Cooperative learning in EFL classrooms for academic performance

Abstract

Cooperative learning is widely used in English as a Foreign Language (EFL) classrooms to encourage interaction, participation, and shared responsibility among students. However, less is known about how Ecuadorian Baccalaureate students experience this type of learning in their everyday English classes. This study explored students’ perceptions and experiences of cooperative learning, with particular attention to participation, peer interaction, and the benefits and difficulties that emerge during group activities. A qualitative descriptive phenomenological design was used. Thirty high school students from a private institution in Ecuador were observed during a cooperative activity; from this group, a random sample of five was selected to participate in semi-structured interviews. The qualitative information was analyzed through a six-phase thematic analysis. The findings showed that students generally viewed cooperative learning positively, especially when classmates supported one another, explained unfamiliar content, and practiced English together. Group activities also seemed to create a more comfortable setting for participation and oral practice. However, students described difficulties including unequal contribution, dependence on classmates with stronger English skills, and differences in commitment among group members. These difficulties were not evident during the observed lesson, where active teacher guidance and peer support were consistently present. Taken together, the results indicate that students’ experiences with cooperative learning are generally positive but depend greatly on group organization, individual responsibility, and teacher mediation.