出版社：Australian Institutes for Educational Research
摘要：This study aims to investigate the positive impacts and challenges of cooperative learningas a pedagogical practice in teaching English as a foreign language. It applied the socialtheoretical frameworks by Dansereau and Johnson (1994) and by Johnson and Johnson(2009). Fifty participants (twenty EFL teachers and thirty EFL students) from severaldifferent colleges in Vietnam were interviewed. The results showed that students gainedgroup work skills, problem-solving skills, and confidence. However, they sufferedchallenges in report making and relationships. While some students reported benefits incommunication, others revealed that it was challenging. The benefits or challenges weremainly the results of the participants’ compliance with the five principles of cooperativelearning. It is implied from the study that EFL teachers applying cooperative learningshould play their key role as counsellor and supervisor to help students overcomeproblems arising from the tasks and socialisation. It is also important to structureinterdependence and mutual respect among group members before cooperative learningcommences. Further studies can explore the impacts of cooperative learning in otherdisciplines and contexts.
