Students’ Perceptions Toward Dyads and Triads in the English Classroom

Conference: The IAFOR International Conference on Education in Hawaii (IICE2022)
Title: Students’ Perceptions Toward Dyads and Triads in the English Classroom
Stream: Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
Presentation Type: Virtual Poster Presentation
Naoko Ichii, Shibaura Institute of Technology, Japan


This study exclusively focuses on a dyad (a pair) and a triad (a group of three) in an English classroom setting. It investigates the differences between dyad and triad interactions and explores the students’ perceptions and attitudes toward the interactions. The characteristics found in each interaction are categorized respectively according to the findings of research in clinical psychology. 57 Japanese second year university students majoring in Engineering were asked to introduce themselves in dyads and in triads at the beginning of each lesson. The questionnaires were administered in the first and the last lessons of the semester to collect data. The research results indicated that how they experienced both dyads and triads differed although they had positive feelings toward both dyad and triad interactions. For example, in dyads, they felt close and comfortable, while in triads, they felt some distance and somewhat uncomfortable. In dyads, they felt some pressure to keep the conversation going while in triads, they felt less pressure because they could rely on the other two members to help carry the conversation. Some distinctive opinions were observed in each interaction and this could have some implication when teachers use pair work and group work in English lessons.

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