A Study on Students’ Perspective towards Cooperative Learning in the ESL Classroom
Khursiah Mohd Sauffi1*, Thilaga Ravinthar1, Nur Qistina Abdul Razak1
1 Faculty of Languages and Communication, Sultan Idris Education University, Tanjong Malim, Malaysia.
*Corresponding Author: [email protected] Accepted: 15 April 2022 | Published: 1 May 2022
DOI:https://doi.org/10.55057/ijares.2022.4.1.17
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Abstract: In this era, there are varieties of approaches to teaching English as Second Language (ESL) learners, and there have been many types of research done to test the effectiveness of these approaches. This research aimed to examine the students’ perspectives on cooperative learning in the ESL classroom. Cooperative learning refers to various instructional practices that encourage students to work together as they apply course material to answer questions, solve problems, or create a project. Therefore, cooperative learning is different from the traditional learning approach because it expands the second language acquisition by providing room for both language input and output. This study employed the quantitative approach where 107 Diploma students from Sultan Idris Education University who underwent a compulsory English course were requested to participate in a survey after completing the activities, which incorporated cooperative learning. The questionnaire was adapted from previous research to ensure reliability in collecting data. Then, the data were tabulated using SPSS software. It focused on the students’ perspectives on learning experience, comprehension, and interaction. The findings revealed that most students had a positive perspective toward cooperative learning in the ESL classroom.
Keywords: Cooperative learning, ESL learners, second-language acquisition
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1. Introduction
Learning a new language requires a high level of motivation and much effort. Oxford & Shearin (1994), as cited by Alizadeh (2016), mentioned that motivation is considered one of the keys to success in developing a second language or foreign language. By having high motivation in learning a new language, learners will be actively involved in the language learning. In an ESL classroom, learners have outstanding abilities and intelligence that significantly affect their learning strategies. Cassady (2010), as cited by Ismail & Al Allaq (2019), mentioned that peer pressure, competition, and self-consciousness often weigh downed the ESL learners. Thus, cooperative learning, especially in learning a new language, provides a friendlier learning environment as different learners will perceive different learning strategies to develop and improve their second language. Therefore, cooperative learning is one of the most commonly used learning strategies in the classroom.
In an ESL classroom, the teaching and learning process might face certain degrees of difficulties and challenges, especially during classroom activities. Teachers may use various teaching strategies to fit in with the students learning strategies and abilities. Among the
teaching and learning strategies used is cooperative learning. However, this type of learning strategy may not be executed well. One of the contributing factors is the students' attitude towards cooperative learning. Thus, this study was conducted to investigate and examine the students' perspectives towards cooperative learning based on their learning experiences, comprehension, and interaction. This study was employed to fulfill the research objectives mentioned below:
1.1 To examine the students’ attitudes toward cooperative learning,
1.2 to examine the students' understanding of the topics learned in cooperative learning in an ESL classroom, and
1.3 To examine the students’ interaction in cooperative learning in an ESL classroom.
2. Literature Review
Cooperative learning is a learning process in which students are responsible for their learning with minimal facilitation by the teachers through interactions among small group members in order to achieve the learning objectives or goals (Kagan, 1989; Johnson, Johnson & Holubec, 1993; Slavin, 1996; as cited by Li & Lam, 2013). Cooperative learning refers to various sets of instructional practices that encourage students to work in a small group as they apply course material in answering questions, solving problems, or creating a project (Colbeck, Campbell,
& Bjorkland, 2000). Slavin (2015) also has mentioned that students can learn academic content quickly by working together in a small group as one of their teaching and learning methods in the classroom. Therefore, cooperative learning is different from the traditional learning approach because it expands the second language acquisition by providing room for both language input and output (Fathman & Kessler, 1993; Holt, Chips, & Wallace, 1992; Long &
Porter, 1985; McGroarty, 1993; cited by Liang, Mohan & Early, 1998).
In an ESL classroom, the learners have different perspectives on using cooperative learning.
