Program
Education K-12 M.A.
Year Approved
2019
First Advisor
Elliott, Nathan
Abstract
This research investigates the effectiveness of Cooperative Learning (CL) on the language achievement of English Language Learners (ELLs) by comparing it to traditional, individualistic and/or competitive approaches to learning. It also aims to identify the characteristics of effective CL methods. The research found that CL positively impacts language achievement across various dimensions of language, countries, and grade levels. Eight CL methods were identified as being the most empirically validated, all of which were found to have a positive impact on student achievement. Also identified were certain characteristics that could improve a CL method’s efficacy. These characteristics were using CL methods that ensure positive interdependence in the form of group goals or rewards coupled with individual accountability, arranging small groups of students (2-5) with varying levels of language proficiency, implementing more conceptual CL approaches and instructing students on the principles, expectations and rationale of CL prior to implementation. Based on these findings, a CL instructional guide was created for incoming English Teacher Volunteers at the Ndulu English Project in Indonesia.
Degree Name
Education K-12 M.A.
Document Type
Masterʼs thesis
Recommended Citation
Rechtin, B. M. (2019). Cooperative Learning as an Instructional Approach for Promoting Language Achievement in English Language Learners [Masterʼs thesis, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/530
Terms of Use and License Information
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.