Students' Academic Engagement in Small Group

摘要

This study looked at students' academic engagements when they worked in small groups to prepare speech drafts in an EFL classroom. In particular, the study examined what students were focusing and kind of thinking processes occurred during deliberations. The analysis is based on deliberation segments from students' transcripts to see the focus of discussion and two-dimensional Revised Bloom Taxonomy (Anderson & Krathwohl, 2001) to analyse the thinking processes students demonstrated. Results showed that during deliberations, students were more focused on content of the speech (73,83%) rather than on the language (26,17%). In terms of thinking processes, results from knowledge dimension axes showed that two most knowledge elicited during deliberations were factual knowledge (82,81%) and conceptual knowledge (17,19%) with no discussion on procedural knowledge and metacognitive knowledge. On another axis, cognitive process dimension, results showed that students cognitive processing fit in remembering (74,61%), understanding (23,44%), and analysing (1,95%) information. There were no incidents of applying, evaluating, and creating.