C. Cheong, Wandong Xu, Wanru Pang, Siyu Zhu, X. Liao
{"title":"本科生综合小组讨论(IGD)的构建:小组讨论成绩在多大程度上反映了综合小组讨论任务的成绩?","authors":"C. Cheong, Wandong Xu, Wanru Pang, Siyu Zhu, X. Liao","doi":"10.1515/iral-2023-0073","DOIUrl":null,"url":null,"abstract":"\n Integrated group discussion (IGD) tasks represent a new type of integrated speaking task that requires students to communicate with their peers after comprehending and using provided source materials. With its potential to enhance effective communication and information literacy, IGD stands at the core of language education. Although the IGD task type has become increasingly popular, its construct is still unexplored. In this study, 124 Hong Kong undergraduate students completed an IGD task and a group discussion (GD) task (i.e., without source materials) in Putonghua. Four factors, speech and expression, content with source use, interaction, and language usage, were extracted to represent IGD performance. Two indicators of GD performance (linguistic expression and engagement in interaction) significantly predicted IGD performance, explaining 21.9 % of its total variance. The large proportion of unexplained IGD performance variance suggests that IGD tasks may be worth implementing. The theoretical and practical implications of the findings are discussed in details.","PeriodicalId":507656,"journal":{"name":"International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The construct of integrated group discussion (IGD) among undergraduate students: to what extent does group discussion performance reflect performance on IGD tasks?\",\"authors\":\"C. Cheong, Wandong Xu, Wanru Pang, Siyu Zhu, X. Liao\",\"doi\":\"10.1515/iral-2023-0073\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"\\n Integrated group discussion (IGD) tasks represent a new type of integrated speaking task that requires students to communicate with their peers after comprehending and using provided source materials. With its potential to enhance effective communication and information literacy, IGD stands at the core of language education. Although the IGD task type has become increasingly popular, its construct is still unexplored. In this study, 124 Hong Kong undergraduate students completed an IGD task and a group discussion (GD) task (i.e., without source materials) in Putonghua. Four factors, speech and expression, content with source use, interaction, and language usage, were extracted to represent IGD performance. Two indicators of GD performance (linguistic expression and engagement in interaction) significantly predicted IGD performance, explaining 21.9 % of its total variance. The large proportion of unexplained IGD performance variance suggests that IGD tasks may be worth implementing. The theoretical and practical implications of the findings are discussed in details.\",\"PeriodicalId\":507656,\"journal\":{\"name\":\"International Review of Applied Linguistics in Language Teaching\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2024-07-19\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Review of Applied Linguistics in Language Teaching\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1515/iral-2023-0073\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Review of Applied Linguistics in Language Teaching","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1515/iral-2023-0073","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
The construct of integrated group discussion (IGD) among undergraduate students: to what extent does group discussion performance reflect performance on IGD tasks?
Integrated group discussion (IGD) tasks represent a new type of integrated speaking task that requires students to communicate with their peers after comprehending and using provided source materials. With its potential to enhance effective communication and information literacy, IGD stands at the core of language education. Although the IGD task type has become increasingly popular, its construct is still unexplored. In this study, 124 Hong Kong undergraduate students completed an IGD task and a group discussion (GD) task (i.e., without source materials) in Putonghua. Four factors, speech and expression, content with source use, interaction, and language usage, were extracted to represent IGD performance. Two indicators of GD performance (linguistic expression and engagement in interaction) significantly predicted IGD performance, explaining 21.9 % of its total variance. The large proportion of unexplained IGD performance variance suggests that IGD tasks may be worth implementing. The theoretical and practical implications of the findings are discussed in details.