COLLABORATIVE LEARNING AND ITS IMPACT TO FOSTER

STUDENTS EMOTIONAL ENGAGEMENT

.

Diana Fernanda Rodríguez

Elizabeth Díaz

Martha Patricia González

UNIVERSIDAD EL BOSQUE

SCHOOL OF EDUCATION

UNDERGRADUATE PROGRAM IN BILINGUAL EDUCATION

BOGOTA, 2019
Literature review Commented [1]: Holaa chicas, esto azul es
contextualizacion de los dos conceptos CL and
emotional engagement. al final de la correcion de ayer
It is necessary for a better understanding and support of our proposal to review nos envio eso con colores y los pasos..

the concepts for both collaborative learning, and emotional engagement: first,

Collaborative learning is defined in this literature review and for our proposal as

an educational approach to teaching and learning, which involves groups of

learners working together to solve a problem or complete a task, collaborating

for a common goal. Barbara Leigh Smith and Jean MacGregor (2014) state

that “is a term for a variety of educational approaches,involve intellectual effort

by students and teachers together” (p.2); as it, the main idea from this quote

lead us to support our proposal, understand that with collaborative learning

students are working in groups of two or more, searching together for

understanding, solutions and ways to solve a problem or create a project, all of

them giving ideas and knowledge to effectively complete a specific task.

Besides the teacher’s explanation and presentation of the materials, students

explore and apply it for their benefits with the support and guide of the teacher,

their effort and role in collaborative learning activities may be provoque interest

and curiosity while developing the activity, students who have the initiative and

the others around them who may be have the intention to help to solve and

develop the task and make contributions.

Second, the most complete definition for our proposal enhancement about

Emotional engagement according to (Mih & Mih, 2013) who state that is a

concept which refers to students’ affective reactions in the classroom, which

engage them in effective learning process,positive or negative emotional

experiences “These emotion reactions, such boredom, happiness, sadness,

and anxiety contribute to a classroom climate that forms the foundation for

teacher - student relationships and interactions necessary for motivation

students to learn”(Mih & Mih, 2013); This previous quote clarify and help to our

better understanding of Emotional engagement, benefits and why it is essential

in a class learning environment, the students attitudes that guide their behavior,

those which may be positive: for example: for them to have the initiative to

develop the task in collaborating activities, curiosity of the topic or to other

ideas, self-discipline, and perseverance at the same time they are working on

the activities. Negative attitudes also such as them to feel bored or unmotivated

in the learning process, this leads to create a effective class environment, type

of the activity as for our proposal to work with collaborative tasks to improve and

benefit their emotional engagement and proper language learning acquisition.

(Meyer & Turner, 2006) support the idea and how useful is to have in mind

Emotional Engagement, due to we as teachers have the clue to work on

students attitudes, examine their feelings during the class sessions and also

the possibility to carry out survey questions about likes or dislikes of the school,

teacher, the tasks. This quote from Meyer and Turner, 2006): is a complete Commented [2]: marta toca explicar estas citas, por
que no estan explicadas. solo colocaste las citas pero
no dejaste la explicaste
support and base for us to implement collaborative learning to foster students

Emotional engagement, by collecting information from students and real class

examination, we would have the chance to identify the needs from the students

to feel comfortable and emotional engage in English learning, what they want

from teacher to do, and why they are feeling bored and what would be helpful

for them as it to foster their emotional engagement in English learning process.

The purpose of this proposal is to collect and analyze Collaborative learning

and emotional engagement recent studies and theory to have clear awareness

of both definitions, purpose and uses to implement it in a Bilingual program of

teaching and learning English as a foreign language process. Essentially, to

identify the benefits of combine both collaborative learning to foster students

emotional engagement in the population which is a group in 11th grade; there

are 31 students. As it to examine its implementation for students attitudes, for

them to be confident of their knowledge, to avoid anxiety and boredom feelings

during the English class learning process, to be interesting in the tasks and

explanations and to develop tasks satisfactory in terms of academic and

personal achievements. the expected results may be positive applying

collaborative learning environment and, variety of tasks engaging students

emotionally, and, instead of repetitive being consequently changing activities

and groups work with active participation from the students. furthermore to

reach meaningful pedagogical advantages, improve students performance while

this process, providing the proper materials to generate intrigue and always

supporting and monitoring their learning process.

Theory of collaborative and Emotional engagement combination of both Commented [3]: aca coloque el purpose del proposal
fatlata habalr de teoria y beneficios de los dos
combinados que este titulo
The collaborative learning is fundamental for this study, this help to

development of emotional engagement into classroom to learn Second

Language, even it is a benefit for students get favorable academic outcome.

