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