Developing cooperative learning in efl contents. Introduction

The Structure of Groups
The nature and construction of groups is a further issue and Cohen (1994a) cites the considerable research that shows the beneficial effects of heterogeneous groups on low-achieving students. Swing and Peterson (1982) found that in heterogeneous groups, students of low and high ability gained particularly. There is also evidence that lower achieving students benefited by interaction with higher achieving students when tasks demand higher order thinking. Tudge (1990) concluded that it was exposure to high-level reasoning that made a difference as to whether a student would learn from another of higher competence. Cohen concludes that:
'If the task is collaborative seatwork and if high-achieving students have the chance to give explanations, then heterogeneous groups will be especially beneficial for them.' She goes on to say 'the only result that seems to hold unconditionally is the benefit to the low achiever of being in a heterogeneous group as compared to a homogeneously low-achieving group.' ⁴⁰
A further meta-analysis has been produced by Lou, et al (1996) of 'within-class grouping' (1996). Lou et al set out to answer the following questions:

1. 
   How much does placing students in small groups facilitate learning?
   
2. 
   Which factors explain variability in findings?
   
3. 
   Which type of grouping is best and under what conditions?
   

The meta-analysis confirmed the positive effects of placing students in groups for learning; however the size of the effects varied. Variable findings could be accounted for due to the task, and the experience of the teacher. They found no evidence that one form of grouping was uniformly superior for promoting achievement of all students. Low ability students gained most from being placed in heterogeneous groups and in contrast average ability students gain most from being placed in homogeneous groups.
With regard to motivation of pupils Lou et al (1996) found it did not follow automatically when pupils are placed in groups and that it depended on other factors, such as assigning roles and ensuring all pupils contribute can support motivation. Smaller size teams of three to four also seemed to be most beneficial than larger groups. They also found CL, with outcome interdependence, helps facilitate small group learning as does teacher training and experience in small groups.