Arab World English Journal (AWEJ) Volume 13. Number1.  March 2022                                      Pp.38- 55
DOI: https://dx.doi.org/10.24093/awej/vol13no1.3 

Full Paper PDF   

 

Effects of Cooperative Learning on Cognitive Engagement and Task Achievement:
A Study of Omani Bachelor of Education Program EFL Students 

  Moosa Ahmed Ali Sulaiman
Director, Department of Postgraduate Studies
Dhofar University, Salalah, Sultanate of Oman
Corresponding Author: moosa@du.edu.om

  Vijay Singh Thakur
  Department of English Language and Literature
College of Arts and Applied Sciences
Dhofar University, Salalah, Sultanate of Oman

 

Received: 11/15/2021                            Accepted: 1/29/2022                           Published: 3/24/2022

 

Abstract:
Led by a premise that effective cooperative tasks play a vital role in enhancing Cognitive Engagement (CE) and task achievement in ESL/EFL teaching, this study investigates the effects of Cooperative Learning (CL) on Omani Bachelor of Education (B. Ed.) students’ CE and task achievement. This quasi-experimental study has three objectives: (i) To find out the level of awareness of CE skills required during EFL learning sessions; (ii) To examine whether there are any statistically significant differences between the mean scores of students’ responses taught through CL strategies and taught in normal setting; and (iii) To investigate whether there are significant differences among EFL students’ CE levels attributed to their gender. A total of 36 B. Ed. students were assigned to Experimental Group and Control Group with 18 students in each. Analytical results of the study found that (a) The overall CE levels of the students was low at the mean score of 2.20; (b) On statistical grounds, significant differences were found at the level of <0.01 between the mean scores of CE responses of students taught through CL and those who were taught in a normal setting; and (c) No statistically significant differences were found at the level of <0.05 between mean scores of students’ CE responses attributed to their gender. We have discussed a number of pedagogical implications emerging from the findings of this study for raising students’ awareness, enhancing teachers’ roles and responsibilities, effective task designing and developing engaging instructional materials.
Keywords: cognitive engagement, cooperative tasks, disengaged learners, effective teaching learning practices, interactive classroom experience, Omani EFL students, task achievement, task management

Cite as:   Sulaiman, M. A.A., &   Thakur, V. S.  (2022). Effects of Cooperative Learning on Cognitive Engagement and Task Achievement: A Study of Omani Bachelor of Education Program EFL Students   Arab World English Journal, 13 (1) 38- 55.
DOI: https://dx.doi.org/10.24093/awej/vol13no1.3

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Received: 11/15/2021  
Accepted: 1/29/2022 
Published: 3/24/2022
https://dx.doi.org/10.24093/awej/vol13no1.3

Dr. Moosa Ahmed Ali Suleiman earned his BA in TESOL at the University of Leeds, M.Ed. in TEFL from SQU, and Ph.D. in TESL from UMS. His doctoral work is in the field of TESL Pedagogy. Currently, he is the Director of Postgraduate Studies at Dhofar University in Salalah, Oman. His research interests include vital aspects of Socratic Questioning, Critical Thinking, TEFL/TESL Pedagogy, Pre-service & In-service Teacher Preparation, and Testing & Evaluation. (ORCid ID: https://orcid.org/0000-0002-3775-6165)

Dr. Vijay Singh Thakur, Associate Professor of English, is currently the Assistant Dean of the College of Arts and Applied Sciences at Dhofar University, Salalah, Oman. He holds a doctorate degree in Applied Sociolinguistics. His academic contributions include: 2 books, 2 jointly edited books, 35 research papers, and 22 presentations at international conferences in the fields of TESOL Pedagogy, Discourse Stylistics and Cross-Cultural Pragmatics. (https://orcid.org/0000-0002-0099-2105)