Impact of Cooperative Learning on achievement in an English as a Second Language classroom

Abstract

Cooperative learning is a teaching arrangement that refers to small, heterogeneous groups of students working together to reach a common goal. Its effectiveness had been documented through numerous research studies. However, very few published materials have been done on the relationship between the uses of cooperative learning as a teaching method to increase students' achievement in learning English as a second language schools. Therefore, the purpose of this study was to discover the relationship between cooperative learning and achievement in English language acquisition in an ESL class in Basic education schools. This study was conducted in a rural basic education school in Gezira province in Sudan. A total of 44 respondents from two classes have participated. The experimental group received teaching method using cooperative learning strategies, while the control group received traditional lectures method. Qualitative and quantitative data were gathered in this study using two types of instruments: 1- post-test and questions in the four basic language skills (Reading, Writing, Listening and speaking) and, 2- questionnaires and written interviews for the students and teachers of the subject. Data analysis was done using SPSS version 20.0 program. It was found that all respondents from the experimental group showed a significant improvement in the four language skills compared to their peers in traditional class. In conclusion, this study suggests that cooperative learning enhances students‟ achievement in learning English and create a positive relationships between the students which may help them in acquisition of the new language skills.