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Using Cooperative Learning in Teaching Speaking Skill in a Palestinian EFL Classroom: A Participatory Action Research
Date Issued
2024-05
Author(s)
Nedal Naim Mohammad Afaneh
Universiti Sains Islam Malaysia
Abstract
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.
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.