Author(s)

Yi Yang

Corresponding Author

Yi Yang

Abstract

This study explored verbal interactions and perceptions of undergraduate students in cooperative learning groups within English as a medium of instruction (EMI) classrooms. Fifteen first-year students, organized into gender-mixed groups, were observed and interviewed. Classroom observations highlighted common verbal behaviors such as explanation, proposition, and agreement expression. Groups were categorized as proactive, active, or passive based on participation levels in knowledge co-construction. Interviews revealed positive student impressions, citing benefits in academic achievement, social skills, and self-confidence. However, the study noted diverse responses to the teacher's intervention and language shift: while stimulating for some, it reduced confidence in others. Despite this, students generally enjoyed collaborative learning, emphasizing its positive impact on their overall development. The findings offer insights for language teachers, suggesting ways to facilitate student-centered classrooms, bridging the gap between EMI instruction and students' confidence levels.

Keywords

group discussion, cooperative learning, knowledge co-construction, English as a medium of instruction, higher education