A Review of Cooperative Learning in EFL Classroom


  • Ruiying Chen English Language & Literature Department, Faculty of Languages & Communication, Universiti Pendidikan Sultan Idris, Tanjong Malim, Perak, Malaysia


cooperative learning, collaborative learning, English teaching method


This paper reviews the literature on the effects of cooperative learning (CL) among students and teachers. The purpose of this paper is to find out the effectiveness of cooperative learning in helping to improve students’ academic performance, as well as the impact of the implementation of CL on students’ and teachers’ attitudes and on students’ anxiety, motivation, and interest. Many studies have found that CL is an effective teaching method worldwide in the 21st century. In these studies, researchers collected quantitative and qualitative data by using various instruments, such as experiments, surveys, questionnaires, and interviews, and they applied different methods to analyze data, including theory analysis, thematic analysis, descriptive and inferential analysis. Findings from the reviewed research showed that the use of the CL can help students improve their academic performance, and most students and teachers showed positive attitudes towards the implementation of CL. In addition, using CL in English classrooms had also been found to help students reduce anxiety and develop motivation and interest. In China's English classes, compared with cooperative learning, the traditional English teaching focuses more on competitive and individualistic learning. Based on the results of previous literature studies, the researcher suggests that China's teachers can consider to apply the CL technique in English classes, which may improve students' academic performance and attitudes.


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How to Cite

Chen, R. (2021). A Review of Cooperative Learning in EFL Classroom. Asian Pendidikan, 1(1), 1-9. Retrieved from https://www.arsvot.org/index.php/aspen/article/view/20