Publication: Effects of Cooperative Learning and Peer Influence on English Debate Learning Experience of Novice Student Debaters: A Case Study of a University Debate Club
Submitted Date
Received Date
Accepted Date
Issued Date
2020
Copyright Date
Announcement No.
Application No.
Patent No.
Valid Date
Resource Type
Edition
Resource Version
Language
en
File Type
No. of Pages/File Size
ISBN
ISSN
2651-1347 (Print), 2672-989X (Online)
eISSN
DOI
Scopus ID
WOS ID
Pubmed ID
arXiv ID
item.page.harrt.identifier.callno
Other identifier(s)
Journal Title
Journal of Studies in the English Language
Volume
15
Issue
1
Edition
Start Page
159
End Page
220
Access Rights
Access Status
Rights
Rights Holder(s)
Physical Location
Bibliographic Citation
Research Projects
Organizational Units
Authors
Journal Issue
Title
Effects of Cooperative Learning and Peer Influence on English Debate Learning Experience of Novice Student Debaters: A Case Study of a University Debate Club
Alternative Title(s)
Author(s)
Author’s Affiliation
Author's E-mail
Editor’s Affiliation
Corresponding person(s)
Creator(s)
Compiler
Advisor(s)
Illustrator(s)
Applicant(s)
Inventor(s)
Issuer
Assignee
Other Contributor(s)
Series
Has Part
Abstract
This qualitative study focuses on how cooperative learning experience and peer influence plays a role in debate learning experience of novice student debaters. Of all of the emerging themes, this paper specifically presents the cooperative learning and peer influence theme. Eleven participants with no prior English debate experience were selected through purposive sampling. The participants completed ten sessions of English debate training and data were collected through the use of three instruments including three individual interviews, learning log diaries and class observations. Each of these instruments presented similar questions for the integrated analysis. Coding analysis was conducted and similar findings from each source suggested both positive and negative effects of cooperative learning and peer influence on the participants’ learning experience. The positive side was represented by knowledge and mental support occurring both directly and indirectly. For the knowledge support, the direct support was represented by peer-tutoring, consultation and knowledge/idea sharing, while the indirect support included peer observation /modeling and class immersion. In terms of mental support, participants directly benefit from peer consolation and indirectly from a sense of teamwork and togetherness and peer observation. However, the negative effects were found to include peer pressure and team overreliance causing discouragement and reduced individual responsibility. Effects of peer pressure were paralleled with individual’s level of self-esteem and class heterogeneity.