Cooperative Learning in Acquisition of the English Language Skills

Yıl 2018, , 591 - 600, 15.07.2018

Ozlem Yavuz Ali Arslan

https://doi.org/10.12973/eu-jer.7.3.591

Öz

The
purpose of the study is to reveal the effect of cooperative learning on
language skills in an English course. The study was carried out for 5 weeks
with 66 students studying at the 10th grade at an Anatolian high school in the
district of Karadeniz Eregli in Zonguldak during the fall term of the 2015-2016
academic year. The design of the study was ‘nonequivalent control groups
pre-test post-test’ which is one of quasi-experimental designs. Data were
gathered using an achievement test measuring students’ vocabulary knowledge,
grammar knowledge, reading comprehension and listening skills. Results showed
that cooperative learning had a larger effect on vocabulary knowledge, grammar,
listening and reading skills compared to traditional method.

Anahtar Kelimeler

Cooperative learning, vocabulary knowledge, grammar, listening, reading comprehension, English Course, high school

Kaynakça

• Acikgoz, K. (2003). Aktif ogrenme [Active learning]. Izmir: Egitim Dunyasi.
• Almanza, T. (1997). The effects of the D.R.T.A. and cooperative learning strategies on reading comprehension (M.A. Dissertation). Kean College of New Jersey.
• Bandura, A. (1989). Social foundations of thought and action: A Social cognitive theory. Upper Saddle River, NJ: Prentice Hall.
• Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52, 1-26.
• Batdi, V. (2013). Isbirlikli ogrenmenin yabanci dil ogretimindeki onemine iliskin ogretmen gorusleri [Teachers’ views towards the significance of cooperative learning in foreign language teaching]. Journal of Research in Education and Teaching, 2(1), 1-14.
• Bejarano, Y. (1987). A cooperative small-group methodology in the language classroom. Tesol Quarterly, 21(3), 483-504.
• Bibi, A. (2002). The comparative effectiveness of teaching English Grammar with the help of textbook and by using Group work Activities (Unpublished Doctoral Dissertation). Allama Iqbal Open University, Islamabad.
• Bozavli, E. (2012). Isbirligine dayali ogrenme yontemiyle yabanci dil ogretimi [Teaching foreign language through cooperative learning method]. Amasya University Education Journal, 1(1), 31-40.
• Buyukozturk, S., Cokluk, O. & Koklu, N. (2014). Sosyal bilimler icin istatistik [Statistics for social sciences] (14th. Edition). Ankara: Pegem Akademi.
• Cohen, E. (1986). Designing groupwork: Strategies for the heterogeneous classroom. New York: Teachers College Press.
• Celebi, M. D. (2006). Turkiye’de anadili egitimi ve yabanci dil ogretimi [Mother tongue education and foreign language teaching in Turkey]. Social Sciences Institution Journal, 21(2), 285-307.
• Cetintas, B. (2010). Turkiye’de yabanci dil egitim ve ogretiminin surekliligi [Stability of foreign language education and teaching in Turkey]. Journal of Language and Linguistic Studies, 6(1), 65-74.
• Eggen, P. D., & Kauchak, D. P. (2001). Educational psychology: Windows on classrooms. New Jersey: Prentice Hall.
• Endeshaw, A. D. (2015). The effect of cooperative learning on students’ EFL reading comprehension: Meshentie grade nine high school students in focus. Education Journal, 4(5), 222-231.
• Fekri, N. (2016). Investigating the effect of cooperative learning and competitive learning strategies on the English vocabulary development of Iranian intermediate EFL learners. English Language Teaching, 9(11), 6-12.
• Fetsco, T., & McClure, J. (2005). Educational psychology: An integrated approach to classroom decisions. Boston: Allyn-Bacon Longman.
• Ghaith, G., (2003). Effects of the learning together model of cooperative learning on English as a foreign language reading achievement, academic self-esteem, and feelings of school alienation. Bilingual Research Journal, 27(3), 451-474.
• Ghaith, G., & Malak, M. (2004). Effect of jigsaw II on literal and higher order EFL reading comprehension. Educational Research and Evaluation, 10(2), 105-115.
• Gillies, M. R., & Boyle, M. (2010). Teacher’s reflections on cooperative learning: issues of implementation. Teaching and Teacher Education 26(4), 933-940.
• Gu, Y., & Johnson, R. K. (1996). Vocabulary learning strategies and language learning outcomes. Language Learning, 46(4), 643-679.
