The effectiveness of cooperative learning in an English first additional language classroom.

Abstract

The purpose of this action research study was to investigate whether the implementation of cooperative learning strategies improved learner-learner interactions and teacher-learner interactions and enhanced the relationships between the teacher and learners and amongst the learners in an English First Additional Language (EFAL) grade 10 classroom in a township secondary school. The sample population, of forty learners, was from one class of grade 10 EFAL. Cooperative learning strategies were implemented into the EFAL curriculum and learners were observed throughout the study on how they used cooperative learning. In addition, interviews were used to determine learners’ perceptions and experiences of using cooperative learning. The results indicated that learner-learner and teacher-learner interactions improved when EFAL learners were engaged in cooperative learning activities. The results from this study concluded that cooperative learning, when used effectively in an EFAL classroom, enhanced interactions, developed positive relationship between the teacher and learners and amongst learners, supported EFAL skills, and improved learners’ motivation towards their learning.