PE 212

Implementing Cooperative Learning in Online EFL Classes in Iran: Possibilities and Challenges

كارشناسي ارشد

زبان و ادبيات انگليسي گرايش آموزش زبان انگليسي

پيام نور رشت

1401/03/11

100ص.

درجه ارزشيابي:بسيارخوب

فريدون وحداني

هدي ديوسر

Learners’ attitudes , cooperative learning , teachers’ attitudes , online classes

وحداني،فريدون،راهنما , ديوسر،هدي،مشاور

Inspired by the pedagogical contributions of cooperative learning, this study aimed to examine possibilities and challenges of implementing cooperative learning in online classes and investigate English as a Foreign Language (EFL) learners and teachers’ attitudes towards cooperative learning. Sixteen Iranian EFL young learners were selected from Iran Language Institute (ILI) in Babolsar, Mazandaran. Additionally, 10 teachers from the same language Institute were selected. Learners’ and teachers’ semi-structured interviews and one teacher’s diary-based observation were utilized for data collection. Qualitative analysis of data revealed that cooperative learning could promote some aspects of class interaction such as increased turn-takings and active classroom participation. The most important challenges of implementing cooperative learning in EFL classes included 1) Poor Internet connection and learners’ distraction; 2) Learners’ resistance to be involved in group-work activities; and 3) Learners’ shyness for cooperation. The findings suggested that it is advantageous for teachers to be familiar with cooperative learning activities in online instruction, which may help them to teach language skills in a communicative fashion more effectively. Teachers’ awareness of the challenges of implementing cooperative learning can help practicing teachers to set realistic goals for communicative purposes in their classes.

1402/12/13

منتخبي

74711