Implementing Cooperative Learning in Algerian Middle School EFL Classes: Some Potential Problems and Solutions.



Cooperative learning (CL) is believed to have positive effects on learners as it improves their academic achievement and their social skills. Yet, despite its widespread acceptance and proven efficacy, CL implementation has not received the attention and consideration it deserves in many schools across Algeria. This study explores and discusses some major problems inherent to CL practice and enactment in EFL classes at the middle school level in  Algeria, and provides some solutions to enhance pupils’ learning in two selected rural middle schools within the region of Tizi-Ouzou. Two classes: 2M3 from Boudjima and 4M2 from Tizi Rached together with their teachers were chosen for the empirical aspect. The study adopts a qualitative approach; while its method is descriptive and exploratory in nature. The main instrument used for data collection is classroom observation. As for data analysis, Qualitative Content Analysis is used as a relevant method of inquiry. Results indicate that CL at the middle school is poorly implemented as EFL teachers lack adequate preparation, knowledge of and familiarity with CL, and this implies that much professional training is highly required to overcome these impediments.

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