AL-USTATH Special issue of the international scientific conference ( 2016 M- 1437 e) 53 Cooperative Learning in the EFL Classroom Inst. Tamara A. Mekki (M.A) University of Baghdad, College of Education Ibn Rushd Abstract: Cooperative learning is an active and educational approach which aims to organize classroom activities into academic and social learning experiences. This means that the students of mixed levels of ability are arranged into groups and rewarded according to the group's success, rather than the success of an individual member. It has proved to have a positive educational value which makes it significant to apply in the EFL classroom. The present paper investigates the benefits of cooperative learning and its theoretical relevance to EFL classroom. Light will be shade on cooperative learning and its aims, levels of cooperative skills, steps in the teaching of cooperative skills in addition to focusing on cooperative learning methods which could make a difference in the learning process of EFL students. The paper concludes that the cooperative learning is an effective teaching strategy for both teachers and students since it give positive learning environment for students to practice their English. As a result, less time and effort would be exerted by the teacher when using this strategy. 1. Cooperative Learning and its Aims : Cooperative learning can be characterized in the following Chinese proverbs: Tell me, I'll forget. Show me, and I'll remember. Involve me,and I'll learn (Christion1990:18) Cooperative learning can be defined as a strategy for the classroom that is used to increase motivation and retention, to help students develop a positive image of self and others, to provide a vehicle for critical thinking and problem solving, and to encourage collaborative social skills(Calderon 1987:181) While Jacobs and McCafferty(2006: 18-29) clarify that the effective teaching strategy on both the teacher and student to encourages learning to take place and allow communication skill to foster among learners . Furthermore, it provides a non- threatening learning EFL learners to overcome their miscommunication in communicating language (Slaving 1995:137-160) and defines it: "Cooperative Learning refers to a variety of
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AL-USTATH Special issue of the international scientific conference ( 2016 M- 1437 e)
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Cooperative Learning in the EFL Classroom Inst. Tamara A. Mekki (M.A)
University of Baghdad, College of Education Ibn Rushd
Abstract:
Cooperative learning is an active and educational approach which aims to
organize classroom activities into academic and social learning experiences. This means
that the students of mixed levels of ability are arranged into groups and rewarded
according to the group's success, rather than the success of an individual member. It
has proved to have a positive educational value which makes it significant to
apply in the EFL classroom.
The present paper investigates the benefits of cooperative learning and its
theoretical relevance to EFL classroom. Light will be shade on cooperative learning
and its aims, levels of cooperative skills, steps in the teaching of cooperative
skills in addition to focusing on cooperative learning methods which could make
a difference in the learning process of EFL students.
The paper concludes that the cooperative learning is an effective teaching strategy for
both teachers and students since it give positive learning environment for students to
practice their English. As a result, less time and effort would be exerted by the teacher
when using this strategy.
1. Cooperative Learning and its Aims :
Cooperative learning can be characterized in the following Chinese
proverbs:
Tell me, I'll forget.
Show me, and I'll remember.
Involve me,and I'll learn
(Christion1990:18)
Cooperative learning can be defined as a strategy for the classroom that is
used to increase motivation and retention, to help students develop a
positive image of self and others, to provide a vehicle for critical thinking
and problem solving, and to encourage collaborative social skills(Calderon
1987:181) While Jacobs and McCafferty(2006: 18-29) clarify that the
effective teaching strategy on both the teacher and student to encourages
learning to take place and allow communication skill to foster among
learners . Furthermore, it provides a non- threatening learning EFL learners
to overcome their miscommunication in communicating language (Slaving
1995:137-160) and defines it: "Cooperative Learning refers to a variety of
AL-USTATH Special issue of the international scientific conference ( 2016 M- 1437 e)
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teaching methods in which students work in small groups to help one
another learn academic content. In cooperative classrooms, students are
expected to help each other, to discuss and argue with each other, to assess
each other's current knowledge and fill in each other's understanding".
