Fostering Learner Autonomy through Cooperative and Collaborative Learning

Abstract

Both cooperative and collaborative learning are learner-centered teaching approaches in English Language Teaching (ELT) to support active learning, shared learning, inductive learning, and autonomous learning. However, definitional and conceptual clarity of these two concepts did not receive as much attention as they deserve. As a result, these two terms are often confused, conflated or used interchangeably. This review paper critiqued the two terms by revealing their components, identifying their commonalities as well as variances, and explicating their theoretical bases and exploring their role in fostering learner autonomy. Searching and reviewing published literature were used to achieve the objectives of the study. The study perceived that cooperative learning is the educational technique that uses small groups of students guided by the teacher to benefit their individual and each other’s learning whereas collaborative learning is a philosophy of interaction of a learning group where people take responsibility for their own learning while recognizing their peers’ abilities and contributions. Both the approaches foster autonomous learning behavior where cooperative learning is considered the foundation stage for collaborative learning. This article will benefit current and future ELT practitioners and researchers of this emerging field of pedagogy by providing a clearer analyses of the terms and role in fostering learner autonomy.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 25 citations exist upstream.