Experiential and Interpersonal Learning Through English Conflict Resolution Tasks

Abstract

This study aims at clarifying a part of students’ learning process by using conflict resolution tasks to achieve proactive and interactive learning as it appears in the national teaching guidelines. Students tried to mediate the two different claims by interacting with others in conflict resolution tasks, which included various communication skills; claiming their own ideas, accepting other’s opinions, and negotiating. In this study, I had students write what they felt and learnt by conflict resolution tasks. I collected the data from 23 students and analyzed them using M-GTA. The result of the analysis was divided into two factors: proactive learning and interactive learning. Having students who experienced claiming their opinions to the opponent was likely to lead to proactive learning. On the other hand, students who assumed a mediator role tended to experience interactive learning. Through the conflict resolution tasks, we have concluded that students were considering their learning more deeply.