Cooperative Learning as a Pathway to Strengthening Motivation and Improving Achievement in an EFL Classroom

Bećirović, Senad; Dubravac, Vildana; Brdarević-Čeljo, Amna

doi:10.1177/21582440221078016

Cited by 19 publications

(21 citation statements)

References 63 publications

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“…The hypotheses that cooperative learning positively predicts students’ EFL motivation and that EFL positively predicts students’ EFL achievement were also supported. These findings are in line with other studies that previously demonstrated the significant effects of cooperative learning on students’ motivation (Alghamdy, 2019; Bećirović et al, 2022; Gashti, 2021; S. H. J. Liu & Lan, 2016; Lynn Brown, 2021; Moghaddam & Heidari, 2018; Nazari et al, 2021; Neo et al, 2012; Ning & Hornby, 2014; Quinn, 2006).…”

Section: Discussionsupporting

confidence: 92%

The Relationship Between Cooperative Learning, Cultural Intelligence, EFL Motivation and Students’ Performance: A Structural Equation Modeling Approach

Bećirović

2023

SAGE Open

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Cooperative learning, cultural intelligence and learning English as a foreign language (EFL) represent important concepts in contemporary education, particularly in a diverse environment where students need to collaborate with individuals from different cultural backgrounds. This study aimed to investigate the interrelationships among cooperative learning, cultural intelligence, EFL motivation, achievement, and grade point average (GPA). The previously developed and validated questionnaires were used for data collection, while convenience sampling was applied to select 211 participants studying at a high school level. A Confirmatory Factor Analysis was performed to determine the reliability and a Structural Equation Modeling approach was employed to test the measurement and the hypothesized model. The results showed that cooperative learning positively predicted students’ cultural intelligence and EFL motivation, which was a significant predictor of EFL achievement. Furthermore, cooperative learning negatively predicted EFL achievement, and insignificantly predicted GPA, while cultural intelligence insignificantly predicted both GPA and EFL achievement. These results may contribute to a broader understanding of the relationship between the investigated constructs, and may help instructors design effective classes that will imbed key components of cooperative learning and increase students’ motivation, cultural intelligence, and learning success.

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Section: Discussionsupporting

confidence: 92%

The Relationship Between Cooperative Learning, Cultural Intelligence, EFL Motivation and Students’ Performance: A Structural Equation Modeling Approach

Bećirović

2023

SAGE Open

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“…The study focused exclusively on the investigation of extrinsic and intrinsic motivation. In light of the correlation and evaluation, it is found that the learners are slightly more extrinsically motivated to learn English, which is in line with previous studies investigating this specific learning context (Ahmetović & Dubravac, 2021;Bećirović, Dubravac, & Brdarević-Čeljo, 2022). