Abstract
This small-scale quasi-experimental research study aimed at investigating the effectiveness of cooperative learning (CL) strategies in the achievement of students’ oral performance at the A1 Common European Framework of Reference for Languages (CEFR) level. The study participants were twenty-four seventh graders from a small rural primary school located on the southern part of Cuenca city. The quantitative part was based on a descriptive statistic study. It was collected through the students’ speaking pre and post-test. The results were processed and analyzed through SPSS version 25. To compare the mean scores of the students in the pre and post- test, a T test for one sample was used. In addition, the qualitative part based on phenomenological research was gathered through direct classroom observations and group discussion. Findings indicated that: firstly, the study participants reached their A1 oral performance level in the evaluation criteria of comprehension, interaction, fluency, pronunciation. Secondly, students had positive attitudes toward CL strategies. Thirdly, through CL strategies students became more motivated and less reluctant during oral participation. In light of the findings, CL should be adopted in primary English learning as it helps improve learners’ EFL peaking skill.
Highlights
Teaching EFL process has been broadly discussed for years by theorists and researchers
This small-scale quasi-experimental research study aimed at investigating the effectiveness of cooperative learning (CL) strategies in the achievement of students’ oral performance at the A1 Common European Framework of Reference for Languages (CEFR) level
The study of Malik, Esaki-Smith, Lee and Ngan (2015) indicated an intermediate average score for reading and listening and a fair average score for speaking and writing. These results demonstrated that Ecuadorian English proficiency level, especially speaking skill is under the average score
Summary
Teaching EFL process has been broadly discussed for years by theorists and researchers. The study of Malik, Esaki-Smith, Lee and Ngan (2015) indicated an intermediate average score for reading and listening and a fair average score for speaking and writing. These results demonstrated that Ecuadorian English proficiency level, especially speaking skill is under the average score. In this context Puma (2015), asserted that this situation is especially seen in rural schools where baccalaureate students’ EFL level does not meet the objectives proposed by the Ecuadorian Ministry of Education (MINEDUC) (B1 level). In this context Puma (2015), asserted that this situation is especially seen in rural schools where baccalaureate students’ EFL level does not meet the objectives proposed by the Ecuadorian Ministry of Education (MINEDUC) (B1 level). Calderón (2015) indicated that this could be attributed to the lack of materials, economic resources, and the poor application of active teaching methodologies
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