An Exploration of Students’ Characteristics and their Perceptions of Cooperative and Individualistic Teaching Approaches in EFL Reading Classroom

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Date

2014-06

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Addis Ababa University

Abstract

The main objective of this study is to explore students’ characteristics and their perceptions of cooperative and individualistic teaching approaches in EFL reading classroom. To investigate this objective, two different sections of grade 9 were selected from Hidar 11 General Secondary School in Gondar town. The selection was made using simple random sampling technique. Each group consisted of 30 students who were assigned using the same sample selection technique. In order to teach the two groups, two teachers who were working with the students in regular classes were assigned on voluntary basis. One teacher employed the cooperative teaching approach whereas the other teacher used individualistic approach in the EFL reading classroom. In order to generate data from the participants, two different sets of questionnaires and a semistructured interview were employed. In order to analyze the data generated through these instruments, both quantitative and qualitative methods were employed. The quantitative data were subjected to paired sample t-test. A significant difference within each group was determined at 0.05 levels. The students’ responses to the items of the questionnaires indicated that the cooperative teaching group showed a statistically significant change in their characteristics (P<0.05). Because they had been exposed to the cooperative teaching approach, they became satisfied, increased their self-esteem and developed the confidence to learn the materials introduced. The students in this group also developed a favorable perception towards the cooperative teaching approach. The teacher interview responses also support this finding. Regarding the implementation of individualistic approach, there was not a statistically significant change in the group’s characteristics (P>0.05). The students in individualistic teaching group did not show a good regard on these learning aspects. However, there were a few students from this group who were confident and successful in learning the reading skills through individualistic approach. The implications drawn from the findings suggested that teachers need to use the cooperative approach as a teaching learning approach in the EFL classrooms in the Ethiopian context. Teachers should also focus on social and task related skills so that students become more responsible for completing individual and a group’s goal. To this end, English language teachers may need on the job training on the principles, techniques and assumptions of the cooperative teaching approach.

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Keywords

Teaching Approaches in EFL Reading Classroom

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