According to Gillies (2007:4-5) cooperative learning has five elements
which are crucial to enhance both the social and learning processes among
the participants.
- " Individual Accountability which involves students' understanding that
they will be held accountable for their individual contributions to the
group, that free-loading will not be tolerated, and that everyone
mustcontribute".
- Social skills refers to interpersonal and small group skills such as
effective communication which are needed to cooperative successfully.
- Face-to- face interaction involves working in small groups where students
can see other and are engaged in face- to- face interaction.
-positive Interdependence which encourage students is established when
everybody understands that each member's contribution is important in
helping the group to achieve its goal.
-Group processing refers to the assessment of cooperative learning. It can
be described as a formative assessment that focuses on students' feedback
on the learning process, including the students' reflection on what they still
need to do accomplish their objectives.
Cooperative learning consists of many aims which can be summarized as
follows:
1.1 Academic learning
Cooperative learning can help students learn academically (Cohen1994:
134-149). Simply put, as students acquire the content of the subject, They
develop meta – disciplinary competence, as for example " higher order
thinking skills"(Chen,1994: 6). These includes forming hypotheses, making
decisions and finding categories. Moreover, cooperative learning
encourages students to find solutions for special problems, whichinspire
them to discuss, from ideas and opinions andhave to give feedback.
Cooperative learning is able effective in promoting academic achievement
with student of all ages (Hornby 2009:161-168)
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1.2 Social – affective learning
Social –affective learning is another aspect which students can benefit
from cooperative learning. They learn to support each other, to deal with
heterogeneity in a group, to work in a team and to deal with the perspective
of others. A further advantage is that students are able to learn to listen to
each other and to solve problems together (Slavin 1995:137-160 ) . These
aspects are closely related to EFL teaching and learning : Thus affective
factors such as motivation and the reduction of anxiety to use the foreign
language as a means of communication are especially relevant for language
learning, as Long and Porter (1985: 211) state:
In contrast to the public atmosphere of lockstep instruction, a small
group of peers provides a relatively intimate setting and, usually, a more
supportive environment in which to try out embryonic SL [second
language] skills.
Thus, the willingness to speak and act in a foreign language increases in
small groups and students feel more confident to produce utterances in their
L2 (Dornyei,1997; Jacobs and McCafferty,2006). Cooperative learning
activities build supportive classroom communities, students learn to listen
and respect each other, therefore everyone can feel that they are at the
center at the same time.
1.3 Personality Development:
Personality aspect is another benefit of cooperative learning. It helps
students strengthen the confidence in the abilities and motivate them to
apply themselves more in the learning process. If learners realize that their
contributions are accepted in a group and even necessary and useful for the
aim of the group, their self-esteem might rise (Brecke and Jensen2007: 57-
63) . Healthy relationships with other classmates allow for personal growth
and responsibility(Zhang,2010:81-83).
2. Levels of cooperative skills
Ann (1990:183) points out that setting up practice sessions is the chief
responsibility of the teacher in the cooperative learning. What cooperative
skills teachers choose for practice will depend on what skills students have
not mastered. According to Johnson and Johnson(1975), there are four
levels of cooperative skills that teachers can focus on .These skills can be
categorized in the following way :
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2.1 Forming. Forming skills are directed towards organizing the group
and establishing behavioral norms. Groups who have mastered the skill of
forming can move into their groups quickly and quietly, use quiet voices,
stay with their groups for the duration of the activity, encourage
participation within the group, use group members' names, and avoid
giving any put-downs. Teachers who claim that cooperative group work is
too noisy or takes too much time are working with students who have not
been allowed to master the skill of forming .
2.2 Functioning. functioning skills are direct towards completing tasks
and maintaining good relationships within the group. Groups must
understand, for example, what the time limits are and how the activity
should be carried out within their groups, step by step. Activities that focus
on the skill of functioning give learners a chance to ask for help, paraphrase
previous comments, clarify, explain, and express support.
