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

Main Article Content

Linchong Chorrojprasert



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.

Article Details



Ahn, H. S., Rotgans, J. I., Rajalingam, P., Lee, J. J. R., Koh, Y. Y. J., & Low-Beer, N. (2017). Assessing how students learn in Team-based leaning: Validation of the knowledge re-consolidation inventory. ScienceDirect, (3), 118-127.
Arifani, Y. (2016). The implementation of team-based discovery learning to improve students’ ability in writing research proposal. International Education Studies, 9(2), 111-119.
Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). California: Sage Publications.
Gopalan, C., Fox, D. J., & Gaebelein, C. J. (2013). Effect of an individual readiness assurance test on a team readiness assurance test in the team-based learning of physiology. Advances in Physiology Education, 37(1), 61-64.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
Hidi, S., & Harackiewicz, J. M. (2000). Motivating the academically unmotivated: A critical issue for the 21st century. Review of Educational Research, 70(2), 151-179.
Hrynchak, P. & Batty, H. (2012). The educational theory basis of team-based learning. Medical Teacher. 34, 796-801.
Kaufman, D. M. (2003). Applying educational theory in practice. BMJ, 326, 213-216.
Khogali, S. E. (2013). Team‐based learning: A practical guide: Guide supplement 65.1‐ Viewpoint. Medical Teacher, 35(2), 163-165.
Lai, E. R., & Viering, M. (2012). Assessing 21st century skills: Integrating research findings. Vancouver, BC: National Council on Measurement in Education.
Lodico, M. G., Spaulding, D. T., & Voegtle, K. H. (2006). Methods in education research from theory to practice. San Francisco, CA: Jossey-Bass.
Michaelsen, L. K., & Sweet, M. (2008). The essential elements of team-based learning. New Directions for Teaching and Learning, (116), 7-27.
Nunan, D., & Bailey, K. M. (2009). Exploring second language classroom research. Boston: Heinle.
Salari, F., & Hosseini, S. M. H. (2019). Competitive team-based learning vs. reciprocal teaching of reading: A study in reading classes. Journal of Language Teaching and Research, 10(3), 489-500.
Schmidt, H. G., Rotgans, J. I., Rajalingam, P., & Low-Beer, N. (2019). A psychological foundation for Team-based learning: Knowledge reconsolidation. Acad Med, (94), 1878-1883.
Sibley, J., & Ostafichuk, P. (2014). Getting started with team based learning. Virginia: Stylus Publishing.