Effectiveness of Cooperative Learning in Enhancing Speaking Skills and Attitudes towards Learning English

Abstract

This study investigates the effectiveness of cooperative learning in English language classrooms to enhance Yemeni students' speaking skills and attitudes. A quasi-experimental interrupted time series design was used with sixty undergraduates enrolled in the foundation English programme at Hadhramout University, Yemen. The data of the current study were gathered at multiple points of time before and after the end of the experiment to determine the effectiveness of cooperative learning on the sample's speaking skills and attitudes. In practical terms, the sample's speaking skills were first examined through an English oral test prior to and after some cooperative learning instructional activities were provided. Next, a five Likert scale-questionnaire was administered to the sample before and at the end of the course to identify students' attitudes towards the use of cooperative learning in English classes. The data were analyzed using basic and inferential statistical methods including mean scores, standard deviations, paired sample t-test, and effect size. The findings showed a remarkable development in the students' speaking skills and attitudes after the introduction of cooperative learning techniques. In light of the findings, the researchers recommend that teachers should benefit from applying CL in English classes, which may in turn develop students' speaking skills and attitudes.

Investigating The Relationship Between Foreign Language Anxiety In The Four Skills and Year of Study Among Yemeni University EFL Learners

“…In terms of practical implications, the teacher-centred teaching approach does not help the students to participate and improve their experience in order to overcome the feeling of anxiety inside the classroom as the students tend be passive participants most of the time (Bose 2002, Al-Tamimi & Attamimi 2014. Teachers can try different teaching methods which will make the process of learning student-centred.…”

Yemeni EFL Learners’ Identity Conflicts: An Exploratory Case Study

“…It has been observed that, though students have a strong internal motivation to learn English as a second language (Attamimi & Abdul Rahim, 2011), there remain several inherent conditions, ranging from tribal to religious and linguistic identities, that will instigate conflict with their concurrent use and practice to make English as a target language to master. This observation can be most clearly corroborated when these students are observed in their attempts to speak English (Al-Tamimi & Attamimi, 2014, 2018. In most cases, any semblance of non-verbal awareness in the act of speaking English appears to be non-existent.…”

Using Cooperative Learning Strategies to Develop Rural Primary Students' English Oral Performance

“…Thirdly, it can be proved that CL strategies promote positive attitudes in students when using the target language verbally. It can be evidenced in the studies carried out by Nasser (2014) and Ahmed and Bedri (2017) where the results showed an increase concerning students' positive attitudes in relation to their motivation to use the language during oral communication.…”

“…Researches in different countries have demonstrated that CL is effective to develop students' English skills, mainly speaking. Nasser (2014), conducted a study to highlight the effectiveness of CL strategies on the undergraduate learners. The study results showed a remarkable development in their speaking skills as well as improvement in their attitudes towards EFL learning.…”