Students’ reactions to a group project in a university English-as-a-foreign-language class for cultural understanding

Abstract

This paper introduces and analyzes a cooperative learning (CL) group survey project implemented in a freshman university English-as-a-foreign-language class focused on intercultural communication and taught at a co-ed university in the Tokyo metropolitan area in the spring semester, 2008. The project consisted of three phases, with students working in heterogeneously formed groups for an entire semester. In Phase 1, the students learned basic discussion and CL skills. In Phase 2, each group conducted a class survey on a group-selected topic in the field of intercultural communication, analyzed the results and presented their findings. Similar procedures were repeated in Phase 3, except that this time students interviewed foreigners outside the university and were required to work on more demanding tasks. At the end of the semester, the students filled out a reflective questionnaire and their responses were quantitatively and qualitatively analyzed. Interviewing classmates and foreigners helped the students develop confidence in their English ability and broaden their cultural perspectives. In addition, they showed cooperative behavior and analytical ability. English had become a real means of communication. This hands-on experience helped them begin to shift from knowledge consumers to knowledge producers. They also experienced the power of true cooperation.