Developing cooperative learning in efl contents. Introduction

(2) Inter-personal relationships. Over 180 studies have been conducted since the 1940s (Johnson and Johnson, 1989) which have shown that CL experiences promote greater inter-personal skills. In (1983) Johnson et al found that cooperative learning supported interpersonal skills amongst students from different ethnic groups, and mixed ability and disability. They then focused on variables that impact on cooperative learning and achievement. Johnson and Johnson (1985) identified eleven variables that impact on cooperation, productivity and inter-personal attraction. These variables were grouped into three clusters: cognitive process variables (i.e. quality of learning), social variables (i.e. mutual support among group members), and instructional variables (i.e. type of task). While the effect of each of these variables, requires further verification, it did suggest that the processes may promote higher achievement and liking amongst students, including, managing controversy, time on task, sharing and processing information, peer support, peer group involvement in learning, interaction between students of different ability, perceived psychological support, positive attitudes to subject areas and perceptions of fairness of assessment.
Blatchford et al (2005) also found particularly in Key Stage 2 advantages in reducing differences between boys and girls of different ability levels in contributions to group work.
(3) Psychological health and social competence. Working co-operatively with peers and valuing co-operation results in greater psychological health, higher self-esteem and greater social competencies than competing with peers or working independently (Johnson and Johnson, 1983, Johnson and Johnson, 1997). Jordan and Metais (1997) found given training in social skills, pupils demonstrated greater social interactions and that the interpersonal relationships of previously isolated students improved. Gillies (2003) analysis of five studies showed that provided small group work is carefully structured to promote effective cooperation, that over time and with practice the 'more cohesive the groups became as members strove to facilitate each other's learning' ²⁷.
CL is becoming one of the greatest and most widely educational practices in almost every school, college, and university because research has shown that it is a pedagogical instruction with numerous positive effects on students' academic and social achievement as well as on their psychological well-being (Kagan, 1994). For instance, Long and Porter (1985; cited in Paulston and Britanik, 1995: 79) admit that group work results in: "(1) increasing the quantity of language practice opportunity; (2) improving the quality of student talk; (3) creating a positive affective climate in the classroom; (4) individualising instruction; and (5) increasing student motivation." Almost all educational theorists (Johnson et al., 1994; Arnold, 1999; Slavin, 1983, 2006; Gillies and Ashman, 2003; Gillies et al., 2008; Roberts, 2004, 2005) who have carried out experiences on group work instruction summed up the most important benefits of CL, if implemented appropriately, in the following nine points: reducing anxiety, fostering higher order and critical thinking skills, increasing students' retention, promoting interaction, developing communication skills, elaborating social interaction skills, increasing motivation, building student self-esteem and self-confidence, and promoting higher academic achievement, class attendance, and positive attitudes.²⁸