Implementing Cooperative Learning in the Language Classroom: Opinions of Turkish Teachers of English

Abstract

Cooperative learning in the foreign language classroom is believed to increase target language use, improve communication skills, build confidence and stimulate learner autonomy. However, challenges may arise due to poor group dynamics, time constraints, standardized curricula, and other classroom issues. To investigate the applicability of cooperative learning in the Turkish context, the researchers employed two separate focus group interviews to explore the opinions of Turkish teachers of English as a Foreign Language (EFL). The results revealed that while the teachers believed group learning to be beneficial, the standardized EFL curriculum and students’ attitudes toward cooperative learning caused difficulties in implementing this approach with Turkish learners.

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