Japanese tertiary students’ perceptions of group work with explicit scaffolding

Abstract Over several decades, small group work has been studied in first language (L1) and second or subsequent language (L2) education, including English language learning contexts. Group work has been shown to be beneficial to language learning and general learning. L2 English students from non-student-centred educational backgrounds have limited experience of group work and often have poor attitudes towards it. Student attitudes can affect how well a student performs and engages with group work, so that poor attitudes may prevent them from accessing the full range of benefits of this learning method. Group work is common in English-medium education contexts, including university settings and work settings. Therefore, it is important to ensure that L2 English language students wishing to study or work in English-medium contexts develop a positive attitude towards group work. This can be done through scaffolding. In the present project, scaffolded group work was used in an English writing program for L2 students at a Japanese university. Student perceptions of group work were collected throughout the program to assess the change of attitude over time. Results showed that students’ perceptions of group work changed positively, particularly regarding personal learning and collaborative processes. Implications for language learning are discussed.