Networking for English Literature Class: Cooperative Learning in Chinese Context

Abstract

This action research was conducted to investigate the efficacy of networking, an adjusted cooperative learning method employed in an English literature class for non-English majors in China. Questionnaire was administered online anonymously to college students after a 14-week cooperative learning in literature class in a Chinese university, aiming to study whether the proposed cooperative learning method was an effective method in literature class and how it would impact students. The results indicated that it was an effective instructional practice with benefits in academic study, accountability and social skills.

Systematic Review: Approaches in Improving English Literature Teaching and Learning in ESL Classrooms

“…Chen, M. L. (2012) found that Children's books and DVD films could be a good substitute for ELT textbooks in reading classes [9] . Li, H. (2017) also found that students will have more time to talk, interact, and express themselves in class through networking [17] . Moreover, many studies have focused on assessing learning outcomes in English literature instruction for ESL students.…”

“…Published by Francis Academic Press, UK -61-to Li, H. (2017)'s action research [17] . Tevdovska, E. S. (2016) came to the conclusion that it is beneficial for students' literary learning when novels and short stories are discussed in a literature circle [24] .…”

“…Taking the above factors into consideration, the appropriate teaching method can be selected according to the specific situation (Li, H., 2017) [17] Possible options include a cultural approach, a scaffold reading approach, a multi-modal approach, and a reader-response approach with literary circles. It can be flexibly adjusted and combined according to teaching objectives, student needs and available resources.…”

Recalibrating teacher training in African higher education institutions: A focus on 21st-century pedagogical challenges

“…Positive interdependence entails one member's actions fostering another member's goals to reach common goals in a small group (Johnson & Johnson 2019, p. 45). Each group member assumes a key role so that the success of the group work is based on whether everyone succeeds in their role (Johnson & Johnson 2019;Li 2017). The SIT gives a broad concept of SDL that results from collaboration.…”

The influence of the learning environment on promoting self-directed learning

“…Positive interdependence entails when one member's actions foster another member's goals to reach common goals in a small group (Johnson & Johnson 2019:45). Each group member assumes a key role so that the success of the group work is based on whether everyone succeeds in their role (Johnson & Johnson 2019;Li 2017). Social interdependence theory gives a broad concept of SDL that results from collaboration.…”