Integrating Cooperative Learning Efl Classes: Perceptions, Challenges, And Best Practices
Résumé: Abstract This study explores the integration of cooperative learning in English as a Foreign Language (EFL) classes at Abbes Laghrour University of Khenchela, specifically targeting third-year English students. We aimed to identify the challenges, limitations, and effective practices of cooperative learning through a mixed-method research design. We administered questionnaires to a sample of forty (40) third-year students and conducted qualitative interviews with four (4) EFL teachers from the university. The quantitative and qualitative data were thoroughly analyzed to understand the participants' views. The findings indicate that both students and teachers recognize the significant benefits of cooperative learning, particularly its ability to enhance academic performance and foster collaboration. These insights highlight the potential of cooperative learning to improve language proficiency and increase student engagement in EFL settings. Recommendations have been proposed to enhance cooperative learning strategies for optimizing educational outcomes in language learning environments.
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