Using Cooperative Learning in Teaching Speaking Skill in a Palestinian EFL Classroom: A Participatory Action Research

According to the Palestinian Ministry of Education English curriculum, Palestinian students should be able to communicate in English effortlessly and effectively in various settings by providing English as a Foreign Language (EFL) students with opportunities to acquire the language in thematic contexts and practice just like in reallife situations. However, most EFL learners in Palestine are not able to communicate in English effectively. This is due to the teaching methodologies used by teachers, focus of teaching and the lack of opportunity to practise English outside the classroom. Thus, there is a need to find an approach that can address the issues mentioned. This study explored the role of Cooperative Learning (CL) approach in teaching and learning speaking in English in Palestinian government schools within a Participatory Action Research project. Specifically, this study investigated strategies employed by Palestinians teachers when teaching speaking in EFL classrooms. Also, it investigated the teachers’ experiences, perceptions and attitudes towards teaching speaking using the CL approach, and learners’ experiences and attitudes towards learning speaking using the CL approach. The study employed a qualitative research approach using participatory action research (PAR). The PAR project included two cycles of
application of CL activities in one eleventh grade classroom at one government school in Ramallah directorate. Interviews and class observations were the data collection tools and data were analysed using thematic analysis. The results indicated that teachers included different strategies when designing speaking activities for their students. The teachers’ perceptions towards CL were generally positive. However, some highlighted that using the CL approach was demanding and could be chaotic too. The teachers displayed both positive and negative attitudes towards the use of the CL approach when teaching speaking. The learners responded both favourably and negatively when asked about their experiences learning speaking using the CL approach. This study recommends that Palestinian education decision-makers should consider adopting the CL approach and training their teachers as it is a potential solution for learners’ speaking incompetency. Findings also serve as a reference for teachers on how to use Participatory Action Research in their EFL classrooms. This study also aims to present a guideline on how both the researcher and co-researcher can collaborate during the PAR process. The study can also be replicated or adapted by other researchers with similar EFL context in their home countries. It is hoped that with the recommendations made, speaking incompetency among EFL learners can be addressed and improved.