Cooperative Learning and Pakistan

Abstract

This research paper presents a critical review of the literature on a structured team learning method namely, cooperative learning. The review aims to evaluate the effectiveness of cooperative learning in large language classes in the context of developing countries. Cooperative learning is not simply group work; it is far more structured form of team work where students work in an organized manner to master objectives of the given task. The theoretical underpinnings of cooperative learning i.e. social interdependence, cognitive and motivational theoretical perspectives indicate that it may be a very effective method to teach any language because it promotes social interaction which is very motivational aspect for the learners’ of a language. Furthermore, cooperative learning, alongside improvement in social interaction of students, helps student develop their critical reasoning because social discussion are more likely to focus on cognitive skills. Therefore, empirical research into cooperative learning strategies focusing on their implementation in large English language classes especially is in line with the theoretical underpinnings of cooperative learning. Empirical research suggests that cooperative learning is likely to be an effective teaching and learning approach in large ESL classes.