Over several decades, small group work has been studied in first language (L1) and second or subsequent language (L2) education, including English language learning contexts. Group work has been shown to be beneficial to language learning and general learning. L2 English students from non-student-centred educational backgrounds have limited experience of group work and often have poor attitudes towards it. Student attitudes can affect how well a student performs and engages with group work, so that poor attitudes may prevent them from accessing the full range of benefits of this learning method. Group work is common in English-medium education contexts, including university settings and work settings. Therefore, it is important to ensure that L2 English language students wishing to study or work in English-medium contexts develop a positive attitude towards group work. This can be done through scaffolding. In the present project, scaffolded group work was used in an English writing program for L2 students at a Japanese university. Student perceptions of group work were collected throughout the program to assess the change of attitude over time. Results showed that students’ perceptions of group work changed positively, particularly regarding personal learning and collaborative processes. Implications for language learning are discussed.

中文翻译：

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日本大学生对具有明确支架的小组合作的看法

几十年来，小组工作在第一语言 (L1) 和第二语言或后续语言 (L2) 教育（包括英语学习环境）中得到了研究。小组工作已被证明有利于语言学习和一般学习。来自非以学生为中心的教育背景的二语英语学生的小组工作经验有限，而且往往态度较差。学生的态度会影响学生的表现和参与小组工作的能力，因此不良的态度可能会阻止他们充分享受这种学习方法的好处。小组工作在英语教育环境中很常见，包括大学环境和工作环境。因此，确保希望在英语环境中学习或工作的二语英语学生对小组合作形成积极的态度非常重要。这可以通过脚手架来完成。在本项目中，一所日本大学的 L2 学生的英语写作项目中使用了支架式小组作业。在整个项目中收集学生对小组工作的看法，以评估态度随时间的变化。结果表明，学生对团队合作的看法发生了积极的变化，特别是在个人学习和协作过程方面。讨论了对语言学习的影响。