Abstract
Abstract Team-based learning (TBL) has been shown to improve many aspects of student learning, but no previous research has systematically examined the effects of group exams on English as an Additional Language (EAL) students in university classrooms. This study is a small-scale action research examining the role of students’ English language status in their perceptions of and performance in group exams within TBL. The data were collected from 29 students – (13 EAL) and 16 English as a first language (EL1) – attending a third-year university linguistics class in Vancouver, Canada. Qualitative and quantitative methods were used for the data analysis. Results of the study revealed no statistically significant differences between the two groups in terms of perceptions or performance. Both groups had positive perceptions about group exams and the increase in their performance over the course of the semester was statistically significant. Qualitative results showed that students found group exams helpful for learning and reducing exam anxiety. Students also enjoyed the experience of taking group exams and stated that their attitudes toward the group exams were more positive at the end of the semester.
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