Cooperative Learning as an Organized Instruction in English Learning
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This study utilized cooperative learning based on the premise that allowing English language learners to work together broadens their range of interactive learning opportunities, fosters communication skills, develops social skills, and enhances their self-esteem. This study of 50 freshmen in a university tested two hypotheses related to oral language, social skills and self-esteem. The sample consisted of 25 participants in the treatment group and 25 in the control group. The treatment group received one semester of cooperative learning as an organizational design in the acquisition of English as a foreign language for two hours every week. However, the control group received the teacher-centered instruction without interaction and communication between teacher and students. Oral language was assessed by comparing pretest scores with posttest scores. Test results showed that all student scores in the treatment group were raised a level in posttest over pretest scores. The control group showed no student scores were raised a level in posttest over pretest scores.
Abstract
This study utilized cooperative learning based on the premise that allowing English language learners to work together broadens their range of interactive learning opportunities, fosters communication skills, develops social skills, and enhances their self-esteem. This study of 50 freshmen in a university tested two hypotheses related to oral language, social skills and self-esteem. The sample consisted of 25 participants in the treatment group and 25 in the control group. The treatment group received one semester of cooperative learning as an organizational design in the acquisition of English as a foreign language for two hours every week. However, the control group received the teacher-centered instruction without interaction and communication between teacher and students. Oral language was assessed by comparing pretest scores with posttest scores. Test results showed that all student scores in the treatment group were raised a level in posttest over pretest scores. The control group showed no student scores were raised a level in posttest over pretest scores.
참고문헌 (24)
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