Using cooperative learning strategies in the achievement of speaking skills in a MUET class
With the introduction of the Malaysian University English Test, there is a heavy demand on teachers to use different strategies in class sessions to improve students’ speaking skills. This study was conducted in order to investigate how the use of cooperative learning strategies promoted and improve...
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| Main Author: | |
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| Format: | Thesis |
| Language: | English |
| Published: |
2011
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| Subjects: | |
| Online Access: | http://eprints.utm.my/id/eprint/32654/5/BagavathiKothandabhanyMFP2011.pdf |
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| Summary: | With the introduction of the Malaysian University English Test, there is a heavy demand on teachers to use different strategies in class sessions to improve students’ speaking skills. This study was conducted in order to investigate how the use of cooperative learning strategies promoted and improved the use of selected speaking skills among Form Six students in a secondary school. The study was also conducted to find out the perceptions of the students in using cooperative learning in language acquisition. Using audio-recordings and an interview, the data was collected from 16 Form Six students. The findings of the study revealed that cooperative learning strategies increased the use of the speaking skills among students and students found it useful in language acquisition. From the audio-recordings and analysis of transcripts, cooperative learning behavior prevailed among members in the group. There was peer group support and encouragement to generate discussion among members. During group discussions students of heterogeneous language proficiency interacted by using various verbal strategies to ask for and provide information, seek and provide clarification and also to express opinions based on sub-topics given. Strategies used also revealed that students of higher language proficiency prompted the lower proficiency members to interact in group discussions by prompting and providing cues. Hence, through dynamic interaction in group discussions, elements of cooperative learning such as positive interdependence, face-to-face interaction, individual accountability and social skills were enhanced which led to an increase in the use of speaking skills among the Sixth Formers. The results of the interview also indicated that students prefer to participate in cooperative learning activities for language acquisition. Lastly, the researcher discusses pedagogical implications and suggests recommendations for future research. |
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