Perceptions of upper secondary esl teachers and students on cooperative learning in improving spoken English

Malaysian education is now experiencing a positive paradigm shift. Cooperative learning is an active learning technique, which at the same time promotes interpersonal and intrapersonal values. Thus, students could achieve self-motivation and self-confidence to speak or use the target language. Its n...

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Bibliographic Details
Main Author: Gunasagaran, Abigail
Format: Thesis
Language:English
Published: 2021
Subjects:
Online Access:http://eprints.utm.my/id/eprint/102480/1/AbigailGunasagaranMSP2021.pdf.pdf
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Summary:Malaysian education is now experiencing a positive paradigm shift. Cooperative learning is an active learning technique, which at the same time promotes interpersonal and intrapersonal values. Thus, students could achieve self-motivation and self-confidence to speak or use the target language. Its notions of interaction and social skills through group cooperation are significant in fostering self-confidence and simultaneously sharpening ESL learners' speaking skills. This study provides an insight into upper secondary school ESL teachers' and students' perceptions of cooperative learning methods in improving English speaking skills. An online survey was carried out among 77 upper secondary ESL students to understand this phenomenon, and a semi-structured interview was employed among 7 ESL teachers. The quantitative descriptive statistics analysis and qualitative thematic analysis of coding determine that the CL method is significant in upper secondary ESL students' English proficiency and speaking skills. Potential findings shed some light on teachers facing some issues in implementing this operational method and its functionality in English learning classrooms. Overall, as for second language learners, it provides a positive platform as an initiation for improving their English language proficiency, which eventually develops their spoken discourse in the target language.