Group work appears to be one of the most effective methods of adapting to changes in the language curriculum, offering several benefits for both teachers and students. However, educators face challenges in assessing this process, especially when it occurs outside the classroom. This study examines language teachers’ views on group projects in Mexican colleges. The complexity of the assessment process and the methods used by teachers are examined. The study, using a qualitative approach and semi-structured interviews, involved seven teachers from undergraduate English language teaching programs from different public institutions in Mexico. The results show that teachers lack consistency in their assessments of group work. Many of them prefer to evaluate students individually due to the presence of “free riders” in groups. In addition, there are no standardized criteria for assessing results
| Mualliflar | Abduvaliyeva , Farangizkhon, Абдувалиева , Фарангизхон, Abduvalieva , Farangizxon |
|---|---|
| Jurnal | Хорижий лингвистика ва лингводидактика |
| Nashr sanasi | 2024-05-01 |
| Jild | 2 |
| Son | 3 |
| Betlar | 37-42 |
| Til | Ingliz |
| DOI | 10.47689/2181-3701-vol2-iss3-pp37-42 |
DOI: 10.47689/2181-3701-vol2-iss3-pp37-42 · Maqolaning asl sahifasi
класс, групповая работа, команда, рабочая нагрузка, трудовая этика, реальная работа, classroom, group work, team, workloads, work ethics, real-world work, sinf, guruh ishi, jamoa, ish yuki, mehnat axloqi, haqiqiy ish
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