Investigation Into Cooperative Language Learning Practice In English Classrooms At Fofa Preparatory School:

Abstract

The main objective of this study is investigating the problems strongly related to practicing cooperative language learning in classrooms and to show the positive effects of it in enhancing the learners’ performance in English classrooms. It tries to confirm the advancement trends of language learning strategy, the considerable benefits and the processes in it. In English language teaching classroom, it provides learners with the academic achievements and social interaction skills. In cooperative learning strategy students learn English language with their classmates to enhance shared common goals through independent interactions and team work. Research evidence supports the effectiveness of cooperative learning to improve students’ learning and the standards of educational learning. In recent times, it is said that learnercentered approach of learning method is important way of the language learning. However, in my school there is a problem in cooperative learning. The learners are not effective in cooperative learning and they run their activities separately in the English language classroom. This study discussed seriously about the practice of cooperative language learning at Fofa secondary and preparatory school. To achieve the objective of the study; questionnaire, interview, classroom observation checklist and document analysis were used to gather the data. Some considerations has been taken in to account such as the class room atmosphere, the teachers’ responsibilities, the students’ role, the main challenges observed in the cooperative language learning and the intervention systems that can be used in the cooperative language learning. To gather data the school teachers and students were used as the primary data sources and document analysis was used as secondary data source. The researcher used both simple random sampling and purposive sampling techniques to collect data. 50 students were selected randomly from section A-D. From these, 26 are female students and 24 are male students. But 7 English language teachers are purposively selected. The data gathered by different instruments were analyzed and interpreted based on the similarity of ideas and items. Lastly, the possible summary, conclusion and recommendation have been included for further works.