A STUDY ON COOPERATIVE LANGUAGE LEARNING: THE IMPACT OF CLL APPROACH ON ENGLISH LANGUAGE PROFICIENCY OF EFL LEARNERS

Authors

  • Fatemeh Zarrabi PhD researcher, Monash University, Australia

DOI:

https://doi.org/10.46827/ejes.v0i0.38

Keywords:

Cooperative Language Learning (CLL), English language proficiency

Abstract

The current research investigated the impact of cooperative language learning (CLL) approach on English language proficiency of English as a Foreign Language (EFL) learners. The participants were 150 intermediate female EFL learners who were randomly selected from various private English language institutes of Tehran, Iran. First, FCE (First Certificate in English) test was administered to all 150 participants as a means of homogenization which brought down the number of the students to 135. Then, the homogenized participants were taught English through CLL approach for 20 sessions, each for 90 minutes. A pre-test/post-test quasi-experimental design was employed to investigate the impact of CLL approach on English language proficiency of the EFL learners. The results were analysed through a one-way ANOVA and paired-samples t-test statistics. The outcomes revealed that CLL has a significant positive effect on English language proficiency of EFL learners.

 

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Author Biography

  • Fatemeh Zarrabi, PhD researcher, Monash University, Australia
    Fatemeh Zarrabi graduated in MA degree in Teaching English to Speakers of Other Languages (TESOL) in 2013. She started her PhD at Monash University, Melbourne, Australia in education (TESOL) in 2015. She has more than seven years English language teaching experience to EFL/ESL learners. Her expertise is in the areas of English Language Teaching (ELT), TESOL, language teacher education, Language Learning Strategies (LLS), methodology in language teaching, and language testing

References

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Published

2016-04-16

Issue

Vol 1, No 2 (2016)

Section

Articles

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