Reconceptualizing the Forum Group Discussion Model as a Collaborative Pedagogical Approach in EFL Classrooms
Keywords:
collaborative learning, focus group discussion (FGD), EFL pedagogyAbstract
Forum Group Discussion (FGD) has been the most applied technique in EFL classroom and designed to generate interaction among students and between students and teacher. In response to the increasing attention on cooperative learning in the education of the 21st century, it is indispensable to consider how FGD should be organized so that it works as a collaborative learning method. The pedagogical features of productive FGD in English language learning has yet to be conceptually concretized. This paper explores the defining characteristics of the ideal FGD model which is based on collaborative learning. Utilizing an integrative review and conceptual analysis, the research brings together perspectives from collaborative learning theory, sociocultural theory and interaction related perspectives within the field of second language acquisition. Instead of reviewing current methodologies, this paper describes the principles required for a successful and meaningful forum group discussion technique. It is argued that the modelled framework proposes structured levels of discussion, explicit role allocation, meaningful interaction patterns and reflective evaluation to mediate a well-balanced involvement and dialogic interaction. Through a systematic delineation of the core characteristics of an effective FGD model, this study contributes a theoretically substantiated framework to guide English language educators, curriculum designers, and scholars in the advancement of collaborative learning practices in EFL contexts.
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