ABSTRACT: The study
reported here sought to investigate the use of the Cooperative Learning (CL
henceforth) approach in the English as Second Language (ELS henceforth) writing
classrooms at institutions of higher learning. More specifically, it took a
closer look at the importance and efficacy of the use of CL strategies in
teaching writing skills as perceived by ESL learners and teachers. A
mixed-design approach was adopted in data collection. Information was derived
via questionnaires and semi-structured interviews. The results indicated a
favourable view of CL as an instructional approach. Both teachers and learners
viewed this approach to be effective as it engenders a risk-free environment
that promotes learning specifically writing. Nevertheless, the teachers
perceived the CL approach to be time-consuming and tedious on their part as the
use of CL strategy added to an already heavy work load. The respondents
indicated that they needed formal training in CL to be able to make a
distinction between its application and the group work that they often assigned
in ESL classrooms. This study concludes that CL a beneficial pedagogical
approach that could provide invaluable insights into meaningful learning in ESL
classrooms of higher learning. However, small-scale and class-based CL
activities can be introduced in the classroom to enhance teaching. To
provide tertiary level, students with an opportunity to elevate their language
skills, collaborative efforts among Curricular Designers, Administrators, and
English Teachers must be initiated.
KEY WORDS: Cooperative Learning, English as
Second Language, instructional approach, teachers and learners, and meaningful
learning.
About the
Author:
Dr. Nalini
Arumugam is a Lecturer at the Academy of Language Studies UiTM (MARA University
of Technology), KM 26, Jalan Lendu, Alor Gajah, 78000 Melaka, Malaysia. She can
be reached at:
and