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|Title:||The Impact of Cooperative Learning on Speaking Performance among University Foundation Programme Students|
|Publisher:||The British University in Dubai (BUiD)|
|Abstract:||The purpose of the present study is two-fold: to investigate the impact of cooperative learning on speaking performance among university foundation programme students and to explore the extent to which CL affected students’ attitudes. The study adopted a mixed-methods approach, underpinned by the paradigm of pragmatism in which both quantitative and qualitative data were collected and analyzed. The sample size was 60 students from a private university in Oman in their first year foundation programme. One class was chosen as a control group and the other one as an experimental group. The experimental group got exposed to instruction based on CL techniques while the control group was taught without being instructed to use the CL activities. The instruments of the study included two speaking tests and a learners’ questionnaire. The research insured the validity and reliability of the instruments and a pilot trial was done for the questionnaire. Data were analyzed using the mean scores, standard deviation and paired sample t test. A significant difference was noticed on the students’ speaking performance after being exposed to CL instruction in comparison to the students in the control group. The students’ attitude towards the use of CL was very positive and encouraging.|
|Appears in Collections:||Dissertations for Teaching English to Speakers of Other Languages (TESOL)|
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