COLLABORATIVE LEARNING IN ENGLISH AND SCIENCE: ENHANCING LANGUAGE PROFICIENCY THROUGH GROUP ACTIVITIES
Article Sidebar
Main Article Content
Abstract
Annotation: This article discusses the benefits of collaborative learning in English language instruction, particularly through the integration of science-based group activities. By engaging in group work, students can develop language proficiency while enhancing their understanding of scientific concepts. The article explores various strategies for incorporating group learning themes in the classroom, including problem-solving tasks, project-based learning, and peer teaching. It emphasizes the importance of teamwork, communication, and critical thinking, offering practical examples for educators to implement in their lessons.
Article Details
References
Johnson, D. W., Johnson, R. T., & Smith, K. A. (2014). *Cooperative Learning: Improving University Instruction by Basing Practice on Validated Theory*. Journal on Excellence in College Teaching.
Gillies, R. M. (2016). *Cooperative Learning: Review of Research and Practice*. Australian Journal of Teacher Education.
Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palincsar, A. (1991). *Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning*. Educational Psychologist.
Slavin, R. E. (2011). *Instruction Based on Cooperative Learning*. In R. E. Mayer & P. A. Alexander (Eds.), *Handbook of Research on Learning and Instruction*. Routledge.
Lee, O., & Buxton, C. A. (2013). *Integrating Science and English Proficiency for English Language Learners*. Theory Into Practice.