2.3 Formulating. The skill of formulating is directed towards helping
learners develop a deeper understanding of the material being studied and
to develop better reasoning strategies, as well as to aid in maximum
retention of the material. Activities that focus on the skill of formulating
help learners develop strategies for remembering material such as
summarizing out load, adding important information to the summary,
pointing out information that may not have been summarized properly,
relating material from a previous activity to the one being focused on,
demanding vocalization in the reasoning process, and seeking clever, useful
ways of remembering important information.
2.4 Fermenting. The highest-level skill for cooperative group is
fermenting. This skill involves helping learners explore more thoroughly
the material they have been exposed to. When students can begin to
challenge each other's ideas, to explore different ways of looking at the
material and conceptualize these ideas, they are using the skills of
fermenting.
3. The success of cooperative learning is based on three interrelated
factors:
3.1 Group goals. Cooperative learning teams work to earn recognition for
the improvement of each member of a group.
3.2 Individual accountability. Each member of a team is assessed
individually. Teammates work together, but the learning gains of
individuals form the basis of a team score.
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3.3 Equal opportunities for success. Individual improvement over prior
performance is more important than reaching a pre-established score (90
percent on a test, for example). A student who moves from 60 percent on a
test one week to 68 percent (8 percent improvement) the next week
contributes just as much to a group as a student who moves from 82
percent to 90 percent (also 8 percent improvement).
However, the ultimate success of cooperative learning is based on a
single and very important principle: students must be taught how to
participate in a group situation. Teachers cannot assume that students know
how to behave in a group setting.
(Fredericks 2005:4)
4. The Benefits of Cooperative Learning to EFL learners:
The Research has demonstrated that cooperative learning can help
students develop skill in communication. Cooperative learningis the
opportunity for groups to work together and for students to talk to one
another. Hence, Brecke and Jensen (2007: 57) and Duxbury and Ling
(2010: 3)point out that this method creates positive learning environment
for students and allows students to have more opportunities for
communication.
According to Daniels (2005:143), cooperative learning structures give
students a frame work of support for their language learning experience,
from this framework, students will facilitate confidence in their learning
environment and become more eager to speak out in class. While Strickl
and Feeley (2003: 529-530) mention that when students use language for
learning tasks, they have to work together to complete a particular
objective and make their ideas clear to others and extend themselves as bit
to appreciate another's perspective on a problem.It is an excellent path of
conducting communicative language teaching.
There are many advantages that can result from using cooperative
learning strategies:
1- Cooperative learning is fun, so students enjoy it and are more
motivated.
2- Cooperative learning is interactive, so students are engaged, active
participants in the learning.
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3. Cooperative learning allows discussion and critical thinking, so students
learn more and remember what they have learned for a longer period time.
4. Cooperative learning requires students to learn to work together, which
is an important skill for their future.
5. Cooperative learning permit more opportunities for personal feedback.
Because there are more exchanges among students in small groups, your
students receive more personal feedback about their ideas and responses.
This feedback is often not possible in large-group instruction, in which one
or two students exchange ideas and the rest of the class listens.
(Salem,2014:97)
Based on the experiences of thousands of classroom teachers, there are the
benefits of cooperative learning:
1. Student achievement. The effects on student achievement are positive
and long-lasting, regardless of grade level or subject matter.
2.Student retention. Students are more apt to stay in school and not drop
out because their contributions are solicited, respected, and celebrated.
3.Improved relations. One of the most positive benefits is that students who
cooperate with each other also tend to understand and like each other more.
This is particularly true for members of different ethnic groups.
Relationships between students with learning disabilities and other students
in the class improve dramatically as well.
4.Improved critical thinking skills. More opportunities for critical thinking
skills are provided, and students show a significant improvement in those
thinking skills.
5.Oral communication improvement. Students improve in their oral
communication skills with members of their peer group.
6. Promoted social skills. Students' social skills are enhanced.
7. Heightened self-esteem. When students' work is valued by team
members, their individual self-esteem and respect escalate dramatically.
