A Quasi-experimental Study of EFL Students' Perceptions of the Team-based Learning Approach Used in Oral Presentation Classes

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Detalles Bibliográficos
Publicado en:	The Educational Review, USA vol. 9, no. 3 (2025), p. 384
Autor principal:	Yu, Jianjun
Otros Autores:	Arumugam, Nalini, Cui, Yan, Teng, Shuyi, Hao, Shuang
Publicado:	Hill Publishing Group Inc
Materias:	Thailand China Higher education Collaboration Teaching methods Investigations Curricula Communication English language Student attitudes Questionnaires Interviews Accountability Quasi-experimental methods College students Presentations Learning English as a second language learning English as a second language Chinese languages Perceptions Students Qualitative research Intervention Teamwork Tests Academic achievement Teams Random sampling Data Sampling Satisfaction Groups Critical Thinking Control Groups Experimental Groups Lecture Method Educational Methods Language Teachers Group Activities English (Second Language) Cooperative Learning Interpersonal Competence Correlation College English Discourse Communities Language Proficiency Educational Environment Course Content Learner Engagement English Listening Skills Educational Facilities Improvement Educational Strategies
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Descripción
Resumen:	This study undertook a quasi-experimental study of EEL students' perceptions of the team-based learning approach used in oral presentation classes. A total of 80 Chinese EEL students from two intact classes participated in this study based on a random sampling technique. One class was randomly selected as the experimental group (N=40), which received team-based learning as the intervention, and the other class was the control group (N=40), which underwent traditional lecturing. After 16 weeks of intervention, a group oral presentation test was used to evaluate students' group oral presentation performance. The instruments were oral presentation tests, questionnaires, and semi-structured interviews. The quantitative data were analyzed by paired-samples T-test and ANCO VA, and the qualitative data were explored by thematic analysis. Results indicated that the experimental group students held positive perceptions of the team-based learning approach used in their oral presentation classes. They perceived that the team-based learning significantly improved their group oral presentation performance in the aspects of engagement, accountability, and satisfaction.
ISSN:	2575-7938 2575-7946
DOI:	10.26855/er.2025.03.016
Fuente:	Education Database