The Effects of Cooperative Learning on Self-Efficacy in an EFL Classroom

Abstract

The objective of this study was to determine whether incorporating cooperative learning approaches positively influences the perceived self-efficacy of learners taking part in a compulsory English language program at the university level. This study tested the hypothesis that implementation of strategies fostering language skill development through cooperative learning leads to an increase in student self-efficacy. Qualitative and quantitative methods were employed to investigate this hypothesis in treatment and contrast groups. Four aspects of self-efficacy were measured: mastery experience, vicarious experience, social persuasions, and physiological reactions. Increased scores in mastery experience were observed. The treatment group scores for vicarious experience increased at a statistically significant level, whereas the contrast group scores did not. Qualitative findings revealed that, although participant responses support an increase of self-efficacy, no consensus was given to identify which specific classroom factor was responsible for the increase. The results showed that neither group experienced a statistically significant increase in scores for the latter two scales of social persuasions and physiological reactions. 本研究は大学必修英語科目の授業において、学習者が感じる自己上達度に共同学習が良い影響を与えるかの検証を行う。この研究では、学習者主体の共同学習では学習者自身の経験を話し合い、活用することで学習者の英語能力についての自己効力感が上昇するという仮説を設定する。仮説の検証に処置群と対照群に対して、質的と量的の両手法を用いて分析を実施した。自己効力感の４側面である成功体験、代理学習、社会的説得、身体反応を測った。十分に言語知識を得ることができたと回答する「成功体験」の値の増加が確認された。処置群においては、共同学習のパートナーの経験を自分も同様に感じる「代理（体験）学習」の値の増加が統計上で有意差を示す一方、対照群にはその傾向は見られなかった。質的調査結果から、参加者の回答は自己効力感の増加を裏付けるものの、増加の原因となった特定の教室要因に関しては意見が分かれたことが分かった。処置群にも対照群にも「社会的説得」と「身体反応」の値の増加は統計的な有意差となって表れなかった。

The Relationship Between Cooperative Learning, Cultural Intelligence, EFL Motivation and Students’ Performance: A Structural Equation Modeling Approach

“…However, she exposed students to real-life problems that could positively impact their motivation and achievement. Other studies also demonstrated that cooperative learning positively influences learning vocabulary (Gashti, 2021), oral skill (Moghaddam & Heidari, 2018), critical thinking (Nazari et al, 2021), and self-efficacy in the EFL classroom (Saunders-Wyndham & Smith, 2020). Possible explanations for discrepancies in research findings include the fact that people from different cultures cooperate in different ways (Phuong-Mai et al, 2009) and that major complicated relationships exist between culture and the social components of cooperative group activity (Ghahraman & Tamimy, 2017).…”

“…However, when a group is composed of students who lack social skills, the efficacy of the group’s work is questioned (Johnson & Johnson, 2006; Lynn Brown, 2021). Thus, for the group to work well, students should have a sufficient level of communication, group, and social skills, which can be innate, taught and learned (Neo et al, 2012; Saunders-Wyndham & Smith, 2020). According to Killen (2007), these abilities must be taught.…”

“…Cooperative learning also significantly impacts EFL learners’ achievement (Yanti, 2021), oral skill performance (Moghaddam & Heidari, 2018), vocabulary learning (Gashti, 2021; S. H. J. Liu & Lan, 2016), self-efficacy (Saunders-Wyndham & Smith, 2020) and critical thinking skills (Nazari et al, 2021). Moreover, cooperative language learning empowers EFL learners to be brave enough to speak in the target language by offering a democratic, peaceful and non-threatening setting (Zhou, 2012).…”