Exploring the efficacy of cooperative/collaborative learning: The experience of college ESL teachers

This phenomenological study sought to investigate the use of cooperative learning/collaborative groups in college with the teaching of English as a Second Language (ESL) students. This project investigated the experience of seven college ESL instructors at three institutions of higher learning in a large, multicultural city in the South. The analytic question guiding this study was: What is the experience of college ESL instructors with cooperative/collaborative groups?; Qualitative research methods were employed in data collection. Semi-structured interviews were conducted on experienced ESL instructors about their perceptions, behaviors, and implementation. Documents, such as student assignments, journal articles, and workshop hand-outs, were analyzed to match perceptions to actual behaviors.; The study was conducted because of the lack of research on small group work at the college level. Likewise, composition theorists need to address the special problems of ESL students. It was hypothesized that ESL instructors had similar experiences with small group work as traditional English teachers. Findings of this study were: (1) Unless instructors had received training in cooperative learning, they tended to make no distinction between cooperative learning and collaborative groups. (2) College ESL instructors preferred small group work over lecture to increase reading, speaking, listening, and writing skills. (3) Instructors recognized the importance of "talk" and a risk-free environment to promote learning. Small group work was efficient in providing mass practice with low stress. (4) Although instructors received their theoretical knowledge in accepted standard practices of professionals, their ways of implementation varied. The three most significant areas involved peer editing, group grading, and group make-up decisions. (5) Document analysis backed up perceptions that "what they said" was "what they did." Assignments showed a striking variety. (6) Although cognitive outcomes were critical for these teachers, the choice for using small group work appeared to be based more on affective outcomes. Instructors thought it was better for the community of the classroom as well as for the future life of their students both professionally and personally.; This study added insights about pedagogical practices of college ESL instructors and has implications in the design of curriculum and instruction at the college level.