A Quasi-experimental Study of EFL Students’ Perceptions of the Team-based Learning Approach Used in Oral Presentation Classes

This study undertook a quasi-experimental study of EFL students’ perceptions of the team-based learning approach used in oral presentation classes. A total of 80 Chinese EFL students from two intact classes participated in this study based on a random sampling technique. One class was randomly selected as the experimental group (N=40), which received team-based learning as the intervention, and the other class was the control group (N=40), which underwent traditional lecturing. After 16 weeks of intervention, a group oral presentation test was used to evaluate students’ group oral presentation performance. The instruments were oral presentation tests, questionnaires, and semi-structured interviews. The quantitative data were analyzed by paired-samples T-test and ANCOVA, and the qualitative data were explored by thematic analysis. Results indicated that the experimental group students held positive perceptions of the team-based learning approach used in their oral presentation classes. They perceived that the team-based learning significantly improved their group oral presentation performance in the aspects of engagement, accountability, and satisfaction.