Impact of STAD model of Cooperative Learning on Iranian EFL Learners’ Critical Thinking and Motivation

Subject Areas :

Abolhassan Nazari ¹ , Omid Tabatabaei ² , Mohammad Ali Heidari Shahreza ³

1 - Department of English, Shahreza Branch, Islamic Azad University, Shahreza, Iran
2 - English Department, Najafabad Branch, Islamic Azad University, Najafabad, Iran
3 - Department of English, Shahreza Branch, Islamic Azad University, Shahreza, Iran

Received: 2021-01-16 Accepted : 2021-06-27 Published : 2021-10-01

Keywords: motivation, critical thinking, Cooperative learning, Iranian EFL learners, STAD,

Abstract :

This study investigated the impact of cooperative learning on Iranian high schoolEFL learners’ critical thinking and motivation. To this end, 142 EFL students were selected based on their performance on the Oxford Quick Placement Test (OQPT), and divided into two heterogeneous experimental groups (EG) receiving treatment through STAD model of cooperative learning, and two control groups (CG) without any treatment. To recognize the entry behaviors of the participants, pretests were run. Then, the same educational content was taught to both groups during an educational term. Furthermore, in order to disclose the effect of treatment, a critical thinking post-test similar to the pretest but in rearranged order in options and items, and a motivation post-test were administered at the end of the instruction. The results obtained from the statistical analysis of the scores showed that cooperative learning has a significant effect on the critical thinking and motivation of the participants. The findings of the study are beneficial for EFL learners to improve their small group capabilities.

References:

Barkley, E.  F., Major, C.  H., & Cross, K. P. (2014). Collaborative learning techniques: A  resource for college faculty, 2nd Edition. San Francisco, CA: Jossey-Bass.

Bruner, J. (1985). Models of the Learner. American Educational Research Association, Educational Researcher, 14, 5-8.

Butler, H. A. (2012). Halpern Critical Thinking Assessment predicts real-world outcomes of critical thinking. Applied Cognitive Psychology, 25(5), 721–729.

Choy & Cheah, (2009). Teacher Perceptions of Critical Thinking Among Students and its Influence on Higher Education. International Journal of Teaching and Learning in Higher Education, 20(2), 196-204

Devi, A. P., Musthafa, B., & Gustine, G. G. (2015). Using cooperative learning in teaching critical thinking in reading. English Review: Journal of English Education, 4(1), 1-14

Dewey, J.  (1933). How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process. Boston, MA: D.C. Heath & Co Publishers.

Dwyer, C., Hogan, M., & Stewart, I. (2014). ‘An integrated critical thinking framework for the 21^st century’. Thinking Skills & Creativity, 12, pp.  43-52.

Facione, P. A., Facione, N. C., & Giancarlo, C. A. (1996). The California Critical Disposition Inventory: Test Manual. Millbrae, CA: California Academic Press.

Ghorbandordinejad, F., & Nourizade, F. (2015). Examination of the Relationship between Critical Thinking Disposition and English Learning Achievement as Mediated by Emotional Intelligence. Intl. J. Humanities, 22 (4), pp.  83-95.

Gokhale, A.  Anuradha. (1995). Collaborative Learning Enhances Critical Thinking. Journal of Technology Education 7(1), pp. 22-30.

González, D.  (2008). Psicología de la motivación. La Habana: Ciencias Médicas.‏

Johnson, R. T., & Johnson, D. W. (1994). An overview of cooperative learning. Creativity and collaborative learning. Retrieved from http:/ /teachers .henrico .k12. va. Us /staffdev /mcdonald j/downloads/21st/co

Kazantseva, et al.  (2016). A Survey Based Study of Motivation and Attitude to Learning a Second Language at UFA State University of Economics and Service. Glob. Media J. pp. 1-9.

Loes, C. N., An, B. P., Saichaie, K., & Pascarella, E. T. (2017). Does collaborative learning influence persistence to the second year of college? The Journal of Higher Education, 88, 62–84.

Mahmoodi, M.  H., & Dehghannezhad, M. (2015). The Effect of Teaching Critical Thinking Skills on the Language Learning Strategy Use of EFL Learners across Different EQ Levels. Journal of English Language Teaching and Learning, 7 (16), pp. 55-84.

Mantiri, O.  (2015).  Keys to Language Learning Success. J Arts Humanit. Vol 4, pp. 14-18.

Marshall, J. (2010). Motivación y emoción, Sta ed.Mc Graw Hil, Mexico.

Namaziandost, E., Shatalebi, V., & Nasri,M. (2019). The Impact of Cooperative Learning on Developing Speaking Ability and Motivation Toward Learning English. Journal of Language and Education, 5(2), pp. 83-101.

Rezaei, S., Derakhshan, A., & Bagherkazemi, M. (2011).  Critical thinking in language education. Journal of Language Teaching and Research, 2(4), pp. 769-777.

Rayhanul, S. M. (2015). What are the Importance and Benefits of "Critical Thinking Skills"?. Retrieved 29 November, 2019 from https://www.linkedin.com/pulse/whatimportance-benefits-critical-thinking-skills-islam

Sahin, A. (2010). Effects of Jigsaw III Technique on Achievement in Written Expression. Asia Pacific Education Review, 12(3), pp. 427-435. https://doi.org/10.1007/s12564-010-9135-8

Shirkhani, S. & Fahim, M. (2011). Enhancing critical thinking in foreign language learners. Social and Behavioral Sciences, 29, pp, 111-115.

Slavin, R. E., (1992). Cooperative Learning. In Gall, Joyce, P., Gall, M.D., Walter R (1999). Applying Educational Research: A Practical Guide. (4th ed.). pp. 114-118. New York, NY: Longman.

Strobel, J., & Van Barneveld, A. (2009). When is PBL more effective? A meta-synthesis of meta-analyses comparing PBL to conventional classrooms. Interdisciplinary Journal of Problem-based Learning, 3(1), pp. 44-58. doi: 10.7771/1541-5015.1046

Thadphoothon, J. (2005). Promoting Critical Thinking in Language Learning through Computer- Mediated Collaborative Learning: A Preliminary Investigation. Retrieved March 16, 2019 from http://www. cooperation.org/

Tombak, B. & Altun, S. (2016). The effect of cooperative learning: University example. Eurasian Journal of Educational Research, 64, pp. 173-196 http://dx .doi.org /10.14689 /ejer.2016.64.10

Vahdani, R. & Tarighat, S. (2014). Critical Thinking and Speaking Proficiency: A Mixed-method Study. Theory and Practice in Language Studies, 4(1), pp. 79-87.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner & E. Souberman, Eds, 14th ed.). Cambridge, MA: Harvard University Press.

Woon, L., Wang, L., Ryan, R. (eds), (2016). Building Autonomous Learners. Perspectives from Research and Practice Using Self Determination Theory. Springer, Newyork.