividualdifferencesareacknowledgedandcelebratedincooperativelearning.AccordingtoGardner(1991),everyindividualhashisstrengthsandweaknesses,andthusmeritsrespectfromothers.Incooperativelearning,duringsmall-groupinteractions,learnerswillfindmanyopportunitiestoreflectonandreplytothediverseresponsesthatteammembersbringtothequestionraised.Also,teammemberscanaddtheirperspectivestoanissuebasedontheirownculturalbackground,whichinevitablyaidlearnerstobetterunderstandotherculturesandviewpoints(Johnson&Johnson2021).Eachofthesecanhelpthegroupcreateaproductthatreflectsawiderangeofperspectivesandisthusmorecompleteandcomprehensive(Fuchs,Fuchs,Mathes&Simmons2021)Harmer(2021)summarizefiveadvantagesofapplyingcooperativelearninginteaching,(1)itdramaticallyincreasesthenumberoftalkingopportunitiesforindividualstudents;(2)personalrelationshipincooperativelearningareusuallylessproblematicandthereisalsoagreatchanceofdifferentopinionsandvariedcontributions;(3)itencouragebroaderskillsofcooperationandnegotiationandismoreprivatethanworkinfrontofthewholeclass;(4)itpromoteslearnerautonomybyallowingstudentstomaketheirowndecisionsinthegroupwithoutbeingtoldwhattodobytheteacher;(5)somestudentscanchoosetherelevelofparticipationreadily.Notonlythedefinitionofcooperativelearningbutalsothebenefitsofusingitbothindicatethatcooperativelearningpaymuchattentiononinteraction.ButhowaboutembodyinginteractioninEnglishreadingandwriting?ResearchintheliteraturemaygivesomeinspirationtothisstudybecausethisstudyisaimtofindouthowstudentsinteractwiththeirgroupmemberswhentheyaredoingthetasksinEnglishReadingandWritingCourse.CooperativelearninginEnglishreadingteachingReadingisviewedasaprocessofdecodingwrittensymbols,workingfromsmallerunitstolargerones(Jing,2021).Incommonreadingclass,theteacherasksthestudentstoreadthewholepassage,andthenanswersomequestionsordosomereadingcomprehensionexercises.Thentheteacherexplainstheimportantwordsandphrases.Themaintaskforthestudentsistoreadoverandoveragainuntiltheyunderstandthepassagethoroughly.Jing(2021)introducestheprocessofcooperativelearninginreading,whichinvolvesthefollowing:“(1)theteachergivesthereadingmaterial;(2)theteacherdividesthereadingmaterialintodifferentparts,eachmemberofthegroupgetsadifferentpartforonematerial;(3)eachmemberofthegroupshouldfindtheotherswhogetthesamepartwithhimandformthe‘expertgroup’;(4)afterdiscussinginthe‘expertgroup’,eachmembershouldgobacktotheirnormalgroupandexchangeopinionsabouttheirdiscussion,thenformacompleteideaaboutthematerial;(5)theteacherasksquestionsandeachmemberofthegroupisresponsibleforthequestion;(6)theteachermakesacommentaboutthecooperativereadingclass”(p.703).Accordingtohisanalysis,interactioninsmallgroupprovidesabasisforlanguageacquisition.Withlearnersworkingingroupsorpairstheylearnhowtoreadeffectively,howtoworkoutwhattextsmean,howtogatherimportantinformation,howtoworkwellbycooperatingwithothers,andhowtosolvelanguageproblemsinasystematicway.Theybecomeskilledatcooperatingwithothers,andexpressingtheirownopinions,ideasandfeeling,guidedbytheteacher.Li(2021)alsopointsoutthatinordertoorganizethecooperativelearningeffectivelyinEnglishreading“theleadingroleoftheteacherandthemainroleofstudentsshouldbecombinedandthestudents’subjectiveinitiativeshouldbefullymadeuseof”.Toorganizeeffectivegroupdiscussionactivity,theteachershouldchangehisroletoorganizerorcoordinatorofclassroomandtakefullconsiderationofthemethodofgrouping,theseatarrangement,theselectionofreadingmaterialsandsoon(pp.105-106).Asthepreviousresearchresultshavementioned,itneedsalotofpreparationforteacherstoputcooperativelearningintoeffect,andthiskindofsituationalwayshappenswhencooperativelearningisappliedinclass.Howstudentscompletethereadingtasksincooperationafterclass?Whatshouldteachersdointhiskindofcooperativelearning?Thesequestionshavebeentakenintoconsiderationinthisstudy.CooperativelearninginEnglishwritingteachingWritingisacomplexandmultifacetedactivity.SoinEFLteaching,therealwaysexistalotofproblemsinstudents’writingbecauseitinvolvesgrammar,thepatternofapassageandotheraspects.SomestudiesofapplyingcooperativelearninginEnglishwritinghavebeencarriedout.Ferris(1994)believesthat“inadequatecontent”,“poororganizationand“stylisticinappropriateness”areweaknessesofstudentwriters.Thereforeitisassumedthatstudentscanimprovetheirwritingbyworkingingroups.Itisalsobelievedthatconfidentstudentwriterscangiveconfidencetothosewholackselfconfidence.Zimmet(2021)expressesthatcollaborativeworkandsmallgroupdiscussionseemtogiveevenshyeststudentsenoughsecuritytoparticipateinwritingmorefrequently.Shealsoshowshowcollaborationhelpstaketheirthinkingfurtherthanitmightotherwisehavedone.KirklangandSaunders(1991)maintainthatactivitiesincollaborativewritingcanbeginorallyandprogresstocooperativewrittenexercisesinwhichstudentssupplytopicsentencesandmainideasentences.Suchactivitiestypicallybeginwithconcretematerialandmovetomoreabstractcontent.Theyalsostatethatteachers’modelingordemonstratingtheirownthinkingprocessaloudforstudentscanbeveryhelpfulinclarifyingtheirexpectationsintermsofcognitiveandmeta-cognitiveoperations.InEnglishReadingandWritingclass,students’writingtasksareaskedtobedoneafterclass,sothisstudymainlyfocusesonhowstudentscompletetheirwritingtasksafterclass,includinghowtheydividetheirwork,howtheywritethepassageandsoon.AppraisalsofthepreviousstudiesFromthepreviousresearchmentionedabove,itisobviousthatthereisnowasubstantialbodyofresearchthathasexaminedtheapplicationofcooperativelearning.Nevertheless,relativelyinsufficientstudiesonthecooperativelearninginEnglishReadingandWritingCoursehavebeencarriedout.AndinChina,alargenumberofsuchstudiesareforhighschoolstudents,justasprinklingofstudiesinthisareaareforuniversitystudents.What’smore,mostcasesoftheresearchareone-sided,thatis,theyonlystudythecooperativelearninginreadingorinwriting.TheapplicationofcooperativelearninginEnglishReadingandWritingcoursestillneedsfurtherstudy.Tofillthegap,thisstudyisdesignedtoinvestigatenotonlytheapplicationofcooperativelearninginreadingbutalsoinwritingwhichisquitedifferentfromotherstudies.

MethodologyThispartofthethesispresentsthemethodologyofthestudy,whichincludesresearchquestions,participants,materialsandresearchprocedures.ResearchquestionsThisstudyaimstostudytheapplicationofcooperativelearninginEnglishReadingandWritingCoursebyquestionnaire,andmainlythreeissuesaretobeaddressedinthisresearch:Howiscooperativelearningappliedinbefore-classpreparation,in-classimplementation,andafterwardpresentationandevaluation?Howdostudentsliketheapplicationofcooperativelearninginthiscourse(includingitsfunctionsanddisadvantages)?Accordingtotheresearchresultsabove,how,fromstudents’aspect,toapplycooperativelearningeffectivelyinthecourseinordertobringallitsfunctionsintoplay?ParticipantsTheparticipantsofthisstudywere50sophomoresofEnglishmajorsfromFacultyofForeignLanguagesinNingboUniversitywhotookthecourseofEnglishReadingandWriting.AlltheparticipantswerelearningEnglishReadingandWritingCourse3whenthestudywascarriedout.MaterialsAquestionnairewasdesignedtoinvestigatethecurrentsituationofapplyingcooperativelearninginEnglishReadingandWritingCourse.Generallyspeaking,thisquestionnaireconsistsof19questions.Thefirstsection(Question1-3)wasaboutpreparationsbeforecooperativelearning;thesecondsection(Question4-8)wasdesignedtoexplorehowstudentstocompletethecooperativelearningtasks;thethirdsection(Question9-13)wasaimedtoinvestigatethesituationwhilestudentswerepresentingtheirgroupworkandtheevaluationoftheirachievements;thelastsection(Question14-19)isdesignedtoacquirestudents’attitudetowardsusingcooperativelearninginthereadingandwritingcourse.ResearchproceduresBeforethequestionnairewasadministered,studentswereinformedthatthissurveywasvoluntaryandanonymous,andallthedatacollectedwouldbehighlyconfidentialandwouldbeusedfortheresearchonly.Theresultswouldbebeneficialtobetterthestudents’learningandteachers’teachingofthecourse.Thequestionnaireswerecollectedonthespotbytheresearcherand50werevalid.Aftercollectingallthequestionnaires,dataweresortedout,organized,putintocomputerandanalyzedwithExcel2021.

