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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/3874

Title: Verbal Participation in Group Work: A Case Study of First Year Students at Addis Ababa University
Authors: Berhanu, Bogale Haile
Advisors: Dr Teshome Demissie
Keywords: Verbal Participation in Group Work
First Year Students at Addis Ababa University
Copyright: Jun-2000
Date Added: 22-Nov-2012
Publisher: AAU
Abstract: This study is an attempt to gain insight into the verbal participation behaviour of first year students at Addis Ababa University, as they take part in group discussion in College English classes. The main aims are to investigate the extent to which students differ in terms of verbal participation in group discussion, to explore the factors that account for the differences, students' perceptions of low and high participators, and whether students change their participation behaviour (increasing or decreasing in participation) and, if so the factors responsible for the change. Thus a longitudinal dimension has been used in which students' views and behaviours are seen developmentally. The main subjects of the study were 35 first year students at AAU Also 108 students took part in filling in a questionnaire. Data on verbal participation in group discussion were gathered by means of audio and video recordings and different types of questionnaires (self-ratings, group member ratings, classmate ratings, and instructor's ratings). Based on their participation level 18 students were selected for in-depth individual and focus group interviews. Analysis of the data indicated that there was a huge difference among students in terms of their verbal participation in group discussion: some were extremely silent (17.1 %), and others were very high participators (17. 1%), some times to the point of almost totally dominating other group members. Then students' (especially the silents' and the talkers') views of the factors that accounted for the difference in participation were discussed. It was also found out that by the end of the academic year or in the second semester some high participators became silent; and some very silent students became active participants. Students' perceptions of the silents and the talkers has also been presented and discussed. The thesis concludes by considering the implications of the findings for increased or more equitable verbal participation among students in group discussion and the need for research into internal and external variables affecting participation.
URI: http://hdl.handle.net/123456789/3874
Appears in:Thesis - Teaching English as a Foreign Language

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