A Living Educational Theory approach to enhancing Pakistani literature students' critical thinking and engagement through cooperative learning

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In this paper I show how I have used a Living Educational Theory approach to improve my teaching and literature students’ learning, as I generate knowledge whilst exploring the question, “How do I improve what I am doing?” I report a classroom-based Living Educational Theory Research study conducted in a university in Pakistan, where I teach English literature classes. I aim to improve students’ motivation to learn and develop their cognitive abilities, with the implementation of two cooperative learning strategies in a fourth (final) year class. Two cooperative learning strategies were implemented throughout a semester through actionresearch cycles. Data was collected through lesson-feedback forms, interview and class observation, and analysed thematically. My understanding is that the methodology of Living Educational Theory Research can be a very effective approach for identifying practitioners’ living contradictions in their practice, which leads to their research focus. It also clarifies the values they embody in their practice and which they draw on as their explanatory principles and standards of judgement. Hence, the use of Living Educational Theory Research may assist teachers in their own educational professionalism and also student motivation to learn literature and develop their cognitive abilities with English literature learning.