1. THE EFFECTS OF COLLABORATIVE LEARNING ON FL STUDENTS: A STUDY ON WRITING IN GROUPS

2. Agenda Definition of collaborative learning Previous research The study The purpose Assigning writing groups Comparison of individual and group work Interviews with students

3. THE PURPOSE OF THIS STUDY Has been to measure the efficacy of “collaborative learning” on FL students at Gediz University. For this reason, appropriate collaborative learning techniques were maintained in writing lessons in four different classes for two levels.

4. The broadest (but unsatisfactory) definition of 'collaborative learning' is that it is a situation in which two or more people learn or attempt to learn something together. (Dillenbourg, 1999)

5. Collaborative Learning is The instructional use of small groups so that students work together to maximize their own and each other’s learning (Johnson & Johnson, 1993). A learning approach in which peer interaction plays a significant role (Ravenscroft, Buckless, & Hassall, 1999) and students work together to accomplish shared goals (Johnson & Johnson, 1994).

6. General benefits interest and direct participation in learning process increased motivation increased learning (student achievement) improvement in interpersonal and social skills

7. More specific benefits the success of one student helps other students to be successful. learners have the opportunity to discuss with peers present and defend ideas exchange diverse beliefs question other conceptual frameworks be actively engaged in the learning process. (Gokhale, 1995)

8. INTEREST & DIRECT PARTICIPATION Active exchange of ideas within small groups increases interest among participants and promotes critical thinking. (Gokhale, 1995) Shared learning gives students an opportunity to engage in discussion, take responsibility for their own learning and so become critical thinkers. (Totten, Sills, Digby & Russ, 1991) Students who are actively involved in the learning process are much more likely to become interested in learning and make more of an effort to attend school. (Astin, 1977 None of the students opposed to group writing. All the students engaged consentingly. All the interviewees stated that they enjoyed being in group writing although they had been hesitatant in the very beginning.

9. Increased Learning Collaborative learning has as its main feature a structure that allows for student talk: students are supposed to talk with each other....and it is in this talking that much of the learning occurs.” (Golub, 1988) Brain storming ROLES IN GROUP If students take on different roles within the group, they will each be able to focus on a certain aspect of learning during the learning process and thus work more efficiently. Whoever organizes, summarizes, provides elaboration, justification or explanation also learns. Students’ Roles group leader (the controller of the ideas) grammar checker vocabulary assistant editor Teacher’s Role determining clear goals assigning the roles enabling and facilitating giving feedback

10. INCREASED LEARNING The person who performs the intellectual work — especially the conceptual work — learns the most. «I learned different ways of thinking.» «I learned new words as well as some grammatical rules.» More learning occurs in an environment of peer support and encouragement because students work harder and longer. Students learn more when they’re doing course work they enjoy. (Maihoff, 1994) «For a student centered learning a teacher should stick to group work. This way, not only enjoyable but also permanent learning occurs.»

11. SEE THE TABLE OF COMPARISON

12. INCREASED MOTIVATION CL enhances students' self esteem which in turn motivates students to participate in the learning process. (Johnson & Johnson, 1989)

13. INTERPERSONAL & SOCIAL SKILLS Cooperative situations generally produced more instances of positive heterogeneous relationships. (Johnson, et al., 1983) Student talk is stressed as a means for working things out. (Myers’ 1991) Some students reported in the interview that they had had small conflicts with the group members. However, this never turned into a quarrel. They tried to solve things before the problems became bigger.

14. a goal of CL is to shift learning from a teacher-centered to a student-centric methodology. Learner Autonomy Modern pedagogy seeks to help learners become more independent, capable of being keen to become lifelong learners. (Wenden, 1991) Promoting learner autonomy means that learners have a role in planning, controlling, and evaluating their own learning. Group activities supply one means of moving students away from dependence on teachers.

15. Conclusion There is evidence that co-operative teams achieve higher levels of thought and retain information longer than students who work individually. (Johnson & Johnson, 1986) CL may take some time to get used to. A teacher who is accustomed to being the sole source of information and learning in the classroom must not only allow, but should actively encourage students to help each other and to learn from each other. The appropriate use of CL techniques has both academic and social benefits to students, while also offering benefits to the teachers. (Hiçyılmaz, 2005)

16. Thank you all for being such an attentive audience.