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Semelhante a Group dynamics, leadership and influence
Semelhante a Group dynamics, leadership and influence (20)
Group dynamics, leadership and influence
- 1. Group Dynamics, Leadership, and Influence Presenter: Minyeh Tsai Instructor: Dr. Teresa Hsu Nov. 19, 2012
- 2. Citation Leeming, P., & Cunningham, S. (2012). Group dynamics, leadership and influence. In A. Stewart & N. Sonda (Eds.), JALT2011 Conference Proceedings. Tokyo: JALT 2
- 3. I. Introduction Table of contents I. Literature Reviews II. Method III. Results and Discussion IV. Conclusion I. Reflection 3
- 4. Introduction
- 5. Research Questions 1. What factors predict emergent leadership within groups in an Second Language Acquisition (SLA) context? 2. Is there any evidence that emergent leaders influence learning experiences for individual members of the group? 5
- 6. Introduction Despite the ubiquity of group work in second and foreign language pedagogy, understanding of group processes in the language classroom is limited. 6
- 7. Introduction This paper reports on a study which investigated group dynamics in SLA, focusing on student leadership within groups working together. 7
- 8. Purpose To provide an “empirical research” into group dynamics leadership but just theoretical explanation from others’ practical advice and suggestions 8
- 9. Literature Reviews
- 10. Literature Reviews Group Dynamics Research in SLA (Brooks & Donato,1994) 10
- 11. Literature Reviews Leadership (Paul & Stuart, 2009) Emergent Leaders (Northouse, 2009)
- 12. Literature Reviews (Judge et al., 2002) 12
- 13. Method
- 14. Mix Method Approach Qualitative approach Quantitative approach
- 19. Procedure
- 21. An example of IPIP
- 22. Results and discussion
- 23. 23
- 24. 24
- 25. Results Extroversion = Higher English proficiency = Leader Introversion = Leader Low English proficiency = Leader Extroversion ≠ Higher English proficiency ≠ Leader
- 26. Conclusion
- 27. Conclusion Emergent leadership does seem to impact on the levels of participation by students, and to complicate the practice of increasing autonomy by encouraging students to take an active part in decision-making. 27
- 28. Reflection
- 29. Reflection This study was conducted in a specific context with a small number of students, and it cannot be assumed that the findings generalize to other language learning situations. The authors encourage researchers to investigate how group dynamics may be affecting students in their classrooms. 29
- 30. What about you? 30
- 31. Thank you for listening.
Notas do Editor
- JAPAN ASSOCIATION FOR LANGUAGE TEACHING Here’s the citation. The authors are Paul Leeming and Stuart Cunningham. This journal is from JALT2011 Conference Proceedings.
- The table of content including introduction, literature reviews...
- Here the group process means how the members format the group and work on the project. For example: if Tim, Radium and Scott are in a group, Scott might be the leader, telling others what they should do; Radium might be the one who make PPT; Tim might be the one who presents.
- The paper then addresses the influence that these leaders had on the individual learning experiences of other members of the group.
- Many previous studies have focused on group work; however, there’re just a few SLA researchers consider how group dynamics leadership may influence on second language- English learning and the processes of interaction. To put it simply, who becomes a leader, and how do they influence their group?
- The authors used both qualitative and quantitative approaches, which is called a mix method in this study.
- In qualitative method, the participants were 22 third year science students from western japan. The English course will last in a week for 26 hours. And the instruments were an open-ended questionnaire, Group Leadership Index (GLI), audio and video recordings.
- This is an example of open-ended leadership questionnaire. It was designed in Japanese as well as English.
- After they answered leadership questionnaire, they would have finish group leadership index. Both Japanese and English version were provided. For example: do you think the person you chose as leader assigned tasks to members a little, quite a lot or a lot?
- Here’s the schedule of their English courses in a week and group work is needed everyday.
- 22 students randomly be assigned to two groups firstly participated in an intensive summer English course for 7 days. In these 2 groups, students’ level of English wouldn’t be concerned. After 5 days, each group had a presentation. By the presentations, the researchers would know the control of the norms for each group in order to find out the leadership roles.
- In quantitative approach, of course, the participants and the research site were the same. The researchers firstly tested their TOEIC, and then a dictation and personality item pool. The instruments were and International Personality Item Pool (IPIP) with 12 items, TOEIC and a dictation were the instruments.
- 高分外向 Leader
- 高分內向 leader 低分外向 leader