A Review of Cooperative Learning in Chinese College English Classroom Teaching
Abstract
In many parts of college English instruction, cooperative learning (CL) has been used; it has numerous benefits, and many professors and students in China prefer it. However, despite the extensive use of CL in college English classes, there are still multiple issues and dilemmas. More research into its practical application is required to reap the benefits of CL and enhance students' holistic development. The key results of a review of CL include that teachers must comprehend students' genuine requirements and the issues they face in learning and give full play to the role of teachers' effective intervention in both online and offline CL.
References
Artzt, A. F., & Newman, C. M. (1990). Implementing the standards: Cooperative learning. The Mathematics Teacher, 83 (6), 448-452. https://doi.org/10.5951/MT.83.6.0448
https://doi.org/10.5951/MT.83.6.0448
Bao, X. L. (2014). The dilemma of professional development of college English teachers and its breakthrough approaches. Education and Vocation, 98 (30), 87-88. https://doi.org/10.13615/j.cnki.1004-3985.2014.30.038
Cai, H. Q. (2005). On the role orientation of teachers in cooperative learning. Education Exploration, 25 (1), 32-33.
Gao, Y. (2001). Classification, research and classroom application of cooperative learning. Education Review, 17 (2), 14-17.
Hao, X. L., & Shang, Y. L. (2010). Problems and countermeasures of cooperative learning in college English teaching. Overseas English, 11 (6), 56-57.
Hennessey, A., & Dionigi, R. A. (2013). Implementing cooperative learning in Australian primary schools: Generalist teachers' perspectives. Issues in Educational Research, 23 (1), 52-68.
Huang, L. N. (2021). Construction of college English blended teaching mode based on online platform. Journal of Jilin TV and Radio University, 34 (1), 22-24.
Johnson, D. W., & Johnson, R. T. (1999). Making cooperative learning work. Theory into Practice, 38 (2), 67-73. https://doi.org/10.1080/00405849909543834
https://doi.org/10.1080/00405849909543834
Johnson, D. W., & Johnson, R. T. (2002). Learning together and alone: Overview and meta-analysis. Asia Pacific Journal of Education, 22 (1), 95-105. https://doi.org/ 10.1080/0218879020220110
https://doi.org/10.1080/0218879020220110
Kyndt, E., Raes, E., Lismont, B., Timmers, F., Cascallar, E., & Dochy, F. (2013). A meta-analysis of the effects of face-to-face cooperative learning. Do recent studies falsify or verify earlier findings? Educational Research Review, 10, 133-149. https://doi.org/10.1016/j. edurev.2013.02.002
https://doi.org/10.1016/j.edurev.2013.02.002
Light, P. H., & Mevarech, Z. R. (1992). Cooperative learning with computers: An introduction. Learning and Instruction, 2 (3), 155-159. https://doi.org/10.1016/0959-4752(92)90006-8
https://doi.org/10.1016/0959-4752(92)90006-8
Qiu, H. M. (2021). Study on the common problems and solutions of group cooperative learning in junior high school English teaching. Exam Week, 15 (28), 103-104.
Sharan, Y. (2010). Cooperative learning for academic and social gains: Valued pedagogy, problematic practice. European Journal of Education, 45 (2), 300-313. https://doi.org/10.1111/j.1465-3435.2010. 01430.x
https://doi.org/10.1111/j.1465-3435.2010.01430.x
Sharan, Y. (2014). Learning to cooperate for cooperative learning. Annals of Psychology, 30 (3), 802-807. https://doi.org/10.6018/analesps.30.3.201211
https://doi.org/10.6018/analesps.30.3.201211
Slavin, R. E. (2014). Cooperative learning and academic achievement: Why does groupwork work? Annals of Psychology, 30 (3), 785-791. http://doi.org/10.6018/ analysis.30.3.201201
https://doi.org/10.6018/analesps.30.3.201201
Sun, Y. X., Qu, H. M., & Chen, J. H. (2018). The application of cooperative learning in college English teaching. Industrial & Science Tribune, 17 (22), 145-146.
Vermette, P. (1994). Four fatal flaws: Avoiding the common mistakes of novice users of cooperative learning. The High School Journal, 77 (3), 255-260.
Wang, T. (1996). The basic idea of cooperative teaching. Bulletin of Chinese Language Teaching, 19 (9), 53.
Wang, T. (2002). On the basic idea of cooperative learning. Educational Research, 24 (2), 68-72.
Wang, T. (2003). On the contribution of teaching theory of cooperative learning. Curriculum, Teaching Material and Method, 23 (8),16-20. https://doi.org/10.19877/j.cnki.kcjcjf.2003.08.005
Wintzer, M. (1995). Educational psychology in the Canadian classroom. New Jersey: Prentice-Hall, 36-48.
Wu, L. N. (2019). Application of cooperative learning in college English Teaching. PR Magazine, 15 (11), 74-75. https://doi.org/10.16645/j.cnki.cn11-5281/c.2019.11.047
Yan, F. (2015). Teachers' role in group cooperative learning under the background of new curriculum reform. Education for Chinese After-school (Theory), 9 (29), 102.
Yang, Y. S. (1997). Cooperative learning and development of children's analogical reasoning ability. Forward Position, 19 (10), 51-54.
Zheng, Y. X., & Liu, X. C. (2016). A comparative study of cooperative learning theory between China and Japan-take Wang Tan and Sato's theory as an example. The In-service Education and Training of School Teachers, 33 (3), 75-78.
Copyright (c) 2022 UNIMAS Publisher
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Copyright Transfer Statement for Journal
1) In signing this statement, the author(s) grant UNIMAS Publisher an exclusive license to publish their original research papers. The author(s) also grant UNIMAS Publisher permission to reproduce, recreate, translate, extract or summarize, and to distribute and display in any forms, formats, and media. The author(s) can reuse their papers in their future printed work without first requiring permission from UNIMAS Publisher, provided that the author(s) acknowledge and reference publication in the Journal.
2) For open access articles, the author(s) agree that their articles published under UNIMAS Publisher are distributed under the terms of the CC-BY-NC-SA (Creative Commons Attribution-Non Commercial-Share Alike 4.0 International License) which permits unrestricted use, distribution, and reproduction in any medium, for non-commercial purposes, provided the original work of the author(s) is properly cited.
3) The author(s) is/are responsible to ensure his or her or their submitted work is original and does not infringe any existing copyright, trademark, patent, statutory right, or propriety right of others. Corresponding author(s) has (have) obtained permission from all co-authors prior to submission to the journal. Upon submission of the manuscript, the author(s) agree that no similar work has been or will be submitted or published elsewhere in any language. If submitted manuscript includes materials from others, the authors have obtained the permission from the copyright owners.
4) In signing this statement, the author(s) declare(s) that the researches in which they have conducted are in compliance with the current laws of the respective country and UNIMAS Journal Publication Ethics Policy. Any experimentation or research involving human or the use of animal samples must obtain approval from Human or Animal Ethics Committee in their respective institutions. The author(s) agree and understand that UNIMAS Publisher is not responsible for any compensational claims or failure caused by the author(s) in fulfilling the above-mentioned requirements. The author(s) must accept the responsibility for releasing their materials upon request by Chief Editor or UNIMAS Publisher.
5) The author(s) should have participated sufficiently in the work and ensured the appropriateness of the content of the article. The author(s) should also agree that he or she has no commercial attachments (e.g. patent or license arrangement, equity interest, consultancies, etc.) that might pose any conflict of interest with the submitted manuscript. The author(s) also agree to make any relevant materials and data available upon request by the editor or UNIMAS Publisher.
