The Influence of Cooperative Learning on Oral Efficiency and Inducement Among Upper-Intermediate Saudi EFL Learners
DOI:
https://doi.org/10.17507/tpls.1508.18Keywords:
oral efficiency, cooperative learning, EFL learners, inducement, Saudi Arabia learning contextAbstract
Developing oral efficiency remains a persistent challenge for upper-intermediate Saudi EFL learners, often attributed to limited speaking opportunities, lack of interactive learning environments, and low inducement. This study examines the effectiveness of cooperative learning in enhancing both oral efficiency and motivation among EFL learners. Using a quasi-experimental design, participants engaged in structured cooperative learning activities, such as peer discussions, role-plays, and collaborative problem-solving tasks, over an eight-week period. The results demonstrated significant improvements in oral efficiency, particularly in fluency, pronunciation, and spontaneous speech production. Additionally, learners exhibited increased motivation, greater confidence in speaking, and a heightened willingness to engage in communicative tasks. These findings underscore the pedagogical benefits of cooperative learning in fostering a supportive, student-centered environment that promotes active participation. The study suggests that integrating cooperative learning into EFL instruction can effectively enhance language development and inducement. Future research should explore long-term effects, learner perceptions, and adaptability across various efficiency levels.
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