Developing cooperative learning in efl contents. Introduction

Team-Assisted Individualisation or Team-Accelerated Instruction (TAI )
TAI was designed by Robert Slavin (1985) to combine the motivational aspect of group rewards with an individualised instruction programme appropriate for the level for each pupil. This method consists of small heterogeneous groups with each pupil working on an individualized unit of work. Team members check each other's answers and help each other to take a test through discussion and peer tutoring. Team scores are then compiled from average marks over a period with teams whose scores reach a certain level, receiving a group reward in the form of a certificate. Six studies reported by Slavin (1996) all found statistically significant positive effects on comprehension, or in mathematics tests, using this method.
This method provides a bridge from paired to small group work, and requires considerable interpersonal and small group skills from pupils, to work effectively. In addition, the contentious aspect of competition between groups is introduced.
The Structural Approach - Spencer Kagan (1994)²³. Kagan has devised structures, or social interaction sequences, which enable the teacher to transform existing lessons into a cooperative format by using simple strategies. These strategies, or structures, are content-free mechanisms and widely transferable across the curriculum, an example being, think-pair-share, where pupils are asked a question, given time to think; then they discuss with a partner before sharing with the class. Another example is 'numbered heads' where each member of the team is given a number and then they are asked to find the answer to a particular question or problem. After an allotted time, the teacher selects one member of the team by calling out a number, to explain the answer. In this way every member of the team has to be prepared to answer and is encouraged to contribute to the team.
He identifies six primary purposes for the structures:
(i) class-building
(ii) team-building
(iii) communication
(iv) information-sharing
(v) mastery
(vi) concept development/thinking skills
Kagan has also developed a particular cooperative learning strategy called 'Co­op Co-op' which was designed for training teachers. This involves training in the basic principles and philosophy followed by steps which resemble the Group Investigation approach (Sharan and Sharan, 1994). One difference is that the teams work together to produce something that is of benefit to the whole class. The method is designed to be flexible, although it is easiest to use with university level students. This adaptation has not been extensively researched, however, other than ascertaining predominately positive responses from students who have used it.
Kagan's structural approach presents many benefits, principally to the wide application across the curriculum. Kagan has also identified particular advantages in improved ethnic relations (Kagan et al, 1985b) from this approach. For many of the structures, these can be applied across the age ranges. The author's research has reinforced this (2007), however, there is a danger that teachers use a number of the structures without understanding the key elements of CL, or ensuring that the necessary small group skills are in place. In this case, CL has very limited benefits.