Cooperative Learning Implementation in English Classes: Teachers' Perspectives

Anna Szczesniak

doi:10.18172/jes.6276

Authors

Anna Szczesniak Universidad de Málaga https://orcid.org/0000-0002-0504-3355

DOI:

https://doi.org/10.18172/jes.6276

Keywords:

cooperative learning, English classes, Primary Education, Secondary Education, Spain

Abstract

The present study aimed to explore teachers’ viewpoints on integrating cooperative learning methodology in English classes. The primary objective is to evaluate the extent to which cooperative learning is implemented and to identify the challenges associated with its use. Additionally, the study aimed to explore whether individual characteristics of educators were influenced in their opinions on the integration of cooperative learning. An ad-hoc questionnaire was administered to 74 primary and secondary school teachers working in the region of Andalusia. The data revealed that while respondents felt adequately trained, concerns arose about the adequacy of university training and accessibility of in-service courses. The benefits of cooperative learning were acknowledged, including improved language skills and collaboration. However, challenges such as resource constraints, uneven participation, and difficulties in adapting activities to diverse proficiency levels were identified. Moreover, the study showed that factors such as age, gender, school type, experience, and English proficiency level influenced teachers’ opinions on cooperative learning implementation in English classrooms.

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