Team-based learning and English grammar: Building community and lowering affect

Sonja Launspach

doi:10.3765/plsa.v6i2.5097

Abstract

This paper explores the initial use of Team-Based Learning (TBL) and Ungrading approaches in a synchronous on-line basic English grammar course for non-linguistics majors. The study employs TBL and Ungrading approaches to create a supportive learning community, address students’ fear of grammar, and provide more effective formative and summative assessments. Qualitative analysis of students’ reflective writing suggests that implementation of both TBL and Ungrading has a positive effect on students’ learning experiences.

Highlights

Teaching the grammar of standardized academic English to native English speakers can present a number of related pedagogical challenges
I focus on three challenges: 1) linguistic insecurity, 2) anxiety related to grades, and 3) community building
According to Preston (2013), “linguistic insecurity arises when one feels that they are not able to perform the linguistic job at hand” (p.324)

Summary

Introduction

Teaching the grammar of standardized academic English to native English speakers can present a number of related pedagogical challenges. To address the challenges facing me in my online grammar “classroom,” I turned to two pedagogical resources: Team-Based Learning (TBL) and Ungrading. Team-based learning (TBL) is an instructional strategy originally developed by Michaelsen & Sweet (2012) that emphasizes student preparation out of class and application of knowledge in class while engaging students in active learning and critical thinking.

Results

Conclusion