Abstract
<p style="text-align:justify">The purpose of the study is to reveal the effect of cooperative learning on language skills in an English course. The study was carried out for 5 weeks with 66 students studying at the 10th grade at an Anatolian high school in the district of Karadeniz Eregli in Zonguldak during the fall term of the 2015-2016 academic year. The design of the study was ‘nonequivalent control groups pre-test post-test’ which is one of quasi-experimental designs. Data were gathered using an achievement test measuring students’ vocabulary knowledge, grammar knowledge, reading comprehension and listening skills. Results showed that cooperative learning had a larger effect on vocabulary knowledge, grammar, listening and reading skills compared to traditional method.</p>
Highlights
Learning begins with the feelings of curiosity (Eggen & Kauchak, 2001)
Results showed that cooperative learning had a larger effect on vocabulary knowledge, grammar, listening and reading skills compared to traditional method
The study employed “non-equivalent control group pre-tes t and pos t-test design,” which is one of the quasiexperimental designs to identify the effect of cooperative learning on grammar, reading, listening and vocabulary learning in English courses
Summary
Learning begins with the feelings of curiosity (Eggen & Kauchak, 2001). The interaction between the personal, environmental and behavioral factors exists i n every kind of learning (Bandura, 1989). Information is acquired by means of the interaction of the individuals in the society. It is not possible to limit this complex period within the borders of society alone itself. As Bandura (1989) sugges ts, learning and formation of behaviour cannot be expl ained only with behaviorism and society, but the period includes a cogni tive structure, as well. In other words, learning is defined as the acquisition of knowledge through cognitive phases (Stadjkovic & Luthans, 1998)
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