Article Review - Critical Reading Task

ARTICLE REVIEW

Title     :           The Comparison of the Difficulties between Cooperative Learning and                                                Traditional Teaching Methods in College English Teachers


Author :                Wang, Tzu-Pu

 

Review

General Comment: This article is not very long and is extremely concise; the themes chosen are also intriguing, and I appreciate it since it does not broaden the issue beyond what it should, which is surely a good thing in general.



General Review:    CL's teaching method, according to what I've read, assists teachers in creating a student-centered atmosphere in which students attain intellectual, emotional, and social-interpersonal growth. One of the most concerning issues is the teaching process in CL, which revealed a number of flaws and difficulties, including the free-rider effect, the unified course schedule, and the challenges of designing meaningful activities, managing a noisy and chaotic classroom, grouping students, dealing with low attendance or distracted students, and evaluating a large number of students' test grades. Regardless, this is a fascinating article to read. However, there was inadequate information given in this study on the methodology, sample, and specific location of the research. Furthermore, given the small sample size and lack of diversity among participants, the articles' generalizability was restricted. Future study on the programs should contain a full explanation of the program as well as a bigger picture.

 

Major Strengths      : (1) The article is really easy to grasp because the language level is not too high.; (2) The article isn't that long, and each chapter is quite focused on the topic.

 

Major Weaknesses  : (1) Inadequate data or the methods utilized (i.e. sample used; location of the research, etc).

 

REFERENCE

Wang, T. P. (2007). The comparison of the difficulties between cooperative learning and traditional                     teaching methods in college English teachers. The Journal of Human Resource and Adult                         Learning, 3(2), 23-30.

 

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