The Effects of Cooperative Language Learning Strategies on Learning Active and Passive Structures among Iranian EFL Learners
الموضوعات : نشریه مطالعات آموزش زبان انگلیسیAbbas Rahmani 1 , Mohammad Taghi Hassani 2
1 - MA, Islamic Azad University, Takestan Branch
2 - PhD, Islamic Azad University, Takestan Branch
الکلمات المفتاحية: strategy, Cooperative learning, cooperative language learning, cooperative learning activities, group work,
ملخص المقالة :
This study aims at investigating the effects of cooperative language learning on learning active and passive structures among Iranian EFL students. The participants of the study were 60 high school students that were selected from third grade of Barikbin high school in Qazvin. All of the participants were male. Their level of proficiency was intermediate. Then the participants were divided into two groups: experimental and control groups. Their age was between 16-17 years old. The experimental groupreceived passive and active structures’ instruction through cooperative language learning strategies and control group received normal instruction regarding passive and active structures. At the end of treatment, the post test was held in order to measure the difference between experimental and control groups’ achievements. The results show that that cooperative language learning strategies had significant effects on Iranian EFL students’ active and passive structures.
Baloche, L. A. (1998). The cooperative classroom: Empowering learning. Saddle River, NJ:
Prentice-Hall.
Bejarano, Y. (1987). A cooperative small-group methodology in the language
classroom. TESOL Quarterly, 21, 483-501.
Bjorning-Gyde, M., Doogan, F., & East, M. (2008). Towards a fusion model for the teaching and
Brown, D., & Thomson, C. (2000). Cooperative learning in New Zealand schools. Palmerston
North: Dunmore Press.
Cangelosi, J. S. (2000). Classroom management strategies (4th ed.). New York: John Wiley &
Sons, Inc.
Chen, M. L. (2005). The effects of the cooperative learning instructional approach on Taiwanese
EFL students ’motivation, English listening, reading, and speaking competencies
(Unpublished doctoral dissertation). La Sierra University, Riverside, California,
United States of America.
Dörnyei, Z. (1997). Psychological processes in cooperative language learning: Group
dynamics and motivation. The Modern Language Journal, 81, 482-493.
Eslami, Z. (2010). Teachers’ voice vs. students’ voice: A needs analysis approach to English for
academic purposes (EAP) in Iran. English Language Teaching, 3(1), 3-11.
Ghaith, G.(2003). Effects of the learning together model of cooperative learning on English
as foreign language reading achievement, academic self-esteem, and feelings of school
JOURNAL OF TEACHING ENGLISH LANGUAGE STUDIES, Vol. 3, NO. 4, Spring 2015
111
alienation. Bilingual Research Journal, 27, 451-474.
Good, T. L., & Brophy, J. E. (2000). Looking in classrooms (8th ed.). New York: Longman.
Gwyn-Paquette, C., & Tochon, F.V. (2003). The role of reflective conversations and feedback
in helping preservice teachers learn to use cooperative activities in their second language
classrooms. The Canadian Modern Language Review, 59, 503- 545.
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to
achievement. London: Routledge.
High, J. (1993). Second language learning through cooperative learning. San Juan
Capistrano, CA: Kagan Cooperative Learning.
Holt, D. (Ed.) (1993). Cooperative learning: A response to linguistic and cultural diversity.
McHenry, IL: Centre for Applied Linguistics.
Hu, Z. (2005). China‘s English education reform: Trends and issues. Foreign language in China,
6(2), 4-10.
Jacobs, G. M., & Goh, C. C. (2007). Cooperative learning in the language classroom.
Singapore: SEAMEO Regional Language Centre.
Jacobs, G. M., & McCafferty, S. G. (2006). Connections between cooperative learning and
second language learning and teaching. In S. G. McCafferty, G. M. Jacobs & A. C.
DaSilvaIddings (Eds.), Cooperative learning and second language teaching (pp.18-29).
Cambridge: Cambridge University Press.
Jin, L., & Cortazzi, M. (2004). English language teaching in China: A bridge to the future. In W.
K. Ho & R. Y. Wong (Eds.), English language teaching in East Asia today:
Changing policies and practices (pp. 119-134). Singapore: Eastern Universities Press.
