خلاصة:
This study sought to investigate the effect of cooperative learning on EFL learners’ creativity and motiva- tion. Accordingly, 66 pre-intermediate female learners were selected among 90 through their performance on a piloted sample Preliminary English Test. Learners were assigned into two control and experimental group. The Abedi-Schumaker Creativity Test (ACT) and the Attitude/Motivation Test Battery (AMTB) were given to both groups as pretest. Both groups underwent the same amount of teaching time and same material with the same teacher during 18 sessions taking 90 minutes each. In the experimental group, the students experienced the cooperative learning strategies of think-pair-share, roundtable, three-step- interview, and three-stay one-stray. The learners in the control group, however, received the instruction based on the syllabus of the language school, which had no cooperative learning component. The same ACT and AMTB questionnaires were administered again as the posttest at the end of the treatment to both groups and their mean scores on the tests were compared through an analysis of covariance. The results in relation to cooperative learning proved to have a significantly positive effect on EFL learners’ creativity and motiva- tion. This study provided yet further evidence in favor of applying cooperative learning in the ELT envi- ronment.
ملخص الجهاز:
Keywords: Cooperative learning, Creativity, English Language Teaching (ELT), Motivation INTRODUCTION The modern world is a growing arena of human communication where people are inclined to communicate with their peers in order to play their role as a social creature in communities.
Motivation in language learning occurs where English as foreign language learners (EFL) use the language to express their thoughts and ex- change opinions (Vohs, Baumeister, Jean, Twen- ge, Nelson, & Tice, 2008, p.
g. Dörnyei; 2005; Gardner, Tremblay, & Masgoret, 1997; Kimura, Nakata, & Okumura, 2001; Marashi & Tahan-Shizari, 2015; Moskov- sky, Assulaimani, Racheva, & Harkins, 2016; Oxford & Nyikos, 1989; Vandergrift, 2005; Wat- kins, McInerney, Lee, Akande, & Regmi, 2002).
As pointed out by Slavin (1992), CL is mainly based on the notion that the best way to learn a language is having small het- erogeneous groups in which all students collabo- ratively and cooperatively work towards a com- ceivably affect their learning, liking of school and other learners, along with their self-esteem.
In fact, when students interact, they learn to share opin- ions, ask questions, and improve their under- standing (Mercer, Wegerif, & Dawes, 1999).
g. Deutsch, Coleman, & Marcus, 2006; Gillies & Boyle, 2010; Johnson & Johnson, 2009; Marashi & Baygzadeh, 2010; Marashi & Dibah, 2013; Norman, 2006; Slavin, 2011) RESEARCH NULL HYPOTHESES In line with what have been discussed above, the researchers considered that there was a gap in the existing literature in relation to the possible effects of CL on EFL learners’ creativity and motivation.
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