Slavin (1996) suggested four major theoretical perspectives on cooperative learning and achievement; motivational, social cohesion, cognitive, and developmental perspectives. The students' perspectives on cooperative learning will determine their involvement in the activities, enhance their learning experiences, and improve their comprehension and interaction. Stan Maria (2016) defined cooperative learning as learning together in achieving a common goal. Through this type of learning, learners can experience the real learning process, eventually improving their comprehension and interaction.
Dennee (1993) indicated that through cooperative learning, interpersonal skills are also promoted where learners are given time and opportunity to practice communication skills, building trust among group members, leadership qualities, and conflict resolution skills.
Through cooperative learning, learners develop their interaction and comprehension by experiencing the learning as each learner has different learning experiences. This supports the Experiential Learning Theory, which suggests that learners' prior learning experiences affect the improvement of learners' personal or group effectiveness (Zhai, Gu, Liu, Liang & Tsai, 2017; Kohonen, Jaatinen, Kaikkonen, & Lehtovaara, 2014). Learners’ knowledge construction and comprehension are potentially developed through the learners’ experiences (Zhai, Gu, Liu, Liang & Tsai, 2017; Kolb, 1984). White & Dinos (2010) highlighted that learners' learning processes are developed within a socially charged environment where individual knowledge construction and cooperative peer interaction occur. This indicates that cooperative learning is an effective learning strategy that assists learners in improving their language proficiency.
Essien (2015), in his study, concluded that cooperative learning provides more opportunities
for learners in producing and improving their knowledge, discussion, and interaction in a natural setting and improves their motivation in language learning.
3. Research Method
This study was conducted quantitatively with 107 participants. They were diploma students taking a compulsory English course at Sultan Idris Education University. A questionnaire that focused on learners’ behaviour towards group environment was adapted from similar research to gather the perspectives on cooperative learning among the participants. There were 54 instruments in the questionnaire that focused on comprehension, learning strategy, and interaction. It aimed to investigate whether the participants had a positive or negative attitude based on the categories. The participants were asked for consent prior to the collection of data.
Before answering the questionnaire, the participants were given a briefing on answering the questions to ensure they were informed of their options. Once the participants had answered the questionnaire, it was analysed using SPSS software to identify the students' perspectives on cooperative learning. Co-researchers cross-checked the analysis to ensure its reliability of the analysis.
4. Research Findings
4.1 Learning Experience
Table 1: Descriptive Statistics of Students' Perspectives Towards Cooperative Learning based on Learning Experience
N Mean Std. Deviation
Learning_experience 107 3.2556 .34440
Based on Table 1, the mean of students’ perspectives towards cooperative learning based on their learning experience is 3.2556. The students in this study had good perspectives toward cooperative learning based on their learning experiences. Their perspectives are further presented in Table 2. Based on the responses given by the students, the findings revealed that the majority of the students (82.2%) agreed that they helped their group members with what they were good at in a cooperative learning environment. The majority of them (72.9%) also agreed that their work habits improved when they worked in a group. At the same time, 61.7%
of the students claimed that the material was more interesting when they worked with other students. The responses also indicated that most of the students (72.9%) agreed it was essential that their group got the work done on time and everyone’s ideas were needed if they were going to be successful (77.6%). In addition, more than half of the students (60.7%) agreed that the work was divided equally when they worked with other students, and they (65.5%) did not let the other students do most of the work.
On the other hand, more than half of the students (55.2%) preferred to choose the students they worked with within a group. This made sense as 56.1% of the students claimed they did not like the students they were assigned to work with. In addition, more than half of the students (57.9%) agreed that it took less time to complete the assignment when they worked with others, and they (59.8%) did not think that working in a q group was a waste of time. Differently, almost half of the students (44.1%) chose the neutral for the statement that one student usually made the decisions in the group, and they spent too much time talking about other things when they worked with other students (49.5%).
Table 2: Students' Perspectives towards Cooperative Learning based on Learning Experience
Statement Strongly
disagree (%)
Disagree (%)
Neutral (%)
Agree (%) Strongly agree (%) I help my group members with what I am
good at.
1 (0.9) 2 (1.9) 16 (15.0) 65 (60.7) 23 (21.5)
When I work in a group, my work habits improve.
