Collaborative education of scholars in English language classes to improve conversation and grammar

Collaborative learning is a teaching approach in which students share their information and knowledge and work together in organized groups to achieve a mutual goal. This method is an important strategy for teaching English as a foreign language (EFL), because this method, as an effective component in task-oriented learning and cooperative language learning, can be used by matching the potential benefits and potential problems, including attention, distraction, off-topic talk, autonomous behavior, etc., to maintain the balance of cooperative groups. Collaborative learning does not only include group work, but students must have interdependence and mutual activity to achieve educational goals. Cooperative learning has often been examined through experimental research with evidence of its numerous benefits. However, the extent and fidelity of its classroom use are understudied, and even there are few reports about its limited and unfaithful use. Using grounded theory, this exploratory study examined semi-structured detailed interviews from ۱۴ Iranian English as foreign language (EFL) teachers to derive a framework explaining their conception and practice of cooperative learning. The findings suggested that, notwithstanding the positive beliefs about its benefits, cooperative learning is not extensively and faithfully used in the classes because of teachers’ knowledge, beliefs, and some imple- mentation challenges.

کلیدواژه ها:

_Collaborative education ، scholars ، English language classes ، conversation ، grammar_