An Investigation Of Factors Affecting The Practices Of Cooperative Language Learning: The Case Of Enango And Dongoro Junior Secondary Schools, Grade 9 In Focus

Abstract

The study was conducted to investigate factors affecting the practices of cooperative language learning (CLL) of grade 9 students in English as a Foreign Language (EFL) classes in Enango and Dongoro Junior Secondary schools. In this regard, the study examined the contributing factors in relation to classroom setting, role of the teacher and students in EFL classes during the practices of cooperative learning (CL) in English classes. The research design fitted into the descriptive paradigm involving a mixed methodology-both quantitative and qualitative. In order to achieve the research objectives, the study, therefore, used both quantitative and qualitative data gathering tools which are questionnaire, classroom observation, and interview. As indicated above, the study was conducted in two Junior Secondary schools by administrating questionnaire for 210 students, conducting six classroom observations, and interviews with EFL teachers. The data gathered through questionnaire, classroom observation, and interview were analyzed both quantitatively and qualitatively. As such, frequency, percentage, and mean scores were used to analyze the quantitative data. The data collected through classroom observation and interview were described qualitatively and analyzed using protocols of content analysis. The results of the study indicated that classroom setting or organization, with the exception of group formation which is heterogeneous, was not appropriate and conducive for cooperative learning practices. The findings of the study also revealed that students’ lack of motivation, their reluctance, and resist9ance to participate in cooperative activities were the impeding factors hindering the cooperative learning practices. Hence, the English language teaching practices, in the observed classes, in general were characterized by teacher-centered approach wherein teacher-led instructions than students-to- students interactions were evident, and teachers controlled the classroom instructional practices in most of the classroom activities. With regard to teacher’s role, lack of establishing clear guidelines that facilitate positive interdependence and individual accountability, and promote harmony, absence of assignment of complementary roles for learners, lack of monitoring students’ learning, and lack of using different CL techniques were teacher-related factors affecting successful CL practices not to take place in classrooms. Thus, the findings revealed that the practices of cooperative language learning were affected by classroom setting, teacher- and student- related factors. Thus, based on the findings of the study, conclusions, some educational implications were drawn.