ResultsandDiscussionThispartillustratesthedatacollectedfromthequestionnaire.TheresultsarepresentedtoaddressthefollowingaspectspertainingtotheapplicationofcooperativelearninginEnglishReadingandWritingCourse:(1)Thepreparationsbeforecooperativelearning(2)Theimplementationofcooperativelearning(3)Thepresentationandevaluationofcooperativelearningresults(4)Students’attitudetowardscooperativelearninginthecourseThepreparationsbeforecooperativelearningThreequestionsinthequestionnaireweredesignedtoknowwhatteachersandstudentswoulddobeforeacooperativelearningtaskwasassigned(seeQuestion1-3inAppendixA):1)Howwasyourcooperativelearninggroupformed?2)Didyouhaveanexplicitdivisionofcooperativelearningtask?and3)Whatdidteachersdobeforethecooperativelearningtaskswereassigned?Thequestionnairedataillustratedthatmajorityofthecooperativelearninggroups(68%)weregroupedbydormitorywhichindicatesthatstudentsinthesamedormitoryarealwaysinthesamegroup.While24%groupsweregroupedinlinewithintimacyandanother8%groupsweregroupedbydrawinglotsorsomeotherways.Asforthedivisionofcooperativelearningtask,88%studentsshowedthattheyhadanexplicitdivisionandtheother12%studentsthoughttheydidn’thaveacleardivisionofthetask.Forthosewhohadaspecificdivisionoftask,mostofthemwouldliketohaveadiscussionfirst,thenaccordingtotherequirementoftaskandthenumberoftheirgroupmembers,theywoulddividethetaskintoseveralparts.Whiledoingthetask,theywoulddividethetaskintointroduction,conclusion,reflectionandsoon,andeachmemberwouldberesponsibleforonepartwhichwasallocatedthroughdrawinglot,oraccordingtothecompetenceorpersonalpreferencesofthemembers.Whenteacherswereassigningacooperativelearningtask,manyofthemwouldliketodosomepreparationslikegivingrelevantteachingbeforehandandofferingrelatedmaterials(standardforevaluation).About78%studentsexpressedthattheirteacherwouldteachrelevantcontentbeforehandandofferrelatedmaterials.Only2%studentsshowedthattheirteacherwouldteachrelevantcontentbeforehandwithoutofferingrelatedmaterials.And16%studentsindicatedthattheirteacherwouldliketoofferrelatedmaterialswithoutrelevantteachingbeforehand,while4%studentssignifiedtheirteacherwouldnotteachbeforehandaswellasofferrelatedmaterials.TheimplementationofcooperativelearningThissectionanalyzesQuestions4-8inAppendixA,whichdealswithhowcooperativelearningiscarriedout.Whenitcomestothetimeandefforttocompletethecooperativelearningtask,10%studentsshowedthattheywoulddiscussthetaskformanytimes,modifyitafterthediscussion,completeitaheadoftime,andthenaskteachertohelpthemmodifythefinaldraft;whilehalfofthestudentsindicatedtheywoulddothesamethingdespiteaskingforteacher’shelp.24%studentsshowedthattheywoulddiscussandmodifyformanytimesbutonlyhurriedlycompletethetaskbeforethedeadlinewhile16%studentsexpressedthattheycompletedthetaskbeforethedeadlinehurriedlyafterdiscussingandmodifyingonceortwice.Eventhough65%studentssaidtheycompletethetaskaheadoftime,only18%studentswouldcompletethetaskalmostaweekbeforethepresentation,24%studentscompleteditbefore3-4days,while38%studentscompleteditbefore1-2daysand20%studentsjustfinisheditthenightbeforethepresentation.Whiletheyweredoingthetasks,themajorityofthestudents(60%)indicatedthattheywoulddividethetaskintoseveralpartsandonememberisresponsibleforonepartthenputeveryparttogethertoformthefinaldraft.And32%studentshighlightedthattheywouldliketodothesamethingbutbeforeputtingtheseparatepartstogethertheywoulddiscusstohaveamodulation.Theremaining8%studentsindicatedthattheirgroupdiscussedandcompletedthetasktogether.Whenstudentsmetsomeproblemswhiletheyweredoingthetask,72%studentsindicatedtheywouldhaveadiscussioningrouptofindoutasolution;12%studentsexpressedtheywouldaskothergroups’opinionbeforeproposingsolutions;14%studentsshowedtheywouldcombinetheideasoftheirgroup,othergroupsandteachertogethertoputforwardthesolution;andonly2%studentsindicatedthattheywouldsearchforsomerelativeinformationtosolvetheproblemthemselvesevenwithouttheirgroupmembers’help.Inmostcases,studentswouldliketohaveadiscussioningrouptosolvetheproblem,butcooperativelearningisnotonlyrestrictedwithinthegroup,itcanhappenamongallthegroupswhichmeansthatitisimportantforeachgrouptohelpeachother.However,only2%studentsshowedtheyhelpedthemembersofothergroupsalltheway;12%studentsindicatedthattheyalwaysdidthat;66%studentsdiditattimeswhile20%studentsneverdiditbefore.ThepresentationandevaluationaftercooperativelearningThissectionanalyzesQuestions9-13inthequestionnaire.Question9isabouthowthegroupspresenttheirwork.Question10concernswhatotherstudentswoulddowhenitisnottheirturntomakethepresentation.Question11isdesignedtoexplorehowtheevaluationcomesout.Question12isrelevanttostudents’preferencetowardsevaluationmethods.Question13isdesignedtoexplorehowthegroupscoresforothergroupswhenitwasrequiredtotakepartinevaluation.Afterstudentscompletingtheircooperativelearningtask,theyneedtomakeapresentationinclass.Allofthemindicatedthateverygroupmemberwouldtakepartinthepresentationtoillustratethepartwhichtheywereinchargeof,butonetenthofthemdemonstratedthatsomeofgroupmemberswoulddemonstratemorecontentonduetotheirbetterspokenEnglish.Whenothergroupwasmakingthepresentation,44%studentsindicatedthattheypreviewedtheothergroups’materialsbeforeandlistenedtothepresentationscarefully.Another22%studentsdemonstratedthattheyhaddonethepreviewingsotheywouldnotcareaboutthepresentationandonlydidtheirownbusiness.And30%studentsshowedthateventheydidnotprepareforothergroups’materialsthoughtheywouldlistencarefullyinclass.Only4%studentsindicatedthattheydidnotdothepreparationanddidnotwanttolisteneither.Accordingtothepresentationofthegroup,teachersorothergroupswoulddoanevaluationoftheirperformance.Buthowwasthiscarriedout?Table1displaystheevaluationmethodsthatevaluatestudents’presentationoftheircooperativelearningandtheirpreferencetothesemethods.TableSEQ表\*ARABIC\s11EvaluationMethodsandStudents’PreferenceEvaluationmethods%ofstudentspreferenceNoscoringandcomment00Onlyteacherscoresandmakescomments88Onlyteacherscoreswithoutmakingcomments00Onlystudentsscoreandmakecomments00Onlystudentsscorewithoutmakingcomments44Teacherandstudentsscoreandmakecommentstogether4858Teachersandstudentsonlyscorewithoutmakingcomments64Studentsmakecommentswhileteacherscores42Studentsscorewhileteachermakescomments2016Other108Total100100FromREF_Ref445410009\hTable1,8%studentsindicatedthatonlytheteacherwouldmakeacommentandgiveascorefortheirperformancewhichwaspreferredby8%students;4%studentsshowedthatonlyclassmatesmadethecommentandscoredfortheperformancewhichwasalsopreferredby4%students;48%studentsendorsedthatteacherandclassmateswouldevaluatetogether,amethodpreferredby58%students;6%studentsillustratedthatclassmatesandteacherwouldjustgiveascorefortheirperformancetogetherbutwithoutanycommentwhichwaspreferredby4%students;4%studentsindicatedthatclassmateswouldmakethecommentwhiletheteacherscoredtheirperformancewhichwaspreferredby2%students,butanother20%studentsshowedtheyhadanoppositesituation,thatis,studentsscoredtheperformancewhiletheteachermadethecomment,whichwaspreferredby16%students;10%studentsillustratedthattheteacherandclassmateswouldscoretogetherbutonlytheteachermadethecommentwhichwasamethodpreferredby8%students.Totally88%students(whichwere44)indicatedthattheyhadexperienceofscoringthepresentation.Inthese44students,59.09%studentswouldhaveanevaluationsheetwithspecificrubricsofferedbytheteacherandscoredaftergroupdiscussion.Another31.82%indicatedtheydidhavetheevaluationsheetandthescorewasgivenonlybyonegroupmember.Theremaining6.82%studentsindicatedthattheydidn’thavetheevaluationsheet,sotheyjustscoredingroupinlinewithgeneralimpression,whiletherest2.27%studentsshowedthattheydidn’thavetheevaluationsheetandeachmemberneedtomakeascorethemselves.Students’attit