Abstract
The purpose of this study is to identify the effect of cooperative learning in English presentation classes. Data were collected from pre and post questionnaires, class observations, and interviews. This research focuses on the effect of cooperative learning strategies, peer evaluations, and student satisfaction. The results of the study were positive; 1. Cooperative learning strategies were statistically very significant. 2. Peer evaluation had no significant effects on students’ presentation skills. 3. Cooperative learning had significant effects on students’ class satisfaction. These results show that cooperative learning is one of the most valuable methods that leads student centered learning and effective teaching methods for students who want to improve their English presentation skills. Also it shows that students’ group activities help students promote their social relationship including self-regulated learning strategies and self-efficacy.
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