Effect of cooperative learning on the acquisition of second language rules and mechanics

Abstract

This article reports the results of an experimental investigation of the effect of cooperative learning on the acquisition of English as a second language (ESL) rules and mechanics. Four fourth-grade, four fifth-grade, and four sixth-grade intact classes ( n = 318 students) were randomly assigned to experimental and control conditions. The experimental classes received instruction according to the cooperative learning method of Student Teams Achievements Division, whereas the control classes followed an individualistic instructional approach based on exercises in their regular textbooks. Students were pre-tested and post-tested on their knowledge of ESL rules and mechanics. Results of a two-way analysis of covariance indicated that there was no overall significant interaction between participants' aptitude and their subsequent linguistic achievement. Similarly, there was no significant difference between the control and experimental groups on the post-tests that measured content covered during the period of investigation. However, low achievers in the experimental classes made more relative gains than their high-achieving counterparts in the same classes though not at the expense of the latter.