Abstract
Collaborative learning such as pair work and group work, has been widely discussed and proven to be an effective tool for teaching English. This study exclusively focuses on a dyad (a pair) and a triad (a group of three), and the students’ perceptions toward these collaborative interactions because few studies have investigated the difference between students’ perceptions toward dyads and triads. Those psychological aspects could play an important role in promoting a student’s learning English and motivation. Furthermore, triads are considered as a basic unit of a group which creates a sense of being public. This could have a unique effect on students’ feelings. 57 Japanese university students introduced themselves in dyads and triads. The questionnaires were administered to collect the data. The characteristics found in each interaction are categorized respectively in accordance with the findings of research in clinical psychology. The research results indicated that how they experienced both dyads and triads differed, although they had a positive attitude toward both of them. While participating in dyads is the preferred format for conversational practice as the students could converse quite easily and contribute to the conversation, adopting triad interactions in English lessons may provide a double advantage to students: learning English, and learning communication skills and social skills. This could have some implication when teachers use pair work and group work in English lessons.
Author Information
Naoko Ichii, Shibaura Institute of Technology, Japan
Paper Information
Conference: IICE2022
Stream: Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
This paper is part of the IICE2022 Conference Proceedings (View)
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To cite this article:
Ichii N. (2022) Students’ Perceptions Toward Dyads and Triads in the English Classroom ISSN: 2189-1036 – The IAFOR International Conference on Education – Hawaii 2022 Official Conference Proceedings (pp. 245-255) https://doi.org/10.22492/issn.2189-1036.2022.23
To link to this article: https://doi.org/10.22492/issn.2189-1036.2022.23
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