2 (1.9) 4 (3.7) 23 (21.5) 57 (53.3) 21 (19.6)
The material is more interesting when I work with other students.
3 (2.8) 6 (5.6) 32 (29.9) 44 (41.1) 22 (20.6)
It is important to me that my group gets the work done on time.
2 (1.9) 3 (2.8) 24 (22.4) 43 (40.2) 35 (32.7)
Everyone's ideas are needed if we are going to be successful.
1 (0.9) 4 (3.7) 19 (17.8) 45 (42.1) 38 (35.5)
I let the other students do most of the work. 28 (26.2) 42 (39.3) 22 (20.6) 8 (7.5) 7 (6.5) When I work with other students, the work is
divided equally.
5 (4.7) 8 (7.5) 29 (27.1) 39 (36.4) 26 (24.3)
I prefer to choose the students I work with. 3 (2.8) 7 (6.5) 38 (35.5) 34 (31.8) 25 (23.4) I do not like the students I am assigned to
work with.
25 (23.4) 35 (32.7) 28 (26.2) 13 (12.1) 6 (5.6)
It takes less time to complete the assignment when I work with others.
4 (3.7) 14 (13.1) 27 (25.2) 38 (35.5) 24 (22.4)
I feel working in groups is a waste of time. 25 (23.4) 37 (34.6) 26 (24.3) 12 (11.2) 7 (6.5) One student usually makes the decisions in
the group.
11 (10.3) 18 (16.8) 44 (41.1) 21 (19.6) 13 (12.1)
When I work with other students, we spend too much time talking about other things.
9 (8.4) 15 (14.0) 53 (49.5) 21 (19.6) 9 (8.4)
4.2 Comprehension
Table 3: Descriptive Statistics of Students' Perspectives towards Cooperative Learning based on comprehension
N Mean Std. Deviation
Comprehension 107 3.7126 .55802
Based on Table 3, the mean of students’ perspectives towards cooperative learning based on their comprehension is 3.7126. It shows that the students in this study had positive perspectives toward cooperative learning based on their comprehension. The students’ perspectives toward cooperative learning in the ESL classroom based on their comprehension were further presented in Table 4. The majority of the students had positive perspectives on a cooperative learning based on their comprehension of the topics learned.
Based on the responses given by the students, the findings revealed that the students believed that they did better quality work when they were in a group, as 71.1% of them agreed with the
statement. Besides that, 69.1% of the students agreed that they learned more information when they worked with other students. Other than that, most of the students showed positive perspectives toward the materials they used. 68.3% of them agreed that they got to learn when they taught the materials to the other group members, and 58% of them agreed that the material was easier to be understood when they worked with other students. 64.5% of the students agreed that they made sure their group members learned the materials. In terms of statements related to grades, more than half of the students (59.9%) agreed that their marks improved when they worked with other students. Correspondingly, 59.8% of them agreed that their grades depended on how much they all learned. However, less than half of them (46.7%) agreed that they got the grade they deserved when working in a group.
Table 4: Students' Perspectives towards Cooperative Learning based on comprehension
Statement Strongly
disagree (%)
Disagree (%)
Neutral (%)
Agree (%) Strongly agree (%) When I work in a group, I do better quality
work.
1 (0.9) 4 (3.7) 26 (24.3) 60 (56.1) 16 (15.0)
I learn more information when I work with other students.
2 (1.9) 4 (3.7) 27 (25.2) 39 (36.4) 35 (32.7)
The material is easier to understand when I work with other students.
3 (2.8) 3 (2.8) 39 (36.4) 45 (42.1) 17 (15.9)
I also learn when I teach the material to my group members.
3 (2.8) 6 (5.6) 25 (23.4) 45 (42.1) 28 (26.2) I try to make sure my group members learn
the material.
4 (3.7) 2 (1.9) 32 (29.9) 50 (46.7) 19 (17.8)
My marks improve when I work with other students.
4 (3.7) 4 (3.7) 35 (32.7) 45 (42.1) 19 (17.8)
My grade depends on how much we all learn. 2 (1.9) 5 (4.7) 36 (33.6) 41 (38.3) 23 (21.5) When I work in a group, I get the grade I
deserve.
