Cooperative Learning in Higher Education ESL Classrooms: A Narrative Review of Techniques, Effectiveness, and Challenges
DOI:
https://doi.org/10.59890/ijaer.v3i6.161Keywords:
Cooperative learning (CL), Jigsaw, Think-Pair-Share (TPS), Student Teams–Achievement Divisions (STAD), Group investigation (GI)Abstract
This narrative review examines the effectiveness of cooperative learning methods in ESL classrooms and the challenges teachers face when implementing them through analyzing and integrating diverse sources such as empirical studies, review papers, scholarly publications, instructional materials, and research reports. It focuses on Jigsaw, Think-Pair-Share (TPS), Student Teams–Achievement Divisions (STAD), Group Investigation (GI), and Round Robin (RB), all of which promote active, student-centered learning through collaboration and engagement. Jigsaw and GI enhance critical thinking and comprehension through inquiry and peer teaching, with Jigsaw being more structured and GI allowing greater student autonomy. TPS and RB develop speaking skills and confidence, with TPS building ability gradually and RB encouraging fluency and quick responses. STAD combines teamwork with individual accountability via quizzes. Common challenges include unequal participation, classroom management issues, time constraints, language barriers, and limited resources. Effective implementation requires careful planning, clear instructions, active guidance, and a supportive environment. When applied thoughtfully, these strategies foster both cognitive and communicative skills, helping ESL learners improve language proficiency, collaboration, and critical thinking.
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