BELIEFS, PRACTICES AND CHALLENGES OF STUDENTS TOWARDS COOPERATIVE LEARNING IN EFL SPEAKING CLASSES: WITH PARTICULAR REFERENCE TO SOROKA SECONDARY SCHOOL

Abstract

The main purpose of this study was to investigate beliefs, practices and challenges of students towards cooperative learning in English language speaking classes. To achieve this main objective, the study raised and sought answers to the following research questions: 1). what beliefs did students have towards cooperative language learning? 2). How did students practice cooperative language learning in EFL classrooms? and 3) what challenges did students face while practicing cooperative language learning? For this effect, the study used descriptive survey research design with mixed approach (qualitative and quantitative methods). In the study, Soroka Secondary School was selected via convenient sampling technique. In the school selected, grade nine was targeted to the study, and 68 students out of the population of 342 students were assigned using systematic random sampling technique. To collect data, three instruments (observation, questionnaire and interview) were used in the study. The observation data were collected and analyzed quantitatively (using percentage and frequency). The questionnaire data were analyzed quantitatively using frequency, percentage, mean and grand mean. But, the interview data were through qualitatively. The findings of the study disclosed that students believed positively towards the practice of cooperative language learning in English language speaking circumstances. It was also found that grade nine students did not properly practice cooperative language learning. Moreover, the findings suggested that grade nine students faced different challenges (unaired classes, large class size, the shortage of commitment of students and lack of follow-up from EFL teachers to practice cooperative language learning in EFL classes