Practices and Challenges of Cooperative Learning in EFL Class. With Particular Reference to Two Secondary Schools

Inhaltsangabe oder Einleitung

The purpose of this study is to investigate practices and challenges of cooperative learning in EFL class. The study was conducted in two Secondary Schools in South Bench Woreda of Bench Maji Zone. In the woreda, there were four elementary schools. Among them, two schools were purposely selected for the study. The primary data gathering tools were classroom observation and interview, but questionnaire for teachers and students were conducted to make crosschecking what was observed and interviewed.

Participants of the study were teachers and students. Concerning the selection of students and teachers, simple random sampling technique for students was employed, but all EFL teachers of the schools were selected. Accordingly, 10 teachers and 72 students were included as respondents of the study. Regarding to the method of research employed, the researcher used descriptive survey. This was because descriptive survey method was more appropriate to collect adequate information from various participants. On the top of this, both qualitative and quantitative analysis techniques were employed. The study discovered that teachers did not practice cooperative learning in EFL classroom. Even if they did not do so, it was found that teachers seem to have favorable views towards cooperative learning. Hence, their view toward cooperative learning does not negatively affect and causes challenge on their practice but other factors cause this.

Regarding of those challenges of the practice, teachers' deficiency of knowledge on the method, having few year experience in the profession, load of teaching per week, high number of students, reluctance of learners to accept the method and interruption of administrative bodies for implementing cooperative learning methodology were found. As a final point, supporting teachers through courses for candidates before graduation, creating school mentoring network and direct and conceptual training are recommended. In addition, management support on accepting new way of teaching and building adequate classrooms for cooperative learning were suggested. Furthermore, teachers are recommended to enhance the inspiration of students through changing the grading system, conveying fascinating and puzzling tasks and beginning from the known and transform to the unknown.