Implementing Cooperative Learning in English Language Classroom: Thai University Students’ Perceptions

By Nopporn Sarobol.

Published by The Social Sciences Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

This paper focuses on the perceptions of first-year university students who study English Foundation Course I at Thammasat University towards the use of cooperative learning strategy in the classroom. Ninety-five university students participating in the study worked in four to six-person mixed gender groups during the lesson. Information in this study has been collected from qualitative data. Reflective journal feedback was used to ask the students about their positive and negative attitudes towards cooperative activities. The result of the study reveals that most of the students have positive attitudes and prefer this learning style over the traditional method, however, some of them reported negative feedback of their group work experiences.

Keywords: Cooperative Learning, Active Learners, Students’ Perception, EFL Classrooms, Student-centered Learning

International Journal of Interdisciplinary Social Sciences, Volume 6, Issue 10, pp.111-122. Article: Print (Spiral Bound). Article: Electronic (PDF File; 826.895KB).

Assoc. Prof. Nopporn Sarobol

Lecturer, Language Institute, Thammasat University, Bangkok, Thailand

Nopporn Sarobol is at present an associate professor at the Language Institute, Thammasat University, Bangkok, Thailand. She has been involved in English language teaching for 30 years. Her areas of interest include language teaching methodology, learner independence and professional development. She is the President of Thailand TESOL (2011–2013).

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