Cooperative Learning Theory
86 ). In fact, many factors help students ' interest and level of engagement in learning.
The history of teaching, however, has been experienced different methods and models with their own principles in teaching and learning materials. The one, which has been attracted lots of attention and become popular among language teachers and learners, is Cooperative learning (CL). Killen (2007) defines it as an instructional design that stimulates peer interaction and learners cooperation in the process of successful learning. CL is defined as, “the instructional use of small groups so that students work together to maximize their own and each other’s learning” (Johnson, Johnson, and Holubec, 1998).
People have always been interested in doing even the simple actions in-group where their inner interest can be flourished by cooperation and teamwork. The application of cooperative learning to classroom teaching finds its origin in the 1970s when cooperative learning models began to be designed and studied (Kessler,
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Recent years have witnessed a growing interest in investigating and introducing Cooperative Learning (CL) approaches into teaching in order to help students and increase their motivation. Kagan (1996) argues that in the traditional teacher-centered classroom, teachers control the class, and are regarded as the single authority, which limits the students’ chances to attend in real communication in classroom.
The key elements required to achieve a successful CL program are positive interdependence, individual accountability, cooperative skills, and heterogeneous grouping (Johnson and Johnson, 1985). According to Kagan (1995) through the good utilization of CL, positive learning attitude, improvement in thinking skills, successful learning can be
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Mohammadi and Salimzadeh (2009) investigated the effects of cooperative learning strategy training on reading comprehension and motivation of 72 Iranian intermediate EFL learners and found statistically significant differences between control and experimental groups.
In addition, many researches have reinforced the effectiveness of cooperative learning in EFL classes. In Nakahashi’s study (2007), he used structured cooperative learning activities in order to reduce language anxiety of freshmen students in Akita University. The results show that after learning cooperatively, the students’ learning anxiety reduced and their language proficiency
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