ER
A Quasi-experimental Study of EFL Students’ Perceptions of the Team-based Learning Approach Used in Oral Presentation Classes
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Abstract
This study undertook a quasi-experimental study of EFL students’ perceptions of the team-based learning approach used in oral presentation classes. A total of 80 Chinese EFL students from two intact classes participated in this study based on a random sampling technique. One class was randomly selected as the experimental group (N=40), which received team-based learning as the intervention, and the other class was the control group (N=40), which underwent traditional lecturing. After 16 weeks of intervention, a group oral presentation test was used to evaluate students’ group oral presentation performance. The instruments were oral presentation tests, questionnaires, and semi-structured interviews. The quantitative data were analyzed by paired-samples T-test and ANCOVA, and the qualitative data were explored by thematic analysis. Results indicated that the experimental group students held positive perceptions of the team-based learning approach used in their oral presentation classes. They perceived that the team-based learning significantly improved their group oral presentation performance in the aspects of engagement, accountability, and satisfaction.
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How to cite this paper
A Quasi-experimental Study of EFL Students’ Perceptions of the Team-based Learning Approach Used in Oral Presentation Classes
How to cite this paper: Jianjun Yu, Nalini Arumugam, Yan Cui, Shuyi Teng, Shuang Hao. (2025). A Quasi-experimental Study of EFL Students’ Perceptions of the Team-based Learning Approach Used in Oral Presentation Classes. The Educational Review, USA, 9(3), 384-395.
DOI: http://dx.doi.org/10.26855/er.2025.03.016
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