Action Research On Applying Cooperative Learning In EFL Classroom

One of the main causes that many teachers failed in motivating students’ learning is their noneffective instructional strategy used in class. To change the passive, receptive ways students learn in class, current studies explore the potential of autonomous learning, cooperative learning and exploratory learning in students’ learning style. This study tried to use the instructional strategy of cooperative learning, through action research approach, so as to improve the effectiveness in EFL classroom e.g., make students more involved in class, enhance their interest and self-confidence in learning English, etc., and to explore how to implement cooperative learning appropriately in language teaching.The subject in this study is a class of Grade7with33students in a rural middle school where the researcher is teaching, and the research lasted for a whole semester (about20weeks). Problems of teaching in English class were identified in the beginning of the research through investigation by means of teacher logs, class observation and questionnaire surveys on students’ learning in class. These problems included:1) Most students were not involved in English learning.2) Many students lacked interest and self-confidence in learning English.3)Students lacked assistance and interaction in classroom learning. Therefore, the researcher would like to explore whether cooperative learning can effectively improve the teaching and learning in English classroom.Based on the theoretical foundation of cooperative learning, three working hypotheses were raised in this thesis:Hypothesis1:Students who study English in cooperative learning would be more involved in English learning.Hypothesis2:Cooperative learning would enhance students’ interest and confidence in learning English.Hypothesis3:Students would benefit from cooperative learning, for they will get more assistance and interaction from one another.This study included two cycles by means of the action research approach. The first cycle consisted of:planning cooperative learning; implementing cooperative learning in class; observing and collecting data; analysing data and reflecting on the results. The second cycle comprised of:revising the cooperative plan; implementing the revised plan; observing and collecting data; analysing data and reflecting on the findings.The collected data include teacher logs, class observation, two questionnaire surveys on students’ learning in class, a questionnaire survey on students’ attitudes toward cooperative learning, the test grades in the mid-term and final examination, and a student interview. Results were driven from analysed data as follows:1) Students were more involved in English class with cooperative learning2) Cooperative learning enhanced students’ interest and confidence in learning English.3) Students got more chances for assistance and interaction in cooperative learning, and hence benefited a lot from it.Based on the analysis of data and discussion on the results, this study suggests that cooperative learning could be an effective way to improve English teaching and learning in classroom. By establishing group goals and individual accountability, cooperative learning has motivated students to learn actively in class, and provided more chances for assistance and interaction among students, enhanced their interest and confidence in English learning and reduce their anxiety in class, and thus changed their passive attitudes and behaviors in learning. Furthermore, many students (mainly medium and higher proficiency students) were found to have made great progress in the test.It’s important for teachers to notice that cooperative learning might not be successfully implemented in a short time. Teachers should be clear about their roles in cooperative learning, so as to facilitate the process of conducting cooperative learning in class and insure that mode of cooperative learning works appropriately...