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- W3200540825 abstract "Cooperative learning (CL) has been used in theteaching of English as a second and as a foreign language (ESL/EFL)to promote both cognitive and non-cognitive gains. However, littleis understood about how CL enhances ESL/EFL learning. Aninvestigation on this phenomenon was carried out in Indonesiansecondary school classrooms, focusing on the enactment of one CLprinciple: individual accountability. Qualitative case study,involving two EFL teachers' classrooms, emphasizing the teachersand four focal students, was employed to explore the role of thisCL principle in enhancing the EFL learning. Cultural-HistoricalActivity Theory (CHAT) and Interaction Hypothesis were utilized astheoretical frameworks. CHAT was used to make sense of individualaccountability in CL as an object-oriented activity in an activitysystem. Interaction Hypothesis was employed to see the contributionof this activity in enhancing the EFL learning. Data were gatheredthrough multiple data collection strategies. The study identifiedseven roles of individual accountability in CL that helped enhancethe EFL learning as evidenced by the availability of comprehensibleinput, interaction, negotiation for meaning, and comprehensibleoutput for the secondary school EFL learners. By performing theirindividual accountability in CL, the EFL learners: 1) gainedlearning experience as mandated by the curriculum, 2) presented thepreviously thought about, discussed, and learned information topeers, 3) had more opportunities to use the target language, 4) hadmore opportunities to interact with peers, 5) gave and receivedvocabulary help, 6) had access to pronunciation, and 7) gainedconfidence to speak in the target language. The study also foundthat due to a few missed steps in the use of some selected CLstructures, the EFL learners: 1) did not always present their shareof work, 2) presented their work without preparation, and 3) hadpeer preference. These findings suggest the need for improvingteachers' understanding of CL, including mastering and followingthe procedures in selected CL structures, and thus this studybuilds an understanding of the importance of support from thesocial environment for achieving an effective CL implementation.This study also proposes implications for practice, policy,research, and directions for future research." @default.
- W3200540825 created "2021-09-27" @default.
- W3200540825 creator A5053952788 @default.
- W3200540825 date "2016-01-01" @default.
- W3200540825 modified "2023-09-24" @default.
- W3200540825 title "I can teach them; they can teach me: the role ofindividual accountability in cooperative learning in Indonesiansecondary school EFL classrooms" @default.
- W3200540825 hasPublicationYear "2016" @default.
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