• Guneyli, A., & Demirel, O. (2006). A new concept in language learning; application of European language development. Cypriot Journal of Educational Sciences, 1(2), 110-118.
• Green, S., & Salkind, N. (2003). Using SPSS for windows and macintosh: analyzing and understanding data (3rd edition). Upper Saddle River, NJ: Pearson Education.
• Hadyan, R. (2013). Implementation of the cooperative learning method in teaching reading comprehension. Journal of English and Education, 1(2), 57-64.
• Hampton, D. & Grundnitski, G. (1996). Does cooperative learning mean equal learning?. Journal of Education for Business, 72(1), 5-7.
• Hancock, D. (2004). Cooperative learning and peer orientation effects on motivation and achievement. Journal of Educational Research, 97(3), 159 - 166.
• Hsiung, C. (2012). The effectiveness of cooperative learning. Journal of Engineering Education January, 101(1), 119–137.
• Isik, A. (2008). Yabanci dil egitimimizdeki yanlislar nereden kaynaklaniyor? [What are the reasons of the errors in foreign language training?]. Journal of Language and Linguistic Studies, 4(2), 15-26.
• Jalilifar, A. (2009). The effect of cooperative learning techniques on college students’ reading comprehension. System Volume, 38(1), 96-108.
• Johnson, D. W., Johnson, R.T. & Smith, K. (1991). Cooperative learning: Increasing college faculty instructional productivity. ASHEERIC Higher Education Report, No. 4, Washington, DC: The George Washington University.
• Johnson, D. W. & Johnson R. T. (1999). Learning together and alone cooperative, competitive and individualistic learning. (5. ed.). Boston: Allyn and Bacon.
• Jolliffe, W. (2007). Cooperative learning in the classroom putting it into practice. London: Paul Chapman Publishing.
• Kauchak, D. P., & Eggen, P. D. (2003). Learning and teaching research based methods. Boston: Allyn & Bacon.
• Khan, S. A. & Ahmad, R. N. (2014). Evaluation of the effectiveness of cooperative learning method versus traditional learning method on the reading comprehension of the students. Journal of Research and Reflections in Education, 8 (1), 55 -64.
• Klimovienė, G., & Statkevičienė, S. (2006). Using cooperative learning to develop language competence and social skills. Studies About Languages, 8, 77-83.
• Krauss, R. M., & Chiu C.Y. (2016). Language and social behavior. Gilbert, S. Fiske & G. Lindsey (Eds.), Handbook of social psychology (4h ed.), 2, 41-88. Boston: McGraw-Hill.
• Marzbana, A., & Alinejadb, F. (2014). The effect of cooperative learning on reading comprehension of iranian EFL learners. Procedia - Social and Behavioral Sciences, 116, 3744 – 3748.
• Meng, J. (2010). Cooperative learning method in the practice of English reading and speaking. Journal of Language Teaching and Research, 1(5), 701-703.
• Nejad, S. G., & Keshavarzi, A. (2015). The effect of cooperative learning on reading comprehension and reading anxiety of pre- university students. Article in Journal of Applied Linguistics and Language Research. 2(8), 169-180.
• Olsen, R., & Kagan, S. (1992). About cooperative learning. In C. Kessler (Ed.), Cooperative language learning: A teacher’s resource book (1-30). Englewood Cliffs, NJ: Prentice Hall.
• Ormrod, J. E. (2006). Essentials of educational psychology. Ohio: Pearson Prentice Hall.
• Ozdemir, A. E. (2006). Turkiye’de Ingilizce ogreniminin yayginlasmasinin nedenleri [The reasons of the spread of learning English in Turkey]. Mersin University Journal of Education, 2(1), 28-35.
• Ozdemir, E. (2014). Yabanci dil ogretiminde oz duzenlemeli jigsaw IV tekniginin universite ogrencilerinin basarilarina ve tutumlarina etkisi [The effect of self-regulated Jigsaw IV technique on the achievements and attitudes of university students in foreign language teaching]. (Master’s Thesis). B.E.Ü. Institute of Social Sciences, Department of Curriculum and Instruction, Zonguldak.
• Ozden, Y. (2004). Ogrenme ve ogretme [Learning and teaching]. Ankara: Pegem A.
• Pala, A. (1995). Isbirlikli ogrenmenin yabanci dil ogretimindeki etkililigi [The effect of cooperative learning in foreign language teaching]. Unprinted MA dissertation, Dokuz Eylul University, Izmir.
• Phiwpong, N. & Dennis, N. K. (2016). Using cooperative learning activities to enhance fifth grade students’ reading comprehension skill. International Journal of Research – Granthaalayah, 4(1), 146-152.
