Abstract:

This study explored the impact of incorporating agile learning on undergraduate students’ perceptions of collaboration in the English for Academic Purposes (EAP) classroom. Specifically, the course featured one agile learning module during which students, as part of self-regulated teams, completed two sprints (fixed periods of time during which tasks are completed) and delivered a project. Students had to break down the product backlog (brief project description) into smaller specific tasks, complete these tasks, and then engage in sprint reviews (a short class meeting to present their progress and receive feedback from peers) and sprint retrospectives (a short team meeting to reflect on work processes and collaboration). I hypothesized that the implementation of agile learning practices would lead to students perceiving the increased level of collaboration opportunities within the course.

The participants in this study were nine international undergraduate students enrolled in an in-person EAP Listening and Speaking course at a public university in the United States. Quantitative and qualitative data was collected through a series of anonymous surveys – students were asked to indicate their preferences for learning in foreign language classrooms (one survey administered at the beginning of the agile learning module), their perceptions of collaboration opportunities offered in class (the same survey administered twice: the first time – at the end of the conventional learning module, the second one – at the end of the agile learning module), and their opinion on specific agile learning practices (one survey at the end of the agile learning module). Additionally, students were asked to fill out two anonymous self-assessment rubrics (the first one – at the end of the conventional learning module, the second one – at the end of the agile learning module).

While the results of the study did not support its hypothesis, the analysis highlighted several insights related to these students’ preferences for learning. Students expressed a strong preference for teacher-led activities and explicit step-by-step instructions in the course. When it comes to specific agile learning practices, students welcomed the introduction of sprint reviews and sprint retrospectives into their learning process.

Keywords:

Agile learning, collaboration, collaborative learning, English for Academic Purposes (EAP).