Posicionamiento de los Estudiantes Cuando Trabajan en Actividades Cooperativas
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Abstract
The purpose of this study is to describe and characterize students’ positioning process in the EFL classroom, by means of FPDA (Feminist Post-structuralist Discourse Analysis). It took place when participants developed cooperative activities in the classroom. Additionally, this study contributes to get information in order to understand the main problem as in this case cheating which is understood as copying partner’s answers without any effort (M. Bouville, 2004). Considering what is aforementioned, the importance of including the students’ points of view, lies on the effects of discourse on students’ performance. Additionally, instruments like video recordings, teacher journals and in-depth interview were important to collect the appropriate information to get the results shown in the coming pages. Finally, this research document is framed into classroom interaction conception describing how the previous elements took place when the research was carried out.