The effectiveness of cooperative learning in an English first additional language classroom.
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Date
2013
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Abstract
The purpose of this action research study was to investigate whether the implementation of
cooperative learning strategies improved learner-learner interactions and teacher-learner
interactions and enhanced the relationships between the teacher and learners and amongst the
learners in an English First Additional Language (EFAL) grade 10 classroom in a township
secondary school. The sample population, of forty learners, was from one class of grade 10
EFAL. Cooperative learning strategies were implemented into the EFAL curriculum and
learners were observed throughout the study on how they used cooperative learning. In
addition, interviews were used to determine learners’ perceptions and experiences of using
cooperative learning. The results indicated that learner-learner and teacher-learner
interactions improved when EFAL learners were engaged in cooperative learning activities.
The results from this study concluded that cooperative learning, when used effectively in an
EFAL classroom, enhanced interactions, developed positive relationship between the teacher
and learners and amongst learners, supported EFAL skills, and improved learners’ motivation
towards their learning.
Description
M. Ed. University of KwaZulu-Natal, Durban 2013.
Keywords
Second language acquisition., Language and education -- South Africa -- KwaZulu-Natal., English language -- Study and teaching (Secondary) -- South Africa -- KwaZulu-Natal., Group work in education., Theses -- Education.