Exploring the Impact of Think-Pair-Share Cooperative Learning Strategy on English Language Acquisition and Academic Performance of ESL Students in Pakistan
##plugins.themes.academic_pro.article.main##
Abstract
English is a global language that is widely used for communication, education, and business purposes. However many students who are learning English as a foreign language face various challenges and difficulties in acquiring and using the language effectively. One of the possible solutions to overcome these challenges is to use think-pair-share cooperative learning as an instructional method in language classes. Think-pair-share is a simple and widely used cooperative learning method that can be easily implemented in classroom settings. The main purpose of this study is to investigate the objective: the think-pair-share cooperative learning affects the English language proficiency, motivation, engagement, retention, and fluency of ESL students. The think-pair-share cooperative learning influences the academic achievement, oral communication, self-management, and leadership skills of ESL students. The study uses the mix-methods approach. The participants were 60 ESL students from two classes in a secondary school in Sialkot, Pakistan. They were randomly assigned to the experimental group, which received think-pair-share cooperative learning, and the control group, which received traditional teacher-centered instruction. The data were collected through pre-tests and post-tests of English language proficiency and academic achievement, as well as questionnaires on students’ perceptions and attitudes towards think-pair-share cooperative learning. The results show that the experimental group also reported higher levels of motivation, engagement, retention, fluency, and collaboration skills than the control group. The findings suggest that think-pair-share cooperative learning enhances English language learning and academic achievement of ESL students.
##plugins.themes.academic_pro.article.details##
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
Burns, A. (2010). Doing Action Research in English Language Teaching. New York: Routledge Completely Revised and Updated. London: Addison Wessley Longman.
Burns, A. (2017). Research and the teaching of speaking in the second language classroom. Retrieved from https://www.taylorfrancis.com/chapters/edit/10.4324/9781315716893-18/research-teaching-speaking-second-language-classroom-anne-burns
Cahyani, F. (2018). The use of Think Pair Share technique to improve students’ speaking performance. Research in English and Education (READ), 3, 76-90.
Dini A. (2016). Teaching Speaking Through Think Pair Share Technique. JEEP (Journal of English Education Program, 3(1), 212-225.
Felder, R. M., & Rebecca B. (2007). Cooperative Learning. In P.A. Mabrouk (ed), Active Learning: Models from the analytical sciences (pp.34- 53). Washington, DC: American Chemical Society.
Goh, C. C. M., & Burns, A. (2012). Teaching speaking: A holistic approach. New York: Cambridge University Press.
Lyman, F. (1981). The responsive classroom discussion: The inclusion of all students. In A. Anderson (Ed.), Mainstreaming digest (pp. 109-113). College Park, MD: University of Maryland College of Education
McTighe, J., & Lyman Jr, F. T. (1988). Cueing thinking in the classroom: The promise of theory-embedded tools. Educational Leadership, 45(7), 18-24.
Olsen, R., & Kagan, S. (1992). About cooperative learning. San Juan Capistrano, CA: Resources for Teachers, Inc.
Smith, J. A., Johnson, M. B., & Khan, R. (Year).Enhancing ESL Education through Think-Pair-Share Cooperative Learning. Journal of Language Education, 25(3), 123-145.
Stenlev, J. (2003). Cooperative Learning in Language Teaching. Educational Researcher, 19, 2-14.
Zarei, A. A., &Gilanian, M. (2013).The effects of think-pair-share technique on EFL learners’ speaking skill. Procedia-Social and Behavioral Sciences, 93, 1390-1394.