Effects of Cooperative Learning on EFL Students’ Speaking Skills at Tertiary Level
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2015-06
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Addis Ababa Universiy
Abstract
The major purpose of this study was to explore effect of cooperative learning (CL) on EFL students‟ speaking skills. To fulfill this purpose, a 12-week experiment was conducted in Hawassa University during the first semester of the Academic Year 2013/14. A randomized pre-post-test control group research design was adopted with 32 first-year students in each of the experimental and control classes. The same contents were taught to both groups. The only difference was that the experimental group was taught through the use of CL method, which consisted of techniques like think-pair-share, three-step interview, round robin, number-heads together, team-interview and timed-pair- share, whereas the students in the control group were taught through the usual method, which is mostly whole-class teacher-centered and sometimes traditional group work method.
Data were collected through speaking tests, participation and attitude questionnaire, peer evaluation, classroom observation and semi-structured interview. Independent and paired samples t-tests were employed to determine whether there was a significant difference on achievement in speaking skills at alpha 0.05 level.
The results from the speaking post-test revealed a statistically significant difference on overall speaking performance and on its components: pronunciation, discourse management and interactive communication, but the effect on the grammar and vocabulary component of speaking was inconclusive. The post- questionnaire and classroom observation analysis also showed that the students in the experimental group appeared to have better participation in in-class oral activities than the students in the control group. In addition, the results of peer evaluation also showed that there was an improvement in the experimental group students‟ active participation in in-class oral activities between the first six weeks and the latter six weeks. On the other hand, data analysis of the experimental group students‟ post-questionnaire and interview responses showed that they had positive attitude towards CL method. Finally, the teacher‟s interview results also revealed that CL method increased students‟ participation in the class and motivated them to speak more.
Hence, the major findings of the study suggest that cooperative learning (CL) helped to enhance the students‟ speaking skills, and their verbal participation in in-class oral activities. The finding also suggests that the majority of the experimental group students had positive attitude towards CL group work method. The results were consistent with the predictions, and it is recommended that CL should be used in the EFL classrooms to teach speaking skill and enhance students‟ active participation in in-class oral activities at tertiary level in Ethiopia.
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Effects of Cooperative Learning on EFL Students’