Abstract
The study investigates the Cooperative Learning (CL) techniques implemented by intermediate school language teachers and examines students’ attitudes regarding the use of CL in language classes. To realize the objectives of the study, two instruments were used to collect data: observation reports and an attitude questionnaire. Observation were conducted in 31 classrooms in 12 intermediate public schools, and the attitude questionnaire was administered to 547 students. The observation results revealed that CL was not accurately implemented in a majority of the classrooms. Language teachers made several mistakes in the implementation of CL techniques. Furthermore, the results of the attitude questionnaire showed that the students’ attitudes towards CL were positive.
Highlights
AND LITERATURE REVIEW DefinitionCooperative learning (CL) is an instructional method in which students learn by helping each other in an educational setting
The current study could significantly contribute to the Cooperative Learning (CL) literature since, to the best of the researcher’s knowledge, no similar study has been conducted in Saudi Arabia to investigate the CL techniques implemented by language teachers in English as a Foreign Language (EFL) classrooms
The results revealed that 19.35% of the language teachers implemented CL techniques accurately, whereas the majority, 80.64%, committed either major or minor mistakes during CL implementation, suchas, choosing inappropriate activities due to any one of the following reasons: selection of activities more suitable to individual work, selection of activities unsuitable for the group size, selection of boring or non- challenging activities, problems related to classroom and time management, failure to engage all group members in group activities and failure to monitor students during group work or provide them with clear and sufficient instructions
Summary
Cooperative learning (CL) is an instructional method in which students learn by helping each other in an educational setting. It is a set of instructional activities that reqiure learners to work in small heterogeneous groups (Slavin, 1987). Johnson and Johnson (2008) defined CL as “the instructional use of small groups so that students work together to maximize their own and each other’s learning” (p.26). According to Jacobs, Power and Loh (2016), CL involves “principles and techniques for helping students work together more effectively” Doymus (2008) stated that CL is an instructional technique in which students work together in small structured groups to accomplish shared goals. According to Jacobs, Power and Loh (2016), CL involves “principles and techniques for helping students work together more effectively” (p. ix). Doymus (2008) stated that CL is an instructional technique in which students work together in small structured groups to accomplish shared goals. Johnson and Johnson (2009) described CL as a student-centred pedagogy in which the teacher’s role changes from being the deliverer of information to the facilitator of students’ learning, as students acquire knowledge and create their own meanings. Norman (2005) added that “CL is important for creating inclusive classroom environments that meet the needs of all students because it takes heterogeneity into account, encouraging peer support and connection” (p. 3)
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