• Pinkeaw, P. (1993). Students’ views on interaction and learning acheivement through cooperative learning method in upper-secondary English classess. M.A. Dissertation, Chiangmai University.
• Saban, A. (2005). Ogrenme ogretme sureci yeni teori ve yaklasimlar [The new theories and approaches in learning teaching process]. Ankara: Nobel.
• Seetape, N. (2003). Effects of cooperative learning on English reading achievement and learning behaviors of mathayomsuksa three students in Kanchanaphisekwittayalai Uthaithani School. M.A. Dissertation, Kasetsart University.
• Siriratana, P. (1999). A comparison of matayomsuksa students English reading comprehension, writing ability, cooperative learning ability through instruction using top level structure with CIRC and the teachers manual. M.Ed. Dissertation, Srinakharinwirot University, Prasarnmitr.
• Sittilert, W. (1994). Effects of cooperative integrated reading and composition (CIRC) on English reading comprehension and opinions about classroom atmosphere of mathayomsuksa five students. M.A. Dissertation, Chiangmai University.
• Slavin, R. E. (1990). Cooperative learning: Theory, research and practice. New Jersey: Prentice Hall.
• Slavin, R. E. (1984). Students motivating students to excel: cooperative incentives, cooperative tasks and student achievement. Elementary School Journal, 85, 53-63.
• Stadjkovic, A. D. & Luthans, F. (1998). Social cognitive theory and self-efficacy: Going beyond traditional motivational and behavioral approachers. Organizational Dynamics, 26(4) 62-75.
• Stahl, R. J. (1994). The essential elements of cooperative learning in the classroom. Retrieved from https://www.ericdigests.org/1995-1/elements.htm
• Steams, C. J. (1999). A middle school venture into cooperative learning: successes and dilemmas. Theory into Practice, Building Community through Cooperative Learning, 38(2), 100-104.
• Sahin, S. (2010). 0-6 Yas arasi cocuklarin temel gelisimsel ozellikleri: fiziksel ve sosyal- duygusal gelisim [Basic developmental characteristics of children between 0-6 years: physical and social-emotional development]. I.H. Diken. (Ed). Erken cocukluk egitimi [Early childhood education]. 1st Edition. Ankara: Pegem A Akademi.
• Tang, H. (2000). Using cooperative concept mapping skill to teach ESL reading. PASSA, 30, pp. 77-89.
• Thupapong, J. (1996). Effects of student team achievement devision learning (STAD) on English reading achievement and cooperation of mathayomsuksa students. M.A. Dissertation. Chiangmai University.
• Tsay, M., & Brady, M. (2010). A case study of cooperative learning and communication pedagogy: Does working in teams make a difference?. Journal of the Scholarship of Teaching and Learning, 2(10), 78–89.
• Tuan, T. L. (2010). Infusing cooperative learning into an EFL classroom. English Language Teaching, 3(2), 64-77.
• Vygotsky, L. (1986). Thought and language. The Massachusetts Institute of Technology, The United States of America.
• Vygotsky, L.S. (1998). The Collected works (Ed. Rieber, R.) New York: Plenum Press.
• Webb, N. M. (1989). Peer interaction and learning in small group. International Journal of Educational Research, 13, 21-39.
• Wichadee, S. (2005). The effects of cooperative learning on English reading skills and attitudes of the first-year students at Bangkok University. BU Academic Review, 4(2), 22-31.
• Yastrebova, L. N. (2007). Teaching vocabulary, grammar and pronunciation in complex to students learning English as a second foreign language (after German). 4(67), 117-120.
• Yildirim, Y. (2016). Egitim sosyolojisi perspektifi ile Piaget ve Vygotsky’nin bilissel gelisim kuramlari uzerine sosyolojik bir analiz denemesi [A sociological analysis of Piaget and Vygotsky's theories of cognitive development with an educational sociology perspective]. Bartin University Journal of Faculty of Education, 5(2), 617 – 628.
• Zarrabi, F. (2016). A study on cooperative language learning: the impact of CLL approach on English language proficiency of EFL learners. European Journal of Education Studies, 1(2), 119-132.
• Zhang, Y. (2010). Cooperative language learning and foreign language learning and teaching. Journal of Language Teaching and Research, 1(1), 81-83.