[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-589157-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-589157-en":130},{"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","the-effectiveness-of-cooperative-learning-in-developing-grammar-skills","THE EFFECTIVENESS OF COOPERATIVE LEARNING IN DEVELOPING GRAMMAR SKILLS","","The article reports experimental findings on how cooperative learning influences grammar skills. The study compares two interaction modes—pair work and group work—assessing their effect on learners’ accuracy. Conducted in the first term of the 2020–2021 academic year (September–October), it involved 23 third-year students split into two groups. The research uses quantitative and qualitative methods, concluding that both modes support improved accuracy, with no statistically significant difference between them.",{"@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/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/the-effectiveness-of-cooperative-learning-in-developing-grammar-skills/589157/",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/the-effectiveness-of-cooperative-learning-in-developing-grammar-skills/589157.png","ImageObject",300,407,{"name":42,"@type":43},"Nguyễn Văn Học","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the study’s main aim?","Question",{"text":63,"@type":64},"The study examines whether pair work and group work help students practice grammar and whether the two interaction modes differ in impact on grammar performance.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was the experiment designed?",{"text":68,"@type":64},"The experiment included three phases: pre-experiment testing, teaching, and post-experiment testing, using both quantitative and qualitative methods.",{"name":70,"@type":61,"acceptedAnswer":71},"What did the results show about pair work vs. group work?",{"text":72,"@type":64},"Both pair work and group work were supported as effective for promoting accuracy, but no statistically significant difference was found between the two modes.","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},589157,1792188542,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"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":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"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":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":123,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144,"preview_page_count":4},1374402739827,"https://ap-avatar.wpscdn.com/avatar/14000c97e7351f1a627?x-image-process=image/resize,m_fixed,w_180,h_180&k=1787885694763230660","DOI:10.20535/2410-8286.239888  \nTHE EFFECTIVENESS OF COOPERATIVE LEARNING IN DEVELOPING GRAMMAR  \nSKILLS  \nNataliia Odehova, Yuliia Nevska, Viktoriia Perlova  \nH.S. Skovoroda Kharkiv National Pedagogical University, Kharkiv, Ukraine  \n[dushka2015@gmail.com](dushka2015@gmail.com)  \nThe article presents the results of the experimental enquiry aimed at studying the impact of cooperative learning on improving grammar skills. The research focused on two interaction modes – pair work and group work, which were compared in terms of their potential to address accuracy. The experiment was carried out in the first term of the 2020-2021 academic year (September-October) . The participants included 23 third-year students of the Foreign Philology Faculty of H. S. Skovoroda Kharkiv National Pedagogical University and constituted two academic groups, with one being offered pair-work activities and the other working in small groups. The experimental study comprised three phases: pre-experiment testing, teaching, post-experiment testing. Both quantitative and qualitative methods were used. The results demonstrate the validity of the assumption about the efficacy of pair work and group work in promoting accuracy, at the same time indicating no statistically significant difference between the two modes. The presented evidence suggests that grammar instruction can clearly benefit from incorporating both pair work and group work into classroom practices, however further research might be advisable to maximize the effectiveness of these interaction patterns by refining the procedure involved and improving students’ cooperative learning skills.  \nKeywords: cooperative learning; pair work; group work; accuracy; grammar skills.  \nIntroduction  \nThe primary task of present-day English language teaching (ELT) methodology is to ensure that the teaching-learning process enables students to engage in meaningful communication. To that end, teachers are encouraged to regularly employ pair work (PW) and group work (GW) in the ELT classroom. Extensive research has been carried out on the effects of PW and GW in relation to language fluency. By contrast, accuracy is not generally associated with these interaction patterns. In this paper, we endeavour to find out whether PW and GW are conducive to practising grammar and if there is any noticeable difference in terms of the impact each interaction mode exerts on students’ grammar performance.  \nThe issue of using PW and GW in foreign language classes has been attracting the attention of methodologists and teachers for a number of decades now. The fact can be explained by certain reasons, the most fundamental of which is that both patterns of interaction are called to realize cooperative learning that is“doing with others”(Herrmann, 2013; Yavuz & Arslan, 2018) . The main conception of cooperative learning is cooperation which “exists when individuals work together in a group in order to promote both their individual learning outcomes as well as the learning outcomes of their peers” (Herrmann, 2013, p. 175) . Cooperative learning is strongly associated with the Communicative Approach to teaching foreign languages and has some considerable advantages in comparison to learning a foreign language by doing activities individually.  \nOne of the most important characteristics of cooperative learning is its ability to provide a natural environment, which contributes to the development of interpersonal skills (Gilbert, 2021; Hsiung, 2012; Zarrabi, 2016). It is claimed that “higher level thinking skills are developed by cooperative learning”(Laal & Ghodsi, 2012, p. 488) because when working in groups, students learn how to solve problems, receive immediate feedback and respond to questions and comments (Laal & Ghodsi, 2012) .  \nThe primary condition that contributes to the realisation of cooperative learning is the involvement of two or more participants in the solution of the same task, which allows one to consider PW and ","cbCaiiYgCAZ0H3Vf","https://ap.wps.com/l/cbCaiiYgCAZ0H3Vf","pdf",443133,"English","# Introduction\n## Aim of the study\n## Cooperative learning and interaction modes\n## Role of social interdependence","[{\"question\":\"What is the study’s main aim?\",\"answer\":\"The study examines whether pair work and group work help students practice grammar and whether the two interaction modes differ in impact on grammar performance.\"},{\"question\":\"How was the experiment designed?\",\"answer\":\"The experiment included three phases: pre-experiment testing, teaching, and post-experiment testing, using both quantitative and qualitative methods.\"},{\"question\":\"What did the results show about pair work vs. group work?\",\"answer\":\"Both pair work and group work were supported as effective for promoting accuracy, but no statistically significant difference was found between the two modes.\"}]","THE EFFECTIVENESS OF COOPERATIVE LEARNING IN DEVELOPING GRAMMAR SKILLS | PDF",1792066662,25]