Different English Proficiency Students' Perspective toward the Cooperative Learning Activities and Activity Engagement in Flipped Learning Context

Abstract

This study, through focus group and semi-structured interviews, explores engineering department students' perspectives toward cooperative learning in flipped learning environment. The purpose of this interview is to reveal students' perspectives toward cooperative in-class learning activity, activity engagement and interaction with other members in flipped learning context. Findings reveal that students with similar English proficiency show consistent feedback toward cooperative learning activity and activity engagement. Surprisingly, students with high English proficiency have more negative perspectives toward cooperative learning activities. They hope that the instructor could reduce the activity time and increase the time for explaining grammar using traditional lectures. And as for the activity engagement, this group of students tend to reflect on their own engagement performance and less focus on cooperation. Intermediate English proficiency students show positive perspectives toward cooperative learning. They think this kind of cooperative learning would promote their learning motivation and engagement. As for self and others' activity engagement, they also show positive perspectives and appreciate group members' contribution. Low English proficiency students have neutral attitude toward group activities, but as for the activity engagement, they show more negative perspectives, mentioning other group members have poor contribution and activity engagement.