Successful Problem Solving as a Function of Interaction Style for Non-native Students of English1

The present study investigated interaction styles and success at problem solving by students of English as a second language. Students were selected from a continuing education program at Alberta Vocational Centre in Edmonton, Alberta. These subjects were chosen on the basis of active or passive participation in the classroom. Following this selection, subjects were randomly assigned to Active-Active, Active-Passive, or Passive-Passive groups which were comprised of eight same-sex dyads. Each dyad was required to solve ten problems on a two-way interaction task. Results indicated that Active-Active and Active-Passive pairs were equally successful at the task and both were superior to the Passive-Passive group. An analysis of those factors that may have contributed to task solution was conducted. It is argued that these results have practical importance for teaching English as a second language. One recommendation is that when teachers involve students in pair activities, passive students should be placed with active ones.

Cooperative learning · Dyad · Geography · Linguistics · Mathematics education · Passive voice · Pedagogy · Style (visual arts) · Task (project management) · Teaching method · Vocational education · Creativity in Education and Neuroscience · Emotional Intelligence and Performance · Engineering · Innovative Teaching and Learning Methods · Psychology · Social Psychology

• Awareness of second language inflectional morphology

  Open Access•Minna Suni•Acta Linguistica Hungarica•2007

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