Correlates of the Implementation of the STAD Cooperative Learning Method in the English as a Foreign Language Classroom

Abstract

This study investigates the connection between teachers' experience, beliefs concerning the acquisition of knowledge, behavioural intentions to implement instructional innovations and their use of the Student Teams Achievement Divisions (STAD) cooperative learning (CL) method in teaching English as a foreign language (EFL). Fifty-five EFL teachers from diverse school backgrounds in Lebanon participated in the study. The participants completed a demographic questionnaire and another Likert-type questionnaire that measured the variables under consideration. The results indicated that teachers' interpretive beliefs, attitudes towards STAD, subjective norms, and perceived degree of behavioural control play a significant role in the use of STAD in EFL teaching. Conversely, the results revealed that teachers' transmissive beliefs and experience did not influence their use of STAD in their teaching. Implications for teacher preparation and suggestions for further research are discussed.

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