Assessing the Practices of One-to-Five Cooperative Language Learning of Grade 9 Students in EFL Speaking Classes

Abstract

The purpose of this study was to assess the practices of one-to-five cooperative language learning of grade 9 students in EFL speaking classes at three governmental general secondary schools in North Mecha Woreda. The data for the study were collected from 480 students and 16 EFL teachers of the school selected using simple random sampling and multistage sampling for the students and comprehensive sampling for the teachers. A descriptive survey method was employed and the data were gathered through questionnaire, observation and interview. The reliability of the questionnaires was tested by Cronbach’s Alpha Test. The computed reliability of the questionnaires was 0.78 of students and 0.87 of teachers. The data obtained through qualitative and quantitative was organized and thematically categorized. The findings of the study revealed that teachers fail to facilitate, encourage, support and evaluate properly; students develop dependency and lack of interest to work in groups and were permanently grouped. Based on the implications of the findings, recommendation was made to language teachers, students, schools, Ministry of Education and concerned bodies. Finally, on the basis of the findings it was recommended that in order to improve the students’ skill, the students ought to practice in one-to-five cooperative learning to develop their speaking skill in the target language by actively participating in the classroom speaking. On the top of this, teachers should also play their own role to improve the students’ speaking skill by using one-to-five cooperative learning in EFL classroom.

Keywords: One-to-five, Cooperative Learning, Active Learning, Focused Classes