Cooperative Learning Strategies in the ESL Classroom: A Pathway to Proficiency

Abstract

Proficiency in the English language is essential in today’s globalised world as it grants individuals access to superior educational and professional prospects. Conventional language teaching approaches frequently do not successfully involve students, resulting in less-than-ideal language acquisition. Cooperative learning has garnered much attention in the research on English as a Second Language teaching, where more and more studies are indicating its effectiveness to be related with enhancing student engagement, language ability, and overall achievement. (Lucha et al 2016.) (Jacobs and Hall, 2002) (McGroarty, 1989). Cooperative learning is one technique that has been recognized significantly in the field of English as a Second Language education. Students are empowered to work in small groups using this learning approach, where a favourable social environment is developed and therefore allows for meaningful participation during the learning process (Wang, 2020). Conclusive research was carried out to establish that the ESL classrooms with cooperative learning practices would experience a positive student achievement, attitude, and motivation (Wyk, 2012). The current study is centred around the cooperative learning strategies which enhance the proficiency of ESL learners through active engagement and interaction with peers. The study also looks into the pedagogical benefits, challenges, and considerations of enhancing English proficiency among the ESL learners.