Author :
Abstract
Keywords
Abstract
Cooperative Language Learning is highly suitable for English language teaching due to its focus on group interaction and its assumption that students learn better within a group; indeed, concepts such as student interaction, collaboration, communication, and negotiation of meaning are frequently emphasized in English language teaching. However, difficulties in grouping students, the inability to conduct comprehension as desired, and problems encountered by teachers such as material development and time management are some of the issues encountered in the literature regarding the application of Cooperative Language Learning. In addition, given that technology is present in every aspect of life and education benefits from technology in many ways, the question of how integration should be carried out arises. The procedure part is designed to address the criticisms directed at Cooperative Language Learning by proposing an application that combines Cooperative Language Learning, technology, and a learning style-based grouping approach. The aim of this study is to understand participants’ attitude towards Cooperative Language Learning and their opinions about the experience of cooperation and technology use after the Sample Procedure. The participants are first class ITE (Initial Teacher Education) students currently attending ELT (English Language Teaching) Department of a State University. The results indicate that learner characteristics and group responsibilities are critical elements for success. Finally, it is possible to note down in line with the responses that there was a very low resistance to Cooperative Teaching method only with few negative mentions as the challenges resulting from malpractices.