5 (4.7) 13 (12.1) 39 (36.4) 40 (37.4) 10 (9.3)
4.3 Interaction
Table 5: Descriptive Statistics of Students' Perspectives towards Cooperative Learning based on interaction
N Mean Std. Deviation
Interaction 107 3.5628 .41861
Based on Table 5, the mean of students’ perspectives towards cooperative learning based on their interaction is 3.5628. It means that the students in this study had good perspectives toward cooperative learning based on their interaction. The students’ perspectives were further presented in Table 6. Based on the responses given by the students, the findings revealed that the majority of the students (87%) agreed that they became friends with their group members.
More than half of them (60.7%) agreed that they got to know their group members well. Besides that, most of the students (80.4%) agreed that their group members helped explain things that they did not understand. In discussing their thoughts and ideas in cooperative learning, the majority of the students (79.4%) agreed that when they worked in a group, they could share their ideas. More than half of the students (58.9%) agreed that there were opportunities to express their opinions when they worked in a group. Hence, the responses showed that a
minority of the students (18.6%) claimed that their group members did not respect their opinions, and they (26.2%) found it hard to express their thoughts when they worked in a group.
Therefore, more than half of the students (62.6%) agreed that they learned to work with students who were different from them in a cooperative learning environment. Only half of the respondents (50.5%) wanted to be with their friends when they worked in a group.
Table 6: Students' Perspectives towards Cooperative Learning based on interaction
Statement Strongly
disagree (%)
Disagree (%)
Neutral (%)
Agree (%) Strongly agree (%) I become friends with my group members. 3 (2.8) 2 (1.9) 9 (8.4) 48 (44.9) 45 (42.1) I get to know my group members well. 5 (4.7) 7 (6.5) 30 (28.0) 44 (41.1) 21 (19.6) My group members help explain things that I
do not understand.
4 (3.7) 1 (0.9) 16 (15.0) 54 (50.5) 32 (29.9) When I work in a group, I am able to share
my ideas.
2 (1.9) 4 (3.7) 16 (15.0) 52 (48.6) 33 (30.8) When I work in a group, there are
opportunities to express my opinions.
5 (4.7) 8 (7.5) 31 (29.0) 41 (38.3) 22 (20.6) My group members do not respect my
opinions.
24 (22.4) 37 (34.6) 26 (24.3) 10 (9.3) 10 (9.3) I find it hard to express my thoughts when
working in a group.
8 (7.5) 31 (29.0) 40 (37.4) 22 (20.6) 6 (5.6) I learn to work with students who are
different from me.
3 (2.8) 9 (8.4) 28 (26.2) 47 (43.9) 20 (18.7) When I work in a group, I want to be with my
friends.
3 (2.8) 12 (11.2) 38 (35.5) 37 (34.6) 17 (15.9)
5. Discussion and Conclusion 5.1 Discussion
5.1.1 Learning Experience
This study shows that majority of the students had good perspectives on a cooperative learning based on their learning experience in an ESL classroom. The responses showed that most of the students managed to improve their work habits through cooperative learning experiences.
This is consistent with a study conducted by Chapman & Auken (2001) that students' overall attitude toward their group experience in 32 schools was relatively positive. This is fundamental for the students as they can help each other when doing group work. In addition, they can develop their teamwork skills such as getting the work done on time, ensuring everyone contributes, dividing the work equally, taking less time to finish their work, and assisting each other to understand the materials used in their ESL classroom. This is very useful for the students as Ballantine & McCourt Larres (2007) explained that students must develop the skills needed for effective teamwork. When groups are not managed effectively, dysfunctional groups can emerge and produce a worse learning environment than an individualistic learning situation.
However, ESL educators should take some situations into account, particularly in allowing the students to choose their group members. Our study shows that the students preferred to choose their group members. They can go to the extent of not liking the students who are assigned to be in their groups by the teachers. Despite existing literature, which encourages instructors to assist in forming groups for the task, the students believed it would be motivating to have the autonomy to choose their group members. Teachers are encouraged not to allow students to form their groups (Feichtner & Davis, 1985, cited in Chapman, 2006). Thus, this issue should be decided by the educators themselves depending on their classroom situation.
