IMPACT OF COOPERATIVE LEARNING ON LEARNER MOTIVATION IN SPEAKING AT A VIETNAMESE HIGH SCHOOL

Minh Trinh Thi Nguyen, Huan Buu Nguyen

Abstract


Cooperative learning has been increasingly recognized as an effective instructional strategy in English language teaching and learning. However, traditional lecturing still dominates in education in Vietnam, thereby hindering learners from participating in speaking activities or sharing responsibility for their learning. Also, research into cooperative learning in relation to learner motivation in speaking at high school is scant in the Mekong Delta. This paper therefore reports on a study examining the impact of cooperative learning on learner motivation to speak English and investigating their attitudes towards this type of interactive learning. Data collected for this study include a one-group pre-test and post-test design, questionnaires, and interviews with grade ten learners at a high school in Vinh Long province. The findings indicate that learners were motivated and improved in speaking through cooperative learning after the study. Implications for this interactive speaking practice are also presented.

 

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cooperative learning, motivation, speaking performance, high school

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References


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DOI: http://dx.doi.org/10.46827/ejel.v0i0.1973

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