Using cooperative learning strategies to develop rural primary students’ english oral performance

Abstract

This small-scale quasi-experimental research study aimed to investigate the effectiveness of cooperative learning (CL) strategies in the achievement of students’ oral performance at the A1 Common European Framework of Reference for languages level. The study participants were twenty-four seventh graders from a small rural primary school located on the southern part of Cuenca city. The data of the study were gathered through a mixed method approach. The quantitative part was based on a descriptive statistic study. It was collected through the students’ speaking pre and post- test. The results were processed and analyzed through SPSS version 25. In addition, to establish the similarity between the scores with the minimum score (7) required to reach the A1 level, the statistical T-Student test for one sample was considered. In addition, the qualitative part was based on a phenomenological research study. It was gathered through direct classroom observations and a focus group discussion. Findings indicated that: firstly, the study participants reached their A1 oral performance level in the evaluation criteria of comprehension, interaction, fluency, pronunciation. Secondly, students had positive attitudes toward CL strategies. Thirdly, students through CL strategies were more motivated and less reluctant during oral participation. In light of the findings, CL should be adopted in primary English learning as it helps improve learners’ English speaking skill