PROMOTING COLLABORATIVE LEARNING TO FACILITATE COMMUNICATION AMONG CONGOLESE EFL LEARNERS
Main Article Content
Abstract
This research paper addresses critical reading as a reading process in English as a foreign language class. It concentrates on a process in which learners should be actively exposed to question, judge, evaluate, understand texts in order to improve their reading skills. This process may be defined as a paramount process to be developed during the reading classes to help learners improving their comprehension skills through approaching texts with a critical eye.This study investigates on developing critical reading through questioning some Kinshasa’s EFL teachers and suggesting them to develop critical reading in an EFL reading class Program in order to let learners face different reading materials at school.The findings of this investigation show that EFL teachers do not help EFL learners developing critical reading or do not give learners the opportunity of judging, questioning, evaluating and understanding texts’ information. The Results also indicate that teachers are not always introducing critical reading to EFL learners to improve their reading and comprehension skills.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
Bruner, J. 1985. Vygotsky: An historical and conceptual perspective. Cambridge: Cambridge University Press.
Cambridge Advanced Learner’s Dictionary. 2013. 4th Ed. Cambridge: Cambridge University Press.
Chatain, K. 1984. Developing Second Language Skills: Theory and Practice. 3rd Ed. New York: HBJ Publishers.
Crystal, D. 1997. English as a global language. Cambridge: Cambridge University Press.
Dewey, J. 2009. Democracy and education: An introduction to the philosophy
Dillenbourg, P. 1999. “What do you mean by collaborative learning?” In Cognitive and Computational Approaches, 33, 4, pp. 189-211.
Gokhale, A. 1995 “Collaborative learning enhances critical thinking”. Journal of Technological Education, 7, 1, pp. 22–30
Goodnouth, K. 2005. Fostering teacher learning through collaborative inquiry. Journal of Educational Strategies, Issues and Ideas, 79, 2, pp. 88-92.
Johnson, D. W. and R. T. Johnson. 1986. “Relationships Between Black and White Students in Intergroup Cooperation and Competition”. Journal of Social Psychology, 125, 4, pp. 421-428.
Lee, C. D. et al. 2000. Vygotskian perspectives: Internet communication, Institute for Distance Education lesson study. Philadelphia: Research for Better Schools.
Long, M. H, and P. A. Porter. 1985. “Group work, interlanguage talk, and second language acquisition”. TESOL, 19, 2, pp. 207–228
MacGregor, J. 1992, “Strategies for energizing large classes: from small groups to learning communities,” New Directions in Teaching and Learning, 81, 3, pp. 21-36.
Mayer, R. E. 2004. “Should there be a three strikes rule against pure discovery learning?”, American Psychologist, 59, 1, pp.14-22.
Perkins, D. N. 1992. Smart schools: From training memories to educating minds. New York: Free press
McKay, S. L. 2000. “Teaching English as an international language: Implications for cultural materials in the classroom”. TESOL Journal, 9, 4, pp. 7-11.
Ngongo, D. 1999. La Recherche Scientifique en Education : Paradigms, Methods, et Techniques. Louvain: Bruyant-academia s. a.