The impact of cooperative learning in comparison to traditional learning (small groups) on EFL learners' outcomes when learning English as a Foreign Language

Alghamdi, Rashed and Gillies, Robyn (2013) The impact of cooperative learning in comparison to traditional learning (small groups) on EFL learners' outcomes when learning English as a Foreign Language. Asian Social Science, 9 13: 19-27. doi:10.5539/ass.v9n13p19


Author Alghamdi, Rashed
Gillies, Robyn
Title The impact of cooperative learning in comparison to traditional learning (small groups) on EFL learners' outcomes when learning English as a Foreign Language
Journal name Asian Social Science   Check publisher's open access policy
ISSN 1911-2017
1911-2025
Publication date 2013-01-01
Sub-type Article (original research)
DOI 10.5539/ass.v9n13p19
Open Access Status DOI
Volume 9
Issue 13
Start page 19
End page 27
Total pages 9
Place of publication Toronto, ON, Canada
Publisher Canadian Center of Science and Education
Language eng
Formatted abstract
To identify the effect of cooperative learning (CL) on the achievement’s of EFL learners, a 12-week study was conducted in four secondary schools in Saudi Arabia. This study aims to examine the effectiveness of cooperative learning (CL) in developing English as a Foreign Language (EFL) students’ grammatical competence in a relatively under-researched context (i.e., Arabia). In particular, this this study aims to investigate the impact of cooperative learning in comparison to traditional instruction in learning English grammar on the achievement of students. This study contributed to the knowledge about how students learn English grammar as a foreign language when they work cooperatively together in cooperative learning groups in comparison to peers who work in traditional classrooms (small groups). The participants in this study were 139 tenth grade male students, aged 14-15 years, in four boys’ secondary schools in Al-Baha city.The results showed that there are statistically significant differences between the mean scores of the students who were taught English in the cooperative learning environment (the experimental group), and those who were taught the English by using the traditional small group method (the control group) in the post-test. This difference was in favour of the experimental group. However, the results showed that are not statistically significant differences between the students in the experimental classes and the students in the control groups in their English achievement test score at the pre-test.
Keyword Applied linguistic
Teaching English as foreign language
Cooperative learning
Small groups processes
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2014 Collection
School of Education Publications
 
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Created: Thu, 17 Oct 2013, 00:03:49 EST by Claire Backhouse on behalf of School of Education