Looking at changes from the learner's point of view: An analysis of group interaction patterns in cross-cultural settings

In this paper, I discuss the view of learning and knowledge construction reflected in group interaction tasks in academic settings. The data used here are the transcripts of group discussion tasks involving overseas students on British undergraduate programmes in both intra - and inter-cultural settings. Within the paradigm of progressive educational ideology, several educational issues such as independent learning, peer/group interaction, group work have been adopted in British higher-educational programmes and ELT with the assumption that group interaction has a role in engaging learners in the process of negotiating meaning, or constructing knowledge collectively; but the effectiveness and appropriateness of these for learners with different educational, cultural and ideological backgrounds have rarely been examined. The analysis of group interaction patterns of students from different cultural and learning backgrounds can throw some light on the way in which they view learning and knowledge; and this in turn will help us justify the effectiveness of a particular educational practice, ideology or innovation, and implement it more successfully. This paper will bring attention to the importance of looking at educational changes from the learners' point of view, taking into consideration their views and beliefs about learning and knowledge.