cooperative learning in the efl classroom inst. tamara a...

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


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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


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learners with training sessions on how to teach and learn through

cooperative learning for maximum results.

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http://www.111.hawaii.edu/web/faculty/markw/overview.html

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

يقوم بيا المدرس عند استخدام ىذه االستراتيجية.

http://www.111.hawaii.edu/web/faculty/markw/overview.html

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