Interactive Groups in the second language promote the acquisition of skills

Interaction, participation and collaboration are considered key factors in the acquisition of foreign language skills. SEAs such as Interactive Groups (IG) create favourable conditions in which these three factors are increased to ensure effective dialogic learning.

In summary, in the present study, the results evidenced the following:

-Through the IGs, children were encouraged to collaborate and support each other, even if their English level was very diverse. Thus, all students were able to participate actively in the tasks. 

-Heterogeneity was shown to be a resource to foster dialogic interactions and facilitate the learning of the language. 

-IGs would not work without the adult volunteers and their implication. 

-IGs promoted the increase of learning expectations, even for students who were not showing improvements before.

Zubiri-Esnaola, H., Vidu, A., Rios-Gonzalez, O., & Morla-Folch, T. (2020). Inclusivity, participation and collaboration: Learning in interactive groups. Educational Research, 1-19. 

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Nerea Gutiérrez

Research done in the field of IG as well as other SEAs have shown that these actions also generate friendship and empathy among the students by fostering mutual support, inclusive attitudes and reducing violent behaviours1. Moreover, the implementation of these actions has evidenced to reduce dropout rates, increasing the students motivation and enhancing solidarity among them2.

Research articles

León-Jiménez, S.; Villarejo-Carballido, B.; López de Aguileta, G.; Puigvert, L. (2020). Propelling Children’s Empathy and Friendship. Sustainability, 12(18), 7288.

Melgar, P. (2015). Interactive groups in early childhood education: First step for educational success. Intangible Capital, 11, 316-332. doi: 10.3926/ic.658

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