Cooperative Learning as a Pathway to Strengthening Motivation and Improving Achievement in an EFL Classroom

Autor/inn/en	Becirovic, Senad; Dubravac, Vildana; Brdarevic-Celjo, Amna
Titel	Cooperative Learning as a Pathway to Strengthening Motivation and Improving Achievement in an EFL Classroom
Quelle	In: SAGE Open, 12 (2022) 1, (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Becirovic, Senad) ORCID (Dubravac, Vildana) ORCID (Brdarevic-Celjo, Amna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/21582440221078016
Schlagwörter	Cooperative Learning; Learning Motivation; Academic Achievement; Learning Processes; Gender Differences; Instructional Program Divisions; Interpersonal Competence; Predictor Variables; English (Second Language); Second Language Learning; Second Language Instruction; Learning Activities; Teaching Methods; High School Students; Student Attitudes; Foreign Countries; Bosnia and Herzegovina + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Motivation for studies; Lernmotivation; Schulleistung; Learning process; Lernprozess; Geschlechterkonflikt; Interpersonale Kompetenz; Prädiktor; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Lernaktivität; Teaching method; Lehrmethode; Unterrichtsmethode; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerverhalten; Ausland; Bosnia-Herzegovina; Bosnien-Herzegowina
Abstract	The importance of applying cooperative learning and aiming toward an increase in motivation to maximize the effectiveness of the learning process has not sparked an intense research interest in the Bosnian EFL context. Thus, the current study, conducted among 211 high-school participants, explores the impact of gender and grade level on students' cooperative learning and motivation for EFL learning and aims to determine whether any cooperative learning components are significant predictors of students' motivation and their EFL achievement. The findings showed no significant gender and grade level differences in cooperative learning and motivation. Additionally, the results revealed that individual accountability and interpersonal skills are significant predictors of participants' motivation and that promotive interaction and interpersonal skills are significant predictors of their EFL achievement. The research points to the importance of incorporating cooperative learning strategies and motivation-strengthening activities into EFL teaching, which will eventually lead to the improvement in students' EFL achievements. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01