Teachers’ Conceptions and Use of Cooperative Learning in EFL Classrooms
DOI:
https://doi.org/10.21703/rexe.v23i51.1744Keywords:
Cooperative learning, EFL, pedagogical reflection, literatureAbstract
This paper reports a qualitative research study case on two teachers’ conceptions and perceptions on the use of cooperative learning through literature in two vulnerable schools in the Metropolitan area. The study aimed at examining the preconceptions, expectations and apprehensions that hinder teachers from using more interactive methods to EFL such as CL, while perpetuating the use of methodologies such as grammar translation method. Data was gathered through lesson observations rubrics, teachers’ reflexive journals, and teachers’ interviews. Results evidenced that both teachers found the experience useful and helped them realize how important is their role as agents of change. However, the results also suggest that there are certain difficulties in the application of this method which has to do with students’ culture and better training in approaches such as CL.
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