| Learning in Groups |
Main Points:
When using the Internet learners may assume that it is normal to work alone. This impression might be reinforced by the idea of ‘independent’ language learning. However, language learning is about learning to communicate with others. Little (1996: 203) puts this in theoretical perspective when he says, "that autonomy (as the freedom to learn) combines with dependence (as biological imperative to interact) to generate communicative processes". Thus working alone might not be the best way to learn autonomously, and also may not suit the learners’ style or preferred strategies. Learning alone might also not be conducive to deep learning according to Tang (1996: 196). Benson (1995: 9) highlights the importance of collaboration when he says that, "Whether technologies in self-access inhibit or promote autonomy may therefore be, in part, a question of whether they are used collaboratively or not."
Therefore the CILL site contains information on learning strategies that explain the advantages of working in groups in some situations. Even though the learners may be sitting at different computers in different locations, they can still work in groups by using the CILL site’s conferencing facilities. The advantages of group work must, however, be qualified, and thus also explained are disadvantages of working in groups, such as the example given by Egbert (1196: 17) when members of a group use the principle of division of labour to do sub-tasks, and a group member only becomes proficient in those sub-tasks, not in the whole task.
Benson , Phil (1995) Self-access and Collaborative Learning. Independence Summer 1995 Vol. 12, pp.6-11
Egbert, Joy L. (1996) Analytic and Systemic Analyses of Computer-supported Language Learning Environments. TESL-EJ Vol. 2, No. 2 September 1996
Little, David (1996) Freedom to learn and compulsion to interact: promoting learner autonomy through the use of technologies. In Pemberton, Richard; et al.(1996) Taking Control: Autonomy in Language Learning Hong Kong, Hong Kong University Press, 203 - 218
Tang, Catherine (1996) Collaborative Learning: the Latent Dimension in Chinese Students’ Learning. In Watkins & Biggs (eds.) (1996) The Chinese Learner: cultural, psychological and contextual influences Hong Kong: Comparative Education Research Centre, University of Hong Kong, 183 - 204