(Fredericks 2005:7)
Briefly, from this concise explanation, we find that there are many
theories about cooperative learning can be an effective teaching strategy. It
can be said that cooperative is effective in English teaching in the EFL
classroom.
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5. Cooperative Learning Methods to be used in the EFL Classroom:
There are several methods of cooperative learning to be applied in the
EFL classroom to encourage learners to work together to learn, share ideas
and help each other to learn (Slavin1995:137-160). Each method has its
characteristics and applicability to different curriculum areas. It proposed
that according to this EFL language teachers choose the appropriate
cooperate learning method to apply it in their classroom to get the most out
of it. Kagan (1994:33) points out that some of these methods which have
been successfully applied in the classroom are 'Round Table' for writing,
'Jigsaw', and 'Think-pair-share' to develop oral and aural skills.
These three methods have focused on as follows:
5.1 Jigsaw II
It is a cooperative learning technique that reduces racial conflict among
students, promotes better learning, improve student motivation, and
increases enjoyment of the learning experience. This technique invented
and developed in the early 1970s by Elliot Aronson and his student at the
university of Texas and the university of California. Since 1971, thousands
of classrooms have used jigsaw with great success.(Salem,2014:94)
Teaching was developed by Slavin (1995:137-160 ); group mates share
information with each other in this technique . This activity is useful to
teach reading. Slavin outlined the procedure to apply Jigsaw II as:
1. Students receive expert topics and read assigned material to locate
information.
2.Students with the same expert topics meet to discuss them in expert
groups.
4. Students take individual quizzes covering all topics.
5. Team scores are computed based on team members' improvement scores,
and individual certificates, a class newsletter, or a bulletin board recognizes
high-scoring teams.
5.2 Round Table or Rally Table:
Round Table or Rally Table are simple cooperative learning structures
that cover much content, builds team spirit, and incorporates writing. The
roundtable has three steps to it. In the first step, the teacher poses a
question that has multiple answers. Step two, the first student in each group
writes one response on a paper and passes the paper counterclockwise to
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the next student. Finally, in step three, teams with the greatest number of
correct responses gain some type of recognition. This type of cooperative
learning can easily be used in the science classroom. For example, the
students may be asked to write as many reptile names as they can. At the
end the group with the most reptiles written down is rewarded.
(Example: A teacher displays a picture and asks what are various food
chains found within the ecosystem of the picture. One student writes a food
chain on a piece of paper then passes the paper to other members of the
team for them to write a food chain that they see in the picture. Students
continue to pass around the paper until the teacher stops the activity or until
a group runs out of answers.) (Salem 2014 : 95)
This teaching strategy can be used for brainstorming, or practicing.
According to this method, each group member has a designed turn to
participate and make a written contributing to the group's project. The
group has a writing prompt, task, or question (Kagan1994:35).
There are sequentsteps of Round Table Strategy:
1. The teacher ask question which has multiple answers, each student
writes a response or a portion of a response.
2.After writing their response, they pass the paper to the next person.
3. Round Table can be down with one piece of paper per group or with one
piece of paper per group member.
4.One group member may be asked to share with the whole class what their
group has written.
5.3 Think-pair-share
Think-pair-share was proposed by Lyman (1981:109-113). This teaching
method could encourage student to communicate with others and develop
thinking. Think-pair- share was defined as a method that allows students to
engage in individual and small-group thinking before they are asked to
answer questions in front of the whole class. There are steps of Think-pair-
share:
a. The teacher poses a discussion topic or an open-ended question.
b. The teacher gives students the " think time" to think on their own.
c. After thinking, students work in pairs to share their ideas with each
other.
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d. Student share their responses with other partners or with the rest of the
class.
(Example: A teacher could pose the question, ‘What is photosynthesis?’
students then think individually about the question. After a couple minutes
of thought the students then turn to a shoulder partner and discuss their
thoughts with each other. The teacher then facilitates a whole class
discussion).
Table 1, Adopted from Johnson, and Johnson, and Stanne (2000),
presents the various cooperate learning models, their history,
developers and possible primary applications in the EFL classroom.
