Cooperative Language Research Articles

Student Teams-Achievement Divisions (STAD) in Enhancing Speaking Performance among English as Second Language (ESL) Learners: A Critical Review

In this review, the authors critically examined the potential of Student Teams- Achievement Divisions (STAD) in enhancing student’s speaking performance among English as Second Language (ESL) learners. Specifically, the cooperative language learning concept that emerged in the 2000s, including procedures of implementing STAD and teaching speaking through STAD, were discussed. The authors examined conceptualizations of this model as well as related research. This review aimed to improve our understanding of STAD in enhancing speaking performance as well as teamwork satisfaction among ESL learners, provide a comprehensive discussion of current discourse, and offer major directions for future research.

The effect of peer collaboration-based learning on enhancing English oral communication proficiency in MICE

The study aims to address the following research questions: Does Peer Collaboration-Based Learning motivate HTU students to perform better in their oral ability tests as compared with Traditional Teacher-Centered Learning? Do HTU students prefer Peer Collaboration-Based Learning to Traditional Teacher-Centered Learning in terms of the learning style in the classroom? Is there any significant difference between Peer Collaboration-Based Learning and Traditional Teacher-Centered Learning in terms of HTU students’ performance on oral communication ability tests in the two different classrooms?Data collected from a survey of HTU students at National Kaohsiung University of Hospitality and Tourism consisted of an effective sample of 100. The study employed the statistical models, including T-test, ANCOVA, and Pearson Correlation, to perform the analyses. The following are the findings:First, students became more interested in and held more positive attitude toward PCBL than those in the traditional lecture instruction in MICE courses and classroom activities. Second, PCBL had greater effects on the students’ motivation toward learning English and could be better than TTCL in terms of the enhancement of students’ positive learning motivation. Third, the overall experimental group obtained striking improvement in their oral communication in MICE activities after the PCBL, in contrast to the control group that had no effects in their English oral achievement under the traditional teaching method.The results indicate some pedagogical implications based on students’ learning preferences and teachers’ teaching approaches and skills. Peer Collaboration-Based Learning, as Cooperative Learning, can help teachers enhance students’ oral communication ability in the circle of MICE.Most studies focused on the advantages of cooperative language learning in enhancing students’ reading comprehension and writing ability inside the classroom. However, little research explored the relation between the Cooperative Learning and traditional language teaching based on the improvement of students’ listening and speaking abilities. The present study investigates the effect the Peer Collaboration-Based Learning on enhancing HTU Students' English oral communication proficiency exclusively. The finding justified the value of the benefits of Peer Collaboration-Based Learning in helping students enhance their oral communication ability and their performance in the field of MICE in Taiwan.

Motivational Effects of Study Group

Cooperative language learning has various benefits for learners, and one of them, motivation, was the focus of this research. As the concept of the Zone of Proximal Development (ZPD) indicates, with assistance from other competent individuals, learners are likely to develop more efficiently than without assistance. In addition to development of skills, development of motivation can be the outcome of cooperative learning. Participants are members of the Study Group in Kanda University of International Studies who participated in semi-structured interviews. In the interviews, they demonstrated their perception of their motivations. More than half of the participants mentioned that the motivation toward language learning developed after participating in the Study Group. They all mentioned that they feel the urge to study, which is an indication that their developed motivations are not merely extrinsic but intrinsic. This research will provide insights into how learners develop motivation through interaction with others in communities of practice.

The Effectiveness of Cooperative Language Learning on Teaching Grammar

<p><strong>ABSTRACT</strong></p><p><em>The aim of this research study is to investigate the significant difference in English grammar achievement scores of the students taught through cooperative learning and those taught by whole class traditional method. The participants were the students of Indraprasta PGRI University who took Grammar subject on the fifth semester that was split into two groups those are the control group (non-cooperative learning) and experiment group (cooperative learning). The number of the participants in the control group (non-cooperative learning) is 25 participants and the experiment group (cooperative learning) is 25 participants too. The method used is a quantitative experiment method using True Experimental Design specifically on Posttest-Only Control Design and the data is tested by t-test. The result of data analysis shows the differences on average (Mean) the control group (non-cooperative learning) is 63, 52; analyzed case as amount is 25; Standard Deviation is 19.194 ,and average (Mean) the experiment group (cooperative learning) is 79,20; analyzed case as amount is 25; Standard Deviation is 12,111. The T- Test shows that </em><em>the Sig (2-tailed) is 0,001 <0, 05 means Ho is rejected and Ha is accepted. In conclusion, </em><em>there is a significant difference in English grammar achievement scores of the students taught through cooperative language learning.</em></p>

