Student Teams Achievement Divisions and Think-Pair-Share: Which Works Better for Listening?
الموضوعات :
Hamid Marashi
1
(Central Tehran Branch, Islamic Azad University, Tehran, Iran)
Zahra Tabatabayi
2
(Central Tehran Branch, Islamic Azad University, Tehran, Iran)
الکلمات المفتاحية: TPS, Cooperative learning, listening, STAD,
ملخص المقالة :
This study was an attempt to investigate the comparative impact of Student Teams Achievement Divisions (STAD) and Think-Pair-Share (TPS) on EFL learners’ listening. Accordingly, 60 female EFL learners selected from a larger group of 90 learners based on their performance on a sample piloted Preliminary English Test (PET) who studied at a language school in Tehran were randomly divided into two experimental groups. Both groups demonstrated homogeneity in terms of their listening at the outset. The same content was taught to both groups during 15 sessions with one experimental group undergoing STAD while TPS was used in the other group. At the end of the treatment, another sample PET listening section was administered to both groups. The result of the independent samples t-test run on the participants’ mean scores on the posttest revealed that the TPS group significantly outperformed those in the STAD group. These findings have certain implications which are discussed at length in the paper.
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