Developing cooperative learning in efl contents. Introduction

Teams-Games-Tournaments (TGT) (Devries & Edwards, 1974). In this approach, members of each group complete a drill with the computer, which is accompanied by discussion in groups and then pupils compete in teams. This process goes on for some time with the top scoring student in each team moving to a group of higher achieving students, and the bottom scoring student moving down a group. Prizes are awarded at the end of the tournament. In a comparison of classes where prizes were awarded individually against another with prizes for top scoring groups, (Devries & Edwards, 1974), the class with the combined individual and group rewards did significantly better¹⁴.
This method is complex to organize and has more limited application to different
ages of pupils and different areas of the curriculum. In addition, the introduction
of a highly competitive element in this method of CL is the subject of considerable debate, centering on the use of intrinsic rather than extrinsic rewards (Johnson and Johnson, 1989, Brown and Thomson, 2000). Johnson and Johnson found that:
'Striving for mutual benefit results in an emotional bonding with collaborators liking each other, wanting to help each other succeed, and committing to each other's well-being. These positive feelings toward the group and the other members may have a number of important influences on one's intrinsic motivation to achieve and actual productivity'.¹⁵
In contrast, in competitive individualistic situations, the motivational system promoted is predominately extrinsic reward, such as recognition for individualachievement. This key difference in introducing competition into CL is found in other forms of CL as will be discussed later.
Group Investigation - Yael and Shlomo Sharan (1994)¹⁶. In this version, CL centres on a problem-solving approach which has four elements, combined simultaneously:

1. 
   Investigation: this refers to the organisation and procedures necessary for carrying out inquiry-based learning.
   
2. 
   Interaction: this identifies the interpersonal, or social, dimension of the learning process.
   
3. 
   Interpretation: this occurs between group members and on an individual cognitive level, as the pupils co-construct knowledge. Individuals' understanding is enhanced by joint interpretation.
   
4. 
   Intrinsic motivation: this refers to the engagement and emotional involvement of pupils in the topic. The goal is to trigger personal interest in the subject and thus motivated to carry out the task.
   

This approach encourages higher-order thinking skills by comparing, contrasting and integrating a range of ideas, concepts and findings. Pupils are encouraged to take an active part in planning their learning goals and thus gain more ownership over the learning.
The stages in which this approach is carried out are as follows:
Stage 1: Class decides on subtopics and organises into research groups
Stage 2: Groups plan their investigations
Stage 3: Groups carry out their investigations
Stage 4: Groups plan their presentations
Stage 5: Groups make their presentations
Stage 6: Teacher and pupils evaluate their projects
A study by Sharan & Shachar (1988) where the teachers used the method for several months before beginning to research the impact, found very large positive effects¹⁷.
This approach is suitable for open-ended problem-solving tasks and requires a clearly staged approach which could be highly suitable for some curriculum areas. There are, however, limitations in the age groups for which this is suitable, as it requires pupils to take considerable responsibility for deciding how to go about their learning.