EFL Learners’ Verbal Interaction during Cooperative Learning and Traditional Learning (Small Group)

Abstract

In order to identify the impact of cooperative learning method (CL) on verbal interactions of EFL learners, a 3-months research was conducted in four government secondary schools in EFL context. The participants in this study were 139 tenth grade male students, aged 14-15 years, in four boys’ secondary schools in Al-Baha city. Schools were randomly assigned to one of the two conditions, either experimental or control groups. The researcher videotaped eight classes—four classes in the experimental condition who have trained with cooperative learning skills, and four classes in the comparison groups without this training— for a 12-week period. In the experiment classes, eight students were chosen randomly from each class and divided into two CL groups (four students in each group). Each of the groups was video-recorded one time for 30 minutes. Then two CL groups were chosen randomly from the pool of the students in each class. Two video cameras were used to cover two groups each week. In the control classes, eight students were chosen randomly from each class and divided into two small groups (four students in each group). The results showed that there was a significant difference between the conditions in making basic statements during discussion, responding to others’ requests for basic information with brief statements, explanations with giving examples, Positive interruption, negative interruption, and supporting others in the group. In contrast, there were not significant differences in other verbal interactions such as requesting clarification from others, direct actions of the group (Gives directions, organize responsibility) and asking open-ended questions.