Johnson, D. W. & Johnson, R. T. (1992). Positive interdependence: Key to effective
cooperation. In R. Hertz-Lazarowitz, & N. Miller (Eds). Interaction in cooperative
groups (pp. 174-199). Cambridge: Cambridge University Press.
Johnson, D. W. & Johnson, R. T. (1994). Learning together. In S. Sharon. (Ed.), The
handbook of cooperative learning methods (pp. 55-65). Westport, CT: Praeger Publishers.
JOURNAL OF TEACHING ENGLISH LANGUAGE STUDIES, Vol. 3, NO. 4, Spring 2015
112
Johnson, D. W., Johnson, R. T., & Holubec, E. J. (1998). Cooperation in the classroom (7th
ed.). Edina, MN: Interaction Book.
Johnson, D. W., Johnson, R. T., & Holubec, E. J. (1998). Cooperation in the classroom (7th
ed.). Edina, MN: Interaction Book.
Johnson, D., & Johnson, R. T. (1999). Learning together and alone: Cooperative, competitive,
and individualistic learnin (5th ed.). Boston: Allyn and Bacon.
Kagan, S. & Kagan, M. (1994). The structural approach: Six keys to cooperative learning.
In S. Sharon. (Ed.), The handbook of cooperative learning methods (pp. 115-133).
Westport, CT: Preager Publishers.
Kessler, C. (1992). Part one: Foundations of cooperative learning. In C. Kessler (Ed.),
learning of English in a Chinese context. In L. Dunn & M. Wallace (Eds.).
Li, K. (2008). Teaching College English to a large class: Problems and remedies. Sino-US
English Teaching, 5(2), 13-18.
Liang, T. (2002). Implementing cooperative learning in EFL teaching: Process and effects.
(Doctoral dissertation, National Taiwan Normal University, 2002). Retrieved on 2/19/12
from http://www.asian-efl-journal.com/Thesis_Liang_Tsailing.pdf
Long, M. H., & Robinson, P. (1998). Focus on form: Theory, research, and practice. In C.
Doughty and J. Williams (Eds.),Focus on form in classroom second language acquisition
(15-42). Cambridge University Press.
Magee, V. Y. G., & Jacobs, G. M. (2001). Comparing second language student participation
under three teaching modes. Journal of the Chinese Language Teachers Association,
36(1), 61-80.
Nunan, D. (19 92). Introducion In D.Nunan (Ed.) Collaborative language learning and teaching.
Cambridge: Cambridge University Press. http://dx.doi.org/10 .1515/9783110850512.1
Nunan, D. (2003). Practical English language teaching. New York: MC Graw-Hill.
Orlich, D.N., Harder, R.J., Callahan, R.C., & Gibson, H. W. (1998). Teaching
strategies, (5th ed.). Boston: Houghton Mifflin Company.
Prabhu, N. S. (1990). There is no best method—why? TESOL Quarterly, 24(2), 161-176.
JOURNAL OF TEACHING ENGLISH LANGUAGE STUDIES, Vol. 3, NO. 4, Spring 2015
113
Richards, J. C. & Rodgers, T. S. (2001). Approaches and methods in language teaching(2nd
ed.). Cambridge: Cambridge University Press.
Richards, J., & Schmidt, R. (2010). Longman dictionary of language teaching and applied
linguistics (4th ed.). London: Longman.
Sharan, Y., & Sharan, S. (1994). Group investigation in the cooperative classroom. In S.
Sharan. (Ed.), The handbook of cooperative learning methods, (pp. 97-114). Westport, CT:
Praeger Publishers.
Slavin, R. E. ( 1995). Cooperative learning theory, research and practice. Massachusetts:
Simon& Schuster, Inc.
Slavin, R. E. (1997). Co-operative learning among students. In D. Stern & G. L. Huber (Eds.),
Active learning for students and teachers (pp. 159-173). Frankfurt am Main: Lang.
Waugh, R.F., Bowering, M. H. & Chayarathee, S. (2005). Cooperative learning versus
communicative Thai teaching of English as a second language for Prathom (Grade) 6
students taught in Thailand. In R. F.Waugh (Ed.), Frontiers in educational psychology
(pp. 221-232). Hauppauge, NY: Nova Science.