Table 1 Modern Method of cooperative Learning
Think, pair strategy is a cooperate learning techniques that encourages
individual participation and is applicable across all grade levels and class
size. Students think through questions using three distinct steps:
1-Think: students think independently about the question that has been
posed, forming ideas of their own.
EFL Primary Application Method Date Researcher Developer
Reading, Writing, Speaking, Culture
Learning Together 1970s |Johnson and Johnson
Language Rules &Mechanics Teams-Games-Tournaments (TGT)
Early 1970s DeVries& Edward
(GI) Writing, Culture Group Investigation Mid 1970s Sharan&Sharan
Culture Constructive Controversy (CC)
Late 1970s |Johnson and Johnson
Reading, Literature Jigsaw Procedure Late 1970s Aronson, Blaney, Sikes, Stephan &Snapp; Slavin
Language Rules and
Mechanics
Student Teams-
Achievement Divisions
(STAD)
Late 1970s Slavin
social Skills, Culture, Reading,
Writing, Language Rules and
Mechanics
Complex Instruction(CI) Early 1980s Cohen
Aural communication,develop
thinking
Think-pair-Share Early 1981 Lyman
None Team Accelerated
Instruction (TAI)
1980s Slavin,Leavey,&Madde
n
Speaking, Listening, Reading,
Writing
Cooperate Learning
Structures
Mid 1980s Kagan
Reading & Composition
(CIRC) Reading, Writing,
Spelling, Vocabulary,
Literature
Curriculum Packages:
Cooperative Integrated
Mid1980s Stevens, Madden,
Slavinn,&Farnish
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2- pair: students are grouped in pair share their ideas with a larger group,
such as the whole class. Often students are more comfortable presenting
ideas to a group with the support of a partners. In addition, students' ideas
have become more refined through this three steps process.
(Johnson 1999:166)
It's very important strategy cause students need many opportunities
to talk in a linguistically rich environment. Researchers have found that the
Students' learning is enhanced when they have many opportunities to
elaborates on ideas through talk (Pressley 1992:513-555).
Pimm (1987:29) assured that this strategy increases the kinds of personal
communications that are necessary for students to internally process,
organize, and retain ideas.
6. Steps in teaching cooperative skills:
Ann (1990: 183) points out that there are four steps that teachersmust
follow in teaching cooperative skills.These are adapted from Johnson and
Johnson (1975).
Step 1. Students must see value in group work. Since most students come
to EFL classes expecting the traditional classroom arrangement,with
teacher in front of the class and students in straight rows watching the
teacher, they will be confused and hesitant when these expectations are not
met. If teachers want students to react positively their first experiences in
cooperative learning, students must understand at least some of the many
rationales for this kind of classroom experience. They need to understand
why it is that they are doing things differently and how it will help them
reach their goals.There are several way a teacher might help students see
value in cooperative work. Some teachers simply explain why they are
doing cooperative work. Other teachers do session on the possible value of
cooperative group work. Still others place posters around the room to
remind learners of the benefits of cooperative group work. What follows is
a list of ideas that were generated by my own students. The list is not meant
to be exhaustive, but rather to provide you with some ideas on the value of
cooperative learning for your own students:
We can interact with our classmates.
We find out what our classmates think and know.
We get more opportunities to talk.
We hear more fun!
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We learn more about each other and that's interesting.
We learn torespect different ideas and opinions.
We have to really think in order to solve the problems.
We see other points of view.
We learn social skills for getting along with others.
We learn more vocabulary words.
Others listen to what I have to say.
We can ask more questions.
Step2.Students must be aware of the necessary skills for successful group
work in order to know what they are supposed to do! In order to function in
a group situation, for example, students need to know how to get
information from the other members and respond to questions. Students
need to know before the activity begins that getting information and
responding to questions are the skills being practiced, for example, they
could participated . For example, they could participate in a brainstorming
session wherein students generate phrases and question forms that can be
used to gather information and answer questions, such as with the
information-gap activity previously described. |It would be helpful for them
to be able to talk about columns and rows and to make appropriate
questions. The teacher should demonstrate and model the skill to further
clarify, the points to the students. Concentrate on one skill at a time.
