Formative Value of an Active Learning Strategy: Technology Based Think-Pair-Share in an EFL Writing Classroom

Cavide Demirci, Halil Duzenli


Think-Pair-Share (TPS) activities in classrooms provide an opportunity for students to revise, practice and reproduce
previously learned knowledge. Teachers also benefit from this active learning strategy by exploiting new learning
materials, saving time by minimizing presentations and using it as a formative assessment tool. This article explores
how a teacher can employ the strategy to both promote active learning and conduct formative assessment in a
time-efficient way. To do this, a TPS activity was designed on an online platform along with an assessment rubric for
student products. In 60 minutes, students thought individually on the topic provided, discussed and collaborated in
groups and finally wrote down their paragraphs on the online tool. Each group shared paragraphs simultaneously.
The teacher examined the paragraphs in terms of the predefined learning outcomes and determined the points to be
revised. The students answered an open-ended online questionnaire a day later and the qualitative data were analyzed
through a coding system. The assessment results successfully showed the learning points to be revisited and the
results of the questionnaire supported the assessments of the teacher. The majority of the students revealed that they
were satisfied and willing to do the activity again in the future.

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Copyright (c) 2017 World Journal of Education


World Journal of Education
ISSN 1925-0746(Print)  ISSN 1925-0754(Online)

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