چکیده:
This study was an attempt to investigate the comparative impact of Student Teams Achievement Divisions (STAD) and Think-Pair-Share (TPS) on EFL learners’ listening. Accordingly, 60 female EFL learners selected from a larger group of 90 learners based on their performance on a sample piloted Preliminary English Test (PET) who studied at a language school in Tehran were randomly divided into two experimental groups. Both groups demonstrated homogeneity in terms of their listening at the outset. The same content was taught to both groups during 15 sessions with one experimental group undergoing STAD while TPS was used in the other group. At the end of the treatment, another sample PET listening section was administered to both groups. The result of the independent samples t-test run on the participants’ mean scores on the posttest revealed that the TPS group significantly outperformed those in the STAD group. These findings have certain implications which are discussed at length in the paper.
خلاصه ماشینی:
com Abstract This study was an attempt to investigate the comparative impact of Student Teams Achievement Divisions (STAD) and Think-Pair-Share (TPS) on EFL learners’ listening.
Within the extensive realm of the different methods and techniques adopted to teach the language skills (listening included), cooperative learning (CL) pioneered by Johnson and Johnson and also Slavin in the 1970s (Johnson & Johnson, 1989; Slavin, 1980) have managed to attract significant popularity among language teachers and learners; indeed the literature is overwhelmed by empirical studies in favor of the advantageousness of CL (e.
g. , Bolukbas, Keskin, & Polat, 2011; Dabaghmanesh, Zamanian, & Bagheri, 2013; Johnson, Johnson, & Stanne, 2000; Khabiri & Lavasani, 2012; Marashi & Khatami, 2017; Sharan, 1980; Stevens, 2003; Zahedi & Tabatabaei, 2012).
There are different modalities of CL developed by educators all of course architected upon the paradigm that students work together in the process of learning and bear responsibility for their own and their classmates’ learning (Slavin, 2011); among these variations are Think- Pair-Share (TPS) and Student Teams Achievement Divisions (STAD).
2015; Khansir & Alipour, 2015; Mills, 2001; Razavi, Nakhle, & Naghavi, 2012; Rimani Nikou, Bonyadi, & Ebrahimi, 2014) while quite a number of researches have demonstrated the effectiveness of TPS in language teaching (e.
g. , Brown & Thomson, 2000; Carss, 2007; Kothiyal, Majumdar, Murthy, & Iyer, 2017; Mandal, 2009; Raba, 2017).
Accordingly, the following research question was posed: Q: Is there any significant difference between the effect of student team achievement divisions and think-pair-share on EFL learners’ listening?
The effect of cooperative learning strategy of student teams achievement divisions (STAD) on developing oral communication skills of Iranian EFL learners.