The effect of computer-assisted cooperative learning methods and group size on the EFL learners’ achievement in communication skills

Abstract

This study explored the effect of cooperative learning small group size and two different instructional modes (positive interdependence vs. individual accountability) on English as a Foreign Language (EFL) undergraduate learners’ communication skills (speaking and writing) achievement in computer-based environments. The study also examined the effects of disclosing/blinding the participants’ identities while interacting around computers on their post-test. The findings of the study revealed that the computer-based environment enabled the participants to blind their identities and reduce their anxiety from face-to-face debate, and so was very helpful in developing their communication skills. The use of the individual accountability mode was quite useful compared with the positive interdependence mode as it enabled all group members to perform their roles significantly. The 5-student group also significantly outperformed other groups of 2–7 members on the post-test communication skills. In conclusion, the findings of this study bring us a step closer to understanding the technique of cooperative language learning and group size. ► The cooperative learning small group size (2–7 students). ► Cooperative mode (positive interdependence vs. individual accountability). ► Disclosing/blinding the participants’ identities while interacting around computers.