THE MODEL OF SHAPING FOREIGN VOCATIONAL-SECTORIAL COMMUNICATIVE COMPETENCE OF THE STUDENTS OF NON-LINGUISTIC SPECIALTIES

The process of integration into the global educational system requires a primary formation of professional readiness to carry out professional activities through the language of cooperation with other societies. Without the competent knowledge of foreign vocational-sectorial language such cooperation is not possible. This article examines a foreign vocational-sectorial communicative competence as the main component of a foreign language training of students. The particular emphasis is placed on the description of a foreign vocational-sectorial communicative competence in the field of professional activity in relation to the training of students of non-language higher school. The article deals with the model of shaping foreign vocational-sectorial communicative competence that can be used in language teaching process. It is noted that the model is being worked out and may be integrated into curricula. The main method of the research is the analysis of theoretical sources and empirical data. Our experiment has been conducted within the framework of the discipline «Vocationally-oriented foreign language» (2 credits), where second-year students of the specialty «State and local government» have been trained in two groups: a control group (20 students) and an experimental group (46 students). To check and to confirm the results, we attracted the same 46 students who continued their education within the framework of the discipline «Specialized foreign language», that contains 4 credits on the 3rd year of study and 2 credits on the 4th year of study, allocated from a higher education component.Key words: foreign vocational-sectorial education, a communicative competence, foreign language communication problems, foreign language vocational-sectorial communication.

Exploring the Natural Match between Communicative and Cooperative Learning Strategies

It has been widely known that Communicative Language Teaching CLT has emerged as a result to the objection of the traditional methods of teaching foreign languages, in terms of activating Cooperative Language Learning CLL, as opposed to memorizing grammatical and lexical items. While CLT and CLL represent two faces for the same coin, the aim of this paper is to follow the nature of both communicative and cooperative approaches. It will present the importance of focusing on communicative processes and cooperative tasks to enhance learning of a foreign language in a higher education setting. The researcher observed and experimented two classes contained 41 students of English language at two different universities in western Libya. As based on the results, the current lecturing teaching method is not suitable for upgrading students' achievement levels, whereas cooperative learning offers the necessary skills for them to interact communicatively, promote academically and feel positively. The study results might be used to give further implications for the creation of new university group work activities, and developing or updating the existing university teaching methods.

The language of cooperation: shared intentionality drives variation in helping as a function of group membership.

While we know that the degree to which humans are able to cooperate is unrivalled by other species, the variation humans actually display in their cooperative behaviour has yet to be fully explained. This may be because research based on experimental game-theoretical studies neglects fundamental aspects of human sociality and psychology, namely social interaction and language. Using a new optimal foraging game loosely modelled on the prisoner's dilemma, the egg hunt, we categorized players as either in-group or out-group to each other and studied their spontaneous language usage while they made interactive, potentially cooperative decisions. Both shared group membership and the possibility to talk led to increased cooperation and overall success in the hunt. Notably, analysis of players' conversations showed that in-group members engaged more in shared intentionality, the human ability to both mentally represent and then adopt another's goal, whereas out-group members discussed individual goals more. Females also helped more and displayed more shared intentionality in discussions than males. Crucially, we show that shared intentionality was the mechanism driving the increase in helping between in-group players over out-group players at a cost to themselves. By studying spontaneous language during social interactions and isolating shared intentionality as the mechanism underlying successful cooperation, the current results point to a probable psychological source of the variation in cooperation humans display.

The Profile of Non-native Teacher's Oral Skills: A Study Carried Out in Brasília, the Capital of Brazil

Thorough academic studies and pressing needs to meet professional demands in Brazil were the driving force guiding this work, which catered to map out non-native English teachers regarding to their oral skills. The research, within the context studied, identified the profile of practitioner's (oral skills) teaching primary and secondary levels, within the public and private sectors and an educational cooperative language school, Cooplem Idiomas, in the capital of Brazil. We aimed to find out whether or not the target language (English) circulated in the classrooms observed between 2014 and 2016, and analyzed how the recruitment and selection process worked to identify the teaching oral skills of the non-native English language teachers. The results of the observations pointed out that the same teacher taught in the target language in one educational sector, but taught the target language in the mother tongue (Portuguese) in another sector. It was, also, identified that teaching target language in the mother tongue can be a result of poor oral language skills, lack of awareness to teach English in English and specific school policies. Therefore, we concluded that we would like to see the Brazilian government bringing more investment into education, and assess teachers oral skills before entering into teaching, so proper and effective funding can foster better results for the nation, concerning to language teaching.