As it is defined by Doğanay & Sarı, 2012 who consider that collaborative

learning “should be created for an effective learning introduction process, and to

reeinforce academic and personal achievement” Doğanay & Sarı, 2012:

according this quote it can be said that learning approaches providing students
with environments in which students are able to interact with practices to force

their pre-knowledge and experiences, leads to give students the chance to

explain their own opinions without hesitation, or doubts; and if there are some

doubts or difficulties while developing activities as in the following quote from

(Johnson& Johnson, 2010) who in state that: “All students share different

sources they posses, support each other mutually and thereby enhance their

learnings to the maximum level in collaborative learning approach”(Johnson

& Johnson, 2002); so, thanks this quote, we can assume that collaborative

learning approach increases academic achievement but contributes developing

social circle, strengthens interpersonal communication, and to improve

relationships between students, give the students the probability to overcome

possible lack of confidence of their own knowledge or skills, as it for them to

have confidence of themselves to give ideas, to show assumptions of their

previous knowledge to combine and analyse different perspectives from the

others in their group of work.

Also, its means that two heads are better than one, so in case that

learners have a difficult to learn english, another students can explain the same

topic but using collaborative tasks (work in group), because is easier to

understand when exist a constructive idea, this promote to increase of

meaningful way their preparation in EFL into classroom.

Therefore, it is important to say that collaborative learning gives the

opportunity to foster emotional engagement into classroom. Students are able

to work in pairs or groups to develop collaborative activities that allow teacher is

a facilitator to create learning tasks that encourage to learners to be more

comfortable, more actively in their learning process and the ability to have

interaction between people. Zepke, (2013) gives a vision about the importance

to include the engagement in the learning process and how it focuses on

pedagogy to develop the class.

Understanding and enhancing student engagement is now considered

vital all over the world in ensuring student success. From a behavioral

perspective, the concept should be understood in terms of ‘time on task’,

but recent perspectives into this concept slot in aspects of teaching, the

wider student experience, organizational encouragement and facets of

students’ lives beyond the four walls of the classroom. Much of the

engagement research focuses on the pedagogy employed by teachers

and institutions.

to get this goal teacher assigned different collaborative task in which students

foster emotional engagement, it is fundamental mentioned that teacher does not

limitate the opinions or participation of learners into the class, collaborative

learning teacher build new knowledge with his or her students.In contrast last

century teacher had the control on the classroom and students felt restricted or

fustrated to learn L2, since, learners lacked interest to get knowledge and

continue involving more with the target language.

In other target the importance of collaborative learning to foster emotional

engagement, we put in consideration the key characteristic that are mentioned.

We discuss how the implementation of collaborative tasks help students to

encourage their learning process in EFL.

On the other hand, we take into account references, studies and approaches to

support the collaborative learning and the importance of emotional engagement

into classroom theory. To conclude, the implementation of CL to encourage

students emotion engagement as an important role in high school and help

them to improve their academic outcome in EFL.

Dennen shows us an important effect when implementing engagement it

promotes academic outcomes, since they involve actively by the activities in

class. For him engagement is in particular a crucial variable fostering academic

outcomes. Dennen (2007) defined as the extent to which students feel actively

engaged by their learning activities thinking, talking and generally interacting

with their peers and instructor. Besides, emotional engagement is refers to

positive influences to learn, this involved satisfaction, persistence, enjoyment

and energy emotions, it also enhances self-esteem, confidence and conviction

in learners, that aspects help students to enrich their learning process in L2..

In addition, Barfield (2003) mentioned that “learners lack of self-

confidence, lack of interest this affect students learning”.This is very common in

teenage due to the changes of sense that young learner have, this cause lack

of self-confidence and lack of interest in learn Second Language in special in

higher education. In order to foster emotional engagement that required CL this

is appropriate approach to boost learner.

CL is a tool that involve learners to work in small groups that promoting

responsibility, interaction among group members, sharing knowledge

,leadership, decision-making, communication, working in common goals.

According to Bruffee (1996) says that to think well as individuals we must learn
to think well collectively; that is, we must learn to converse well (p. 88). this

approach provides opportunities that learners take collective decisions to work,

everybody share their ideas or opinions and increase interaction through of

discussion with other classmates, in other words learners exchange information

to create a social knowledge to contribute good ideas for the benefit of the

group.

By other hand, Seng in a research made in 2006 found that “would collaborative

learning increase the changes of academic success. It is also found that when

there are fun and interesting communicative activities in the classroom,

students enjoyed working in groups.” (Seng, 2006). Collaborative learning

works as a tool to motivate to learn in a fun way at the same time to interact in a

group and help to complete a task or activity, with that is possible to increase

the positive outcomes when students are in the process for learning English as

a foreign language.

According to Wendy (2007) believes that “using cooperative learning

structures both formally and informally can make lessons into fun, where

students are really involved in their learning. He adds that cooperative

learning structures create a situation in which tasks will not be completed

unless students cooperate. Therefore, each group member must contribute

actively in the group so that they can reach their learning goals”. It evidence that

the work in group is so important in the learning foreign language, because of

they need to do contributions to finish the task so that it is successful and is

necessary to develop an active participation.

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