This is comparable to a study conducted by Nhan & Nhan (2019), which explained that the respondents want to form their groups themselves, and it is their ideal way to form a group rather than being assigned as choosing their group members helps the students to maintain a harmonious team-working atmosphere. Besides that, monitoring should also be done by the educators in ensuring the students are using the time to complete their group work wisely and communicate healthily. This is significant as our study indicated that less than half of the students admitted that they spent too much time talking about other things when they worked with their peers. Thus, monitoring would help avoid disorder in a group, leading to adverse perspectives towards grouping.
5.1.2 Comprehension
According to Farzaneh & Nejadansari (2014), cooperative learning is an approach in which students of various abilities, skills, and knowledge work cooperatively to attain the mutual goal of learning English. However, in this study, we were not focusing on any particular skill but merely on the perception of cooperative learning in an ESL classroom. The main objective in the ESL classroom was to complete the tasks given by the teacher. Thus, comprehension plays a vital role in task fulfillment. It is also reported that students learn better when in a group and comprehend knowledge better. Since the students also exhibited a positive attitude towards the material used in the classroom, it can be concluded that learning material plays a significant role in the teaching and learning process, including in a cooperative learning environment.
Positively, the students also confirmed that they comprehend the material easier when they work in a team, which could be because they can interact and clarify cues during the discussion.
When they use the material to teach the rest, their comprehension level is also elevated, and this could be because, being the centre point of reference, they will need to understand the material prior to teaching the rest. Students enjoyed the activity because they represented the role of educators to their colleagues, and they were able to associate with the process of teaching (Patesan, Balagiu & Zechia 2016).
Repeating a task will also allow a better understanding of a topic. According to Millis (2009), cooperative learning entails two positive outcomes: positive interdependence and personal accountability. When a student claims that he can do a better task in a group, cooperative learning provides a significant purpose for them to work together on a task. This also encourages the student to face problems that they cannot solve individually. On the other hand, personal accountability relates to the score they deserve upon fulfilling the task.
Comprehension level is improved when students can score well in their assessment, and by working in a team, they can have a constructive discussion to assist in learning. Cooperative learning provides space for various types of learners to comprehend topics at their own pace.
It allows students to utilize the learning material in a group to improve their comprehension.
5.1.3 Interaction
The study also revealed that most students have a positive perspective toward cooperative learning based on their interaction. This is parallel to the study by White & Dinos (2010) that discussed students' ability to improve their on-task communication, interaction during conflicts, and willingness to support each other during the cooperative learning experience.
The study substantiated that students agreed that by doing cooperative learning, they have rooms to share their opinions, ideas, and thoughts while completing their tasks in cooperative learning. Students also concurred that they get to know their group members well by discussing and interacting while doing cooperative learning. Essien (2015), in his study, concluded that strong friendships and relationships are established in cooperative learning when students
interact with each other actively. Through their discussions and interactions in completing tasks cooperatively, they get the chance to get to know their friends better. By having good interaction in cooperative learning, students improved their problem-solving and conflict management skills. Cooperative learning enables students to use their mental abilities in having critical decisions through their interaction with others (Kose, Sahin, Ergun & Gezer, 2010;
Acikgoz, 1993; Kagan, 1990). Based on the data in our study on students’ interaction, most of the students did not feel that their opinions or thoughts were disrespected by the group members while doing the cooperative learning. The majority of them also agreed that they could work with students who were different from them. This indicates that the students can manage conflicts during the cooperative learning activity.
5.2 Conclusion
The purpose of this study was to review the perception of ESL learners about cooperative learning in teaching and learning English at the university. Three aspects contributed to the overall feedback of cooperative learning, which are learning experience, comprehension, and interaction. The majority of students agreed that helping each other during the event of a task assists them better in learning, and it reported that students' comprehension level of the subject matter elevates while working in a group. Interaction allows students to share opinions and discuss the content to complete the task, which promotes learning of the language. Since this study only targeted a small group of ESL learners, one should be careful in rationalizing our findings to another group of learners, subjects, and even the performance of these students.
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