The Reality of Providing Cooperative Language Rehabilitation Services in Special Schools and the Recognition and Needs of Special Education Teachers

The Reality of Providing Cooperative Language Rehabilitation Services in Special Schools and the Recognition and Needs of Special Education Teachers

THE EFFECTIVENESS OF COOPERATIVE LANGUAGE LEARNING IN TEACHING VOCABULARY

This study aims to determine whether the Cooperative Language Teaching and Learning method is more effective than the traditional learning to teach vocabulary. This is an experimental quantitative research. The population for this study is freshmen majoring in management. The use of Cooperative Language Teaching and Learning method through engineering teams-games-tournament (TGT) in the English vocabulary learning is considered to be effective, creative, and fun to increase the students’ motivation to learn and to improve their vocabulary mastery. The findings showed that the Cooperative Language Teaching and Learning is an effective method to teach vocabulary. It is, thus, recommended that (1) the Cooperative Language Learning and Teaching improve the students’ ability to remember vocabulary, (2) students are expected to be more active in the learning process in order to improve the ability to solve the problem of vocabulary (3) the results of this study can be used as an initial step to hold further research.

THE EFFECTIVENESS OF COOPERATIVE LANGUAGE LEARNING IN TEACHING VOCABULARY

This study aims to determine whether the Cooperative Language Teaching and Learning method is more effective than the traditional learning to teach vocabulary. This is an experimental quantitative research. The population for this study is freshmen majoring in management. The use of Cooperative Language Teaching and Learning method through engineering teams-games-tournament (TGT) in the English vocabulary learning is considered to be effective, creative, and fun to increase the students’ motivation to learn and to improve their vocabulary mastery. The findings showed that the Cooperative Language Teaching and Learning is an effective method to teach vocabulary. It is, thus, recommended that (1) the Cooperative Language Learning and Teaching improve the students’ ability to remember vocabulary, (2) students are expected to be more active in the learning process in order to improve the ability to solve the problem of vocabulary (3) the results of this study can be used as an initial step to hold further research.

Language policy in multilingual contexts: Revisiting Ruiz’s “language-as-resource” orientation

ABSTRACTIn this article, we apply Ruiz’s language-as-resource orientation to three international settings: Taiwan, Pakistan, and mainland China. Our guiding question was how different languages (indigenous languages, Chinese, and English) were positioned differently as resources in these contexts. For our analysis, we used Lo Bianco’s (2001) elaboration of the language-as-resource framework as our starting point for an examination of early childhood education (Taiwan), political events (Pakistan), and different types of bilingual education (mainland China). Through this analysis, we confirmed the multidimensionality and multiplicity of the language-as-resource orientation (i.e., different languages can be positioned as different types of resources by different groups in society). We also found that additional dimensions might be considered as part of the language-as-resource orientation, such as native-speaker status, time, and space. Finally, we argue for an emphasis on Ruiz’s idea of cooperative language planning as an integral part of the language-as-resource orientation. The “multilingualism-as-a-resource” orientation is a step in this direction.

FORMATION OF MEDICAL STUDENT PROFESSIONAL COMPETENCE BY MEANS OF COOPERATIVE LEARNING OF THE ENGLISH LANGUAGE

The article focuses on the topicality of cooperative language learning for medical student professional knowledge and expertise. These techniques meet main aims in the process of learning: team-player professional education and his mastering a great amount of information. The points describe up-to-date techniques of cooperative learning and teaching.

Gender, Identity, and Language Use in Web Discussion Forum and Mobile Phone Txt Messages

This study explored and compared both online and txt (text) messaging gender and identity construction and language use among adult males and females. The online gender and identity construction and language use concerned adult males and females who participated in a web discussion forum (WDF) while the txt messaging gender and identity construction and language use related to adult male and female users of mobile technologies from South Africa. The specific WDF serving as a focal point for the study was http://groups.yahoo.com/groups/becomingwebhead, whereas the specific mobile technologies on which the study focused were mobile phones (MPs). Online and MP txt messaging gender and identity construction and language use were examined in terms of the disclosure of personal information, sexual identity, emotive features and semantic themes (Huffaker and Calvert 2005). Some of the findings of this study are as follows: both females and males investigated here tended to construct their identities both similarly and differently depending on the form of technology they employed; in both the WDF and MP messages, more females tended to employ emoticons than did males and the same was true of the emotive traits related to expressive language; the two genders engaged in intimate topics in varying degrees; and both genders seemed to employ passive and cooperative language (and accommodating language to some degree) very nearly similarly.

