Learners’ Reflections on Team-based Learning in English Academic Writing Course

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Linchong Chorrojprasert

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Abstract


The purpose of this classroom research was to shed light on the learners’ reflections on the impact and benefits of team-based learning (TBL) strategies in an Upper Intermediate English for Academic Writing course offered to multinational students from graduate programs in an international university in Thailand. The respondents of the study included 18 students of five nationalities from three different graduate programs who were enrolled in a non-credit English course as a part of their admission requirement as well as for the improvement of their academic English skills for successful completion of their study programs. The mixed methods were employed; included were the use of a survey questionnaire and focus group interview. The findings from both quantitative and qualitative data confirmed the positive impact of team-based learning on the learners’ learning experiences, academic English skills as well as interpersonal and thinking skills.

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