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Jacobs, George M.; Ivone, Francisca Maria – TESL-EJ, 2020
Providing students with opportunities for peer interaction is considered best practice in classroom teaching. However, facilitating peer interaction as part of distance education represents a new challenge for some teachers. The present article raises eleven questions for teachers to consider when infusing cooperative learning (thoughtfully…
Descriptors: Cooperative Learning, Distance Education, Best Practices, Peer Relationship
Jacobs, George M.; Kimura, Harumi; Greliche, Nicolas – TESL-EJ, 2016
Incivilities are words and actions that may be perceived as impolite. This article reports a study of perceptions of and experiences with incivilities during group activities in English class. Participants were 119 students at a women's university in Japan. They completed the Pair/Groupwork Incivility Scale, a Japanese-language instrument, which…
Descriptors: Foreign Countries, College Students, Females, Womens Education
Farrell, Thomas S. C.; Jacobs, George M. – TESL-EJ, 2016
This article discusses the use of teacher reflection groups to aid teachers in their efforts to facilitate cooperative learning among their students. It is argued that these teacher reflection groups function best when they are organized with reference to eight cooperative learning principles. Furthermore, it is suggested that these reflective…
Descriptors: Reflective Teaching, Communities of Practice, Cooperative Learning, English (Second Language)
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Jacobs, George M.; Farrell, Thomas – TESL-EJ, 2001
Describes eight changes that fit the paradigm shift in second language education toward what is often called communicative language teaching: learner autonomy, cooperative learning, curricular integration, focus on meaning, diversity, thinking skills, alternative assessment, and teachers as co-learners. The paradigm shift is examined as an element…
Descriptors: Communicative Competence (Languages), Cooperative Learning, Educational Change, Independent Study