Assessment of EFL learners' attitude towards cooperative language learning: Limu Preparatory School, East Wollega Zone in focus

The purpose of this study was to assess EFL learners' attitude towards cooperative language learning. To this end, Limu preparatory school which is found in East Wollega Zone, Oromia region is selected. The respondents of the study were two English language teachers and seventy students from grade eleven. Descriptive survey research design was used to describe the current situation of the subjects of the study and simple random and purposive sampling techniques were used to select a number of study units from a defined population. The instruments used to collect data were interviews and questionnaire. The findings of the study showed that the majority of the students with mean value of 4.0 had favorable attitude towards cooperative language learning. CLL improves supportive and expanding opportunities for learners to use the language and creates a more positive climate in the classroom in that students maximize their own and each other’s' learning. The findings also showed that there are factors negatively affecting students’ participation in CLL such as lack of prior knowledge (proficiency) of English language, students think that it is time consuming, EFL teachers’ inability to implement the cooperative structure (positive interdependence and individual accountability) and organizing cooperative learning groups on heterogeneous bases and other related problems.Finally, recommendations were forwarded based on the major findings of the study so as to facilitate the students' participation and use of cooperative learning during EFL classroom. Accordingly, it was recommended that EFL teachers have to familiarize their students with cooperative language learning principles, monitoring and intervening students' group work where necessary. Teachers should also emphasize cooperative learning in which positive interdependence is a key factor consistently results in more learner achievement over a longer period of time. Teachers also should form the group on heterogeneous bases and commit to involve students in cooperative learning method through pair/group work. Teachers must also understand their responsibilities carefully before implementing cooperative learning and enhance students' willingness to participate in cooperative groups by devising the strategies for interactive language use.Keywords: Cooperative language learning, Cooperative learning, Attitude, Language learning, EFL teachers, Students' willingness

Approaches and Methods in Language Teaching, Third Edition

Approaches and Methods in Language Teaching, Third Edition

A STUDY ON COOPERATIVE LANGUAGE LEARNING: THE IMPACT OF CLL APPROACH ON ENGLISH LANGUAGE PROFICIENCY OF EFL LEARNERS

The current research investigated the impact of cooperative language learning (CLL) approach on English language proficiency of English as a Foreign Language (EFL) learners. The participants were 150 intermediate female EFL learners who were randomly selected from various private English language institutes of Tehran, Iran. First, FCE (First Certificate in English) test was administered to all 150 participants as a means of homogenization which brought down the number of the students to 135. Then, the homogenized participants were taught English through CLL approach for 20 sessions, each for 90 minutes. A pre-test/post-test quasi-experimental design was employed to investigate the impact of CLL approach on English language proficiency of the EFL learners. The results were analysed through a one-way ANOVA and paired-samples t-test statistics. The outcomes revealed that CLL has a significant positive effect on English language proficiency of EFL learners. Article visualizations:

Study on the Practices of Cooperative Language Learning Method: Enango High School Grade 9 in Focus

Study on the Practices of Cooperative Language Learning Method: Enango High School Grade 9 in Focus

PENGEMBANGAN MAHÂRAH KALÂM DENGAN STRATEGI BERMAIN PERAN (ROLE PLAY) BAGI SANTRI MA’HAD NURUL HUDA MAN TLOGO BLITAR

<span class="fontstyle0">Second language (Arabic) learning, focused on optimizing speaking skill with appropriate oral communication style is challenging. This phenomenon inextricably has initiated myriad of innovative methods and strategies to improve speaking skill effectively and efficiently in the schools across Indonesia. Besides, those methods and strategies can be a means of maintaining interactive atmosphere in the classroom. One of the adequate strategies is role play. In the form of play or drama instructional activities, the teachers can help students enhance their speaking skill by naturally interacting in the classroom so as to produce well appropriate expression. For broader aspect, role play as one of cooperative language learning can foster the students’ character building in its own dimension.</span>

The Effectiveness of Cooperative Language Learning (CLL) In Developing EFL Students’ Oral -Micro Communicative Skills

T he present study is an attempt to investigate the effectiveness of cooperative language learning (CLL) in developing the main micro-speaking skills (accuracy, fluency and pronunciation) of a 28 randomly chosen sample of ESP first year university students of Faculty of Engineering, Alexandria, Egypt. In order to achieve the purposes of this study, two instruments were used: a) a student questionnaire for identifying ESP students’ perceptions of CLL ,2) a teacher questionnaire for identifying ESP instructors’ perceptions of their students’ CLL, and c) an oral test to evaluate the level of students’ oral skills. A speaking teaching program (Rossita Stone Application, Basics+1-5) was used as an experimental intervetion. The sample was assigned to two groups (control and experimental); the latter was exposed to (CLL) whereas the formar to conventional teaching.. Findings of the study revealed that accuracy and fluency as speaking sub-skill,s improved remarkably both structurally and semantically which may be due to the learners’ ability to recognize their ideas more adequately. Pronunciation, on the other hand, was the least developed sub-skill and this could be related to their unwillingness to run the risk of imitating the native accent.