Step3.Students must practice the skill. The major responsibilities teachers
have in cooperative learning are to design and set up practice situations. In
the example given above, the skill being focused on was gathering
information- asking questions and responding to questions. The familiar
twenty- questions activity (Christison and Bassano1987) is a good example
of this step. One student in the group is " on focus." This student selects a
card from a pile of cards. Without looking at the card, the student shows it
to the other members of the group. The student whodrew the card must
now ask questions of the group in order to determine what is on focus until
each until each person in the group has had achance. Students need to have
a chance to practice the skills long enough so they can integrate the skills
into their daily interactions with their peers. Once is never enough!
Step4. Students need to process the skills they have practiced.processing
means that students need to become aware of what exactly it is they have
practiced and to evaluate how successful they have been in practice of the
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skills. Teachers can assist students by preparing questions for them- to
answer and worksheets to help students evaluate their own performance or
the performance of other group members. Teachers can also model the
processing skills. What kinds of questions did you use? What information
was most helpful? What phrases did you hear most often?
Implementing Cooperative Learning in the EFL Classroom: Some
Considerations:
7.1 Group Size:
This factor is important when applying cooperative learning methods in the
EFL classroom. The optimal size varies from four to five. According to
Jacob (2006: 18-29) four numbers in group seem to be the most popular
size. Williams (2000:47) advocated two factors in effective group size: the
students' comfort level and the nature of the assignment. As the
circumstances change, then the size of the group changes.
7.2 Group Formation:
EFL teacher should consider the members in each group. They are
encouraged to use heterogeneous groups in cooperative learning (Flederand
Brent,2001:69-75). In addition, Huss(2006: 19-23) clarifies that
cooperative learning teams shouldbe a composition of one low-ability
student, two medium-ability students, and one high-achieving student.
7.3 Teacher's Rules:
EFL Style of cooperative learning is effected by cognitive theory. Their
teaching style is highly student-centered. As a Robinson (1995:57) stated
that " teacher conceive self a flexible, permissive, interested in stimulating
discussion and seeing other grow". Ateacher in the cooperative learning
plays a role as a supporter, facilitator, observer, change agent, and adviser
(McDonell.,1992: 163).
In cooperative learning class, teachers are facilitators who should who
should guide their learners on how best to achieve educational objectives
(Zhang,2010: 81). Teacher talking time should be less than student talking
time (Jacob,2006:30-46).Also Teachers are required to provide their
learners with a model answer to encourage further learning
(Harel,1992:153) .
7.4 Student Rules:
Zhang (2000:81) mentions that learners are active participators and
autonomous learners.While Jacob (2006: 30-46)points out that there are
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five roles which EFL learners have to perform during a cooperative
learning activity. These five roles are: a. facilitator is the member who
coordinates the group's works; b. recorder's responsibility is recording what
the group has accomplished; c. reporter tells others about the group'swork;
d. time keeper helps the group be aware of time constraints, keeps the
group on tasks and fills in for missing group members; e. observer of
collaborative skill checks if group members are using a particular
collaborative skill deemed important to the group's interaction.
7.5 Individual and Group Assessment:
In order to judge the effectiveness of the applied cooperative learning
method, EFL students' performance should be assessed. Johnson and
Johnson (1999:2) define assessment as "to judge the quality and quantity of
learning and award grades". Assessment help to achieve the following
purposes a : a- diagnosing students' present level of knowledge and skill;
b- monitoring students' progress toward learning goals to help from the
instructional program; c- providing data to judge the final level of students'
learning ( Johnson and Johnson 1999:164).
8. Conclusion
Cooperative learning has proved its effectiveness as a teaching strategy
with all the benefits it provides to both the teacher and learners. The paper
has proved its relevance to the ordinary classroom. Learners has
opportunities to frequently meet the material under study through various
settings and modes of delivery. learners have opportunities to use authentic
language in order to perform communicative and referential tasks, even
when the focus of the lesson is on language rules and mechanics rather than
the development of language skills. Furthermore, several studies have
proved that cooperative learning gives great opportunities for the EFL
classroom. For EFL learners, cooperative learning gives a positive learning
environment for students to practice their English. It can help students
develop skills in communication and improve their motivation to learn.
Cooperative learning also has an active and positive effects on student
achievement, increases student relationships and increases self-steam.
These benefits of cooperative learning help EFL students improve
efficiency in their language learning. Cooperative learning is an effective
teaching strategy in foreign teaching.
Based on the conclusion of the present study, it is recommended to
apply cooperative learning strategies in classroom at all levels like primary,
secondary and college. It is recommended as well both EFL teachers and
AL-USTATH Special issue of the international scientific conference ( 2016 M- 1437 e)
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learners with training sessions on how to teach and learn through
cooperative learning for maximum results.
References:
1. -Ann, M. C.(1990). Cooperative Learning in the EFLClassroom .Snow
college:University of Utah press.
2. Brecke, R., & Jensen, J. (2007). Cooperative learning, responsibility,
ambiguity, controversy and support in motivating students. Insight: A
Journal of Scholarly Teaching,2(1), 57-63.
3. -Calderon,M.(1987). Cooperative Learning. Personal communication
and handout material from the August 1987 in-service presentation, Yselta
Independent School District, El Paso, Texas
4. -Cohen, E.G.(1994) Designing Groupwork. Strategies for the
Heterogeneous Classroom. Journal of Tourism Studies,4, 134-149.
5. -Dornyei,Z.(1997) psychological processes in cooperative language
learning: Group dynamics and motivation, Modern language Journal,
81,482-493.
6. -Felder, R.M.,&Brent,R. (2001).Effective stratiges for cooperative
learning. Journal of cooperative and Collaboration in College Teaching,
10(2).
7. -Fredericks A.D.(2005) "What is Cooperative Learning, and What Does
28. -Zhang, Y.(2010). Cooperative language learning and foreign language
and teaching. Journal of Language Teaching and Research,1(1),81-83
في صفوف المغة االنكميزية كمغة اجنبية التعمم التعاوني
عبد مكي ةتمار مدرس. جامعة بغداد/ كمية التربية ابن رشد لمعموم اإلنسانية
:الممخص
التعمم التعاوني ىو أسموب نشط والتعميمي الذي ييدف إلى تنظيم األنشطة الصفية إلى تجارب تعمم ا يعني أن الطالب من مستويات متباينة من القدرة مرتبة في مجموعات ومكافأة وفقا لنجاح اكاديمية واجتماعية. وىذ
المجموعة، بدال من نجاح أي فرد. وقد ثبت أن ليا قيمة تعميمية إيجابية مما يجعل منو ميم لتطبيقيا في الفصول دراسية المغة اإلنجميزية كمغة أجنبية.
عن فوائد التعمم التعاوني وأىمية النظرية لمفصول الدراسية لتعمم المغة إن الورقة الحالية تتحرى نكميزية كمغة اجنبية. ويمقى الضوء عمى التعمم التعاوني وأىدافو، ومستويات الميارات التعاونية، خطوات في اال
تعميم الميارات التعاونية باإلضافة إلى التركيز عمى أساليب التعمم التعاوني التي يمكن أن تحدث فرقا في العممية التعميمية من طالب المغة اإلنجميزية كمغة أجنبية.
وتستنتج ورقة البحث إلى أن التعمم التعاوني ىو استراتيجية التدريس الفعال لكل من المدرسين والطالب ألنيا تعطي بيئة تعمم إيجابية لمطالب لممارسة مياراتيم في المغة اإلنجميزية. ونتيجة لذلك، وقتا وجيدا أقل سوف