[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-591817-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-591817-en":131},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","cooperative-learning-in-english-language-classrooms-teachers-perceptions-and-actions","Cooperative Learning in English Language Classrooms - Teachers’ Perceptions and Actions","","Study investigating teachers’ perceptions and practices of cooperative learning (CL) in English language classrooms. Conducted with 46 teachers (34 females, 12 males) from 10 Mekong delta schools in Vietnam (7 senior and 3 junior secondary), all having used CL for at least two years before participation. Data collected through questionnaires (50 Likert-scale items) and interviews with six participants. Findings indicate predominantly positive perceptions and good understanding (M=4.3, SD=.479), with recurring barriers including large class size, classroom noise, and difficulties maintaining control. Teachers also propose practical promotion strategies: assigning clear student roles, structuring learning activities, and closely monitoring groups.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/cooperative-learning-in-english-language-classrooms-teachers-perceptions-and-actions/591817/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/cooperative-learning-in-english-language-classrooms-teachers-perceptions-and-actions/591817.png","ImageObject",300,407,{"name":42,"@type":43},"Dipper","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",11,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What was the purpose of the study on cooperative learning in English classrooms?","Question",{"text":63,"@type":64},"The study aimed to examine teachers’ perceptions and their classroom practices for promoting cooperative learning, as well as the difficulties teachers faced when applying it.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How were data about teachers’ perceptions and practices collected?",{"text":68,"@type":64},"Teachers completed a 50-item Likert-scale questionnaire, and six participants were interviewed to gain deeper insight into their cooperative learning practices and challenges.",{"name":70,"@type":61,"acceptedAnswer":71},"What difficulties did teachers report when applying cooperative learning?",{"text":72,"@type":64},"Teachers commonly identified large class size, noise in the classroom, and challenges in losing control of the class as regular barriers to implementation.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},591817,1792210878,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,100,105,110,115,120,123,127],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":93,"slug":94},70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":112,"show_sort_weight":113,"slug":114},8,"Research & Report",30,"research-report",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":117,"show_sort_weight":118,"slug":119},9,"Religion & Spirituality",20,"religion-spirituality",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":121,"show_sort_weight":118,"slug":122},"World Cup","world-cup",{"id":124,"doc_module":4,"doc_module_name":25,"category_name":125,"show_sort_weight":124,"slug":126},10,"Lifestyle","lifestyle",{"id":128,"doc_module":4,"doc_module_name":25,"category_name":129,"show_sort_weight":96,"slug":130},19,"General","general",{"code":4,"msg":82,"data":132},{"doc_id":79,"user_id":133,"nickname":42,"user_avatar":134,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":118,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":103,"preview_page_count":4},1374404997633,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Cooperative Learning in English Language Classrooms: Teachers’ Perceptions and Actions  \nCang Nguyen  \nPhD, Kien Giang University, Vietnam, [ntcang@vnkgu.edu.vn](ntcang@vnkgu.edu.vn)  \nThai Trinh  \nMA, Kien Giang University, Vietnam, [tkthai@vnkgu.edu.vn](tkthai@vnkgu.edu.vn)  \nDiem Le  \nMA, Kien Giang University, Vietnam, [ltkdiem@vnkgu.edu.vn](ltkdiem@vnkgu.edu.vn)  \nThong Nguyen  \nMA, Kien Giang University, Vietnam, [nvthong@vnkgu.edu.vn](nvthong@vnkgu.edu.vn)  \nThis study aimed to investigate teachers’ perceptions and practices of cooperative learning (CL) in English language classrooms. It was conducted with the participation of 46 teachers (34 females and 12 males) from 10 schools (7 senior and 3 junior secondary schools) in a city in the Mekong delta – Vietnam. All the participants had used CL in their classroom at least two year before they participated in the study. To find out teachers’ perceptions of CL in English language classrooms, the study used questionnaires and interviews. The questionnaire consisting of 50 items was designed based on Likert scale aiming at collecting data about their perceptionsand practices to promote CL in their classrooms. The interviews with six of the participants were conducted to obtain more insightful understanding of cooperative learning and how they practiced promoting cooperative learning and difficulties they had when they applied it in their classrooms. The results show that most of the investigated teachers had positive perceptions of applying cooperative learning, especially they had good understanding of it (M=4.3, SD=.479) . Regarding difficulties the teachers had, the results showed that the big class size, the noise and class control losing were claimed to be regular barriers. Besides, they also offered some ways to promote cooperative learning in English classrooms including clearly assigning roles for students, setting the stage for learning and closely monitoring the groups.  \nKeywords: teachers’ perceptions, teachers practices, cooperative learning, English classrooms, promoting cooperative learning  \nINTRODUCTION  \nEnglish has been widely taught as a compulsory subject in most educational institutions in Vietnam, from primary schools to tertiary institutions (Nguyen et al., 2014) . This indicates that proficiency in the English language is important and everyone should learn to master English skills in order to achieve their own goal. However, it has been observed that it is difficult for Vietnamese students to communicate in English, although they have studied at least 7 years in the general education level. The phenomenon is caused by many factors including uninteresting teaching style; insufficient time for communicative activities; grammar-driven teaching; unreasonable time-management, unclear instructions, large class sizes; teachers’ limited ability in classroom organization, unequal students’  \nCitation: Nguyen, C., Trinh, T., Le, D., & Nguyen, K. (2021) . Cooperative learning in English language classrooms: teachers’ perceptions and actions. Anatolian Journal of Education, 6(2), 89-108.  \n[https://doi.org/10.29333/aje.2021.628a](https://doi.org/10.29333/aje.2021.628a)  \nEnglish levels; inadequate lesson preparation; teachers’ limited use of teaching aids and technology, and students’ lack of confidence in using oral English in class activities (Nguyen et al., 2014) .  \nIn classroom environment, it is increasingly important for teachers to diversify their classroom instructions with different methods to teach each lesson in order to find out better methods which meet students’ differences and encourage them develop their potential skills. Cooperative learning is likely to be one of the good ways to get such aims. It is considered to be an effective method to improve teaching and learning processes in the classroom (Johnson & Johnson, 1999) . Slavin (2011) stated that cooperative learning is one teaching strategy that has been utilized to meet today’s demands.  ","cbCairx7o18OieGW","https://ap.wps.com/l/cbCairx7o18OieGW","pdf",377347,"English","# Introduction\n## What is cooperative learning?\n## Research questions","[{\"question\":\"What was the purpose of the study on cooperative learning in English classrooms?\",\"answer\":\"The study aimed to examine teachers’ perceptions and their classroom practices for promoting cooperative learning, as well as the difficulties teachers faced when applying it.\"},{\"question\":\"How were data about teachers’ perceptions and practices collected?\",\"answer\":\"Teachers completed a 50-item Likert-scale questionnaire, and six participants were interviewed to gain deeper insight into their cooperative learning practices and challenges.\"},{\"question\":\"What difficulties did teachers report when applying cooperative learning?\",\"answer\":\"Teachers commonly identified large class size, noise in the classroom, and challenges in losing control of the class as regular barriers to implementation.\"}]","Cooperative Learning in English Language Classrooms - Teachers’ Perceptions and Actions | PDF",1792073273]