Student Teams Achievement Divisions and Think-Pair-Share: Which Works Better for Listening?
Subject Areas :Hamid Marashi 1 , Zahra Tabatabayi 2
1 - Central Tehran Branch, Islamic Azad University, Tehran, Iran
2 - Central Tehran Branch, Islamic Azad University, Tehran, Iran
Keywords:
Abstract :
Anderson, A, & Lynch, T. (2003).Listening. Oxford: Oxford University Press.
Arends, R. I. (2009). Learning to teach. New York: McGraw Hill.
Balfakih, M. A. N. (2003). The effectiveness of students-team achievement division (STAD) for teaching high school chemistry in the United Arab Emirates. International Journal of Science Education, 25(5), 605-642.
Bolukbas, F., Keskin, F., & Polat, M. (2011).The effectiveness of cooperative learning in the reading comprehension skills in Turkish as a foreign language. The Turkish Online Journal of Educational Technology, 10(4), 330-335.
Brown, S. (2011). Listening myths: Applying second language research to classroom teaching. Ann Abor, MI: University of Michigan Press.
Brown, D., & Thomson, C. (2000).Cooperative learning in New Zealand schools. Palmerston North, New Zealand: Dunmore Press.
Carss, W. D. (2007). The effects of using think-pair-share during guided reading lessons. Unpublished MA Thesis, The University of Waikato. Retrieved on October 7, 2017 from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.936.4895&rep=rep1&type=pdf.
Chim, H. (2015). Literature review of the cooperative learning strategy– student team achievement division (STAD). International Journal of Education, 7(1), 29-43.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Hillsdale, NJ: LEA.
Dabaghmanesh, T., Zamanian, M., & Bagheri, M. S. (2013).The effect of cooperative learning approach on Iranian EFL students’ achievement among different majors in general English course. International Journal of Linguistics, 5(6), pp. 1-11.
Dunkel, P. (1991). Listening in the native and second/foreign language: Toward an integration of research and practice. TESOL Quarterly, 25, 451-457.
Fauziati, E. (2005). Teaching of English as foreign language. Surakarta, Indonesia: Muhammadiyah University Press.
Felder, R. M., & Brent, R. (2001). Effective strategies for cooperative learning. Journal of Cooperation and Collaboration in College Teaching, 10(2), 69-75.
Ferris, D. (1998). Students' views of academic aural/oral skills: A comparative needs analysis. TESOL Quarterly, 32, 289-318.
Field, J. (2008). Bricks or mortar: Which parts of the input does a second language listener rely on? TESOL Quarterly, 42, 411-432.
Fujishin, R. (2007). Creating effective groups: The art of small group communication. Lanham, MD: Rowman & Littlefield.
Ghaith, G. (2001). Learners' perceptions of their STAD cooperative experience. System, 29(2), 289-301.
Gilakjani, A., & Sabouri, N. (2016). Learners’ listening comprehension difficulties in English language learning: A Literature Review. English Language Teaching, 9(6), 123-133.
Goh, C. (2008). Metacognitive instruction for second language listening development: Theory, practice, and research implications. RELC Journal, 39(2), 188-211.
Hedge, T. (2000). Teaching and learning in the language classroom. Oxford: Oxford University Press.
Himmele, P., & Himmele, W. (2000).Total participation techniques: Making every student an active learner. Alexandria, VA: ASCD.
Johnson D. W., & Johnson, R. T. (1989).Cooperation and competition: Theory and research. Edina, MN: Interaction Book Company.
Johnson, D. W., & Johnson, R. T. (1990).Social skills for successful group work, Educational Leadership, 47(4), 29-33.
Johnson, D. W., & Johnson, R. T. (1992).Advanced cooperative learning. Edina, MN: Interaction Books.
Johnson, D. W., Johnson, R. T., & Holubec, E. (1994). Cooperative learning in the classroom. Virginia: Association for Supervision and Curriculum Development.
Johnson, D. W., Johnson, R. T., & Stanne, B. (2000). Cooperative learning methods: A meta-analysis. University of Minnesota, MN: Cooperative Learning Center.
Kessler, C. (1992). Cooperative language learning: A teacher’s resource book. Englewood Cliffs, NJ: Prentice Hall.
Khabiri, M., & Lavasani, M. (2012). A collaborative approach to autonomy: Does it improve EFL learners’ oral proficiency? World Applied Sciences Journal, 20(9), 1293-1299.
Khaghaninejad, M., & Saadabadimotlagh, H. (2015). Examining the effects of strategy-based instruction of reading passages to Iranian undergraduate EFL learners. International Journal of English Language and Literature Studies, 4(2), 96-110.
Khansir, A., & Alipour, T. (2015).The impact of students team achievement divisions (STAD) on Iranian EFL learners’ listening comprehension. Theory and Practice in Language Studies, 5(8), pp. 1710-1715.
Kothiyal, A., Majumdar, R., Murthy, S., & Iyer, S. (2017). Effect of think-pair-share in a large CS1 class: 83% sustained engagement. ICER ’13 Proceedings of the ninth annual international ACM conference on international computing education research, 137-144. Retrieved on February 1, 2017, from: https://dl.acm.org/citation.cfm?id=2493408.
Krashen, S. D. (1982). Principle and practice in second language acquisition. Oxford: Pergamon.
Leighton, M. S. (2003). Cooperative learning. In J. M. Cooper (Ed.), Classroom teaching skills (pp. 273-312). New York: Houghton Mifflin.
Lew, M., Mesch, D., Johnson, D. W., & Johnson, R. (1986). Components of cooperative learning: Effects of collaborative skills and academic group contingencies on achievement and mainstreaming. Contemporary Educational Psychology, 11(3), 229-239.
Lyman, F. (1981). The responsive classroom discussion: The inclusion of all students. In A. S. Anderson (Ed.), Mainstreaming digest (pp. 109-113). College Park, MD: University of Maryland College of Education.
Mandal, R. (2009).Cooperative learning strategy. The Modern Journal of Applied Linguistics, 1(2), 94-102.
Marashi, H., & Baygzadeh, L. (2010). Using cooperative learning to enhance EFL learners’ overall achievement. Iranian Journal of Applied Linguistics, 13(1), 73-98.
Marashi, H., & Khatami, H. (2017). Using cooperative learning to boost creativity and motivation in language learning. Journal of Language and Translation, 7(1), 43-58.
Matsuoka, Y. (2009). Possible strategies for listening comprehension: Applying the concepts of conversational implicative and adjacency pairs to understand speaker intention in the TOEFL listening section. Accents Asia, 3(2), 27-56.
McLoughlin, D., & Leather, C. (2013).The dyslexic adult: Interventions and
outcomes. An evidence-based approach. Chichester, UK: BPS Blackwell.
McTighe, J., & Lyman, F. (1988). Cueing thinking in the classroom: The promise of theory-embedded tools. Educational Leadership, 45(7), 18-24.
Mendelsohn, D. J. (1994).Learning to listen: A strategy-based approach for the second language learner. San Diego, CA: Dominie Press.
Mendelsohn, D. (1995). Applying learning strategies in the second/foreign language listening comprehension lesson. In D. Mendelsohn & J. Rubin (Eds.), A guide for the teaching of second language listening (pp. 132-150). San Diego, CA: Dominie Press.
Mills, J. B. (2001). Cooperative learning: It’s here to stay. Essays on Teaching Excellence, 12(8), 1-4.
Morley, J. (2001). Aural comprehension instruction: Principles and practices. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (pp. 69-85).Boston, MA: Heinle & Heinle.
Murphy, J. M. (1991). Oral communication in TESOL: Integrating speaking, listening, and pronunciation. TESOL Quarterly, 25, 51-75.
Nagle S. J., & Sanders S. L., (1986). Comprehension theory and second language pedagogy. TESOL Quarterly, 20(1), 9-26.
Nunan, D. (1997). Listening in language learning. The Language Teacher, 21(9), 47-51.
Osada, N. (2004). Listening comprehension research: A brief review of the past thirty years. Dialogue, 3, 53-66.
Page, R. M., &Page, T. S. (2011). Promoting health and emotional well-being in your classroom. Canada: Jones & Bartlett.
Raba, A. A. A. (2017). The influence of think-pair-share (TPS) on improving students’ oral communication skills in EFL classrooms. Creative Education, 8, 12-23.
Razavi, S. A., Nakhle, M., & Naghavi, M. (2012). The effect of cooperative learning strategy of student teams achievement divisions (STAD) on developing oral communication skills of Iranian EFL learners. Iranian EFL Journal, 8(5), 114-129.
Richards, J. (2005). Second thoughts on teaching listening. RELC Journal, 36, 85-92.
Richards, J., & Bohlke, D. (2012).Four corners. Cambridge: Cambridge University Press.
Rimani Nikou, F., Bonyadi, A., & Ebrahimi, K. (2014).The effect of student team achievement division (STAD) on language achievement of Iranian EFL students across gender. European Online Journal of Natural and Social Sciences, 3, 936-949.
Rizvi, M. A. (2005). Effective technical communication. New Delhi, India: Tata McGraw-Hill Education.
Rizvi, M. A., & Kapoor, R. (2010).Communication for retail professionals. New Delhi, India: Tata McGraw-Hill Education.
Rost, M. (1994).Introducing listening. London: Penguin.
Rost, M. (2002).Teaching and researching listening. London: Longman.
Rourke, J., &Collins, S. D. (2009).Interpersonal communication: Listening and responding. Mason, OH: Cengage Learning.
Sharan, S. (1980). Cooperative learning in small groups: Recent methods and effects on achievement, attitudes, and ethnic relations. Review of Educational Research, 50(2), 241-271.
Schmitt, N. (2002). An introduction to applied linguistics. New York: Arnold.
Siegel, J. (2013). Second language learners’ perceptions of listening strategy instruction. Innovation in Language Learning and Teaching, 7(1), 1-18.
Slavin, R. E. (1980).Cooperative learning.Review of Educational Research, 50(2), 315-342.
Slavin, R. E. (2011). Instruction based on cooperative learning. In R. E. Mayer & P. A. Alexander (Eds.), Handbook of research on learning and instruction (pp. 344-360). New York: Taylor & Francis.
Stevens, R. J. (2003). Student team reading and writing: A cooperative learning approach to middle school literacy instruction. Educational Research and Evaluation, 9(2), 137-160.
Tyagi, K., & Misra, P. (2011).Basic technical communication. New Delhi: PHI Learning.
Vandergrift, L. (2003). Orchestrating strategy use: Toward a model of the skilled second language listener. Language Learning, 53(3), 463-496.
Vandergrift, L. (2007). Recent developments in second and foreign language listening comprehension research. Language Teaching, 40, 191-210.
Van Wyk, M. M. (2012). The effects of the STAD cooperative learning method on student achievement, attitude and motivation in economics education. Journal of Social Sciences, 33(2), 261-270.
Widdowson, H. G. (1978). Teaching language as communication. Oxford: Oxford University Press.
Young, M. Y. C. 1997). A serial ordering of listening comprehension strategies used by advanced ESL learners in Hong Kong. Asian Journal of English Language Teaching, 1, 35-53.
Zahedi, M., & Tabatabaei, O. (2012).The effect of collaborative learning on Iranian intermediate EFL learners’ oral Skills and motivation. Advances in English Linguistics, 1(3), 56-60.
