El-Ghonaimy, T. (2015). The Effectiveness of Cooperative Language Learning (CLL) In Developing EFL Students’ Oral -Micro Communicative Skills. Journal of Research in Curriculum Instruction and Educational Technology, 1(1), 201-233. doi: 10.21608/jrciet.2015.24566
Tariq El-Ghonaimy. "The Effectiveness of Cooperative Language Learning (CLL) In Developing EFL Students’ Oral -Micro Communicative Skills". Journal of Research in Curriculum Instruction and Educational Technology, 1, 1, 2015, 201-233. doi: 10.21608/jrciet.2015.24566
El-Ghonaimy, T. (2015). 'The Effectiveness of Cooperative Language Learning (CLL) In Developing EFL Students’ Oral -Micro Communicative Skills', Journal of Research in Curriculum Instruction and Educational Technology, 1(1), pp. 201-233. doi: 10.21608/jrciet.2015.24566
El-Ghonaimy, T. The Effectiveness of Cooperative Language Learning (CLL) In Developing EFL Students’ Oral -Micro Communicative Skills. Journal of Research in Curriculum Instruction and Educational Technology, 2015; 1(1): 201-233. doi: 10.21608/jrciet.2015.24566
The Effectiveness of Cooperative Language Learning (CLL) In Developing EFL Students’ Oral -Micro Communicative Skills
Faculty of Education Kafr Elsheikh University, Egypt
Abstract
T
he present study is an attempt to investigate the effectiveness of cooperative language learning (CLL) in developing the main micro-speaking skills (accuracy, fluency and pronunciation) of a 28 randomly chosen sample of ESP first year university students of Faculty of Engineering, Alexandria, Egypt. In order to achieve the purposes of this study, two instruments were used: a) a student questionnaire for identifying ESP students’ perceptions of CLL ,2) a teacher questionnaire for identifying ESP instructors’ perceptions of their students’ CLL, and c) an oral test to evaluate the level of students’ oral skills. A speaking teaching program (Rossita Stone Application, Basics+1-5) was used as an experimental intervetion. The sample was assigned to two groups (control and experimental); the latter was exposed to (CLL) whereas the formar to conventional teaching.. Findings of the study revealed that accuracy and fluency as speaking sub-skill,s improved remarkably both structurally and semantically which may be due to the learners’ ability to recognize their ideas more adequately. Pronunciation, on the other hand, was the least developed sub-skill and this could be related to their unwillingness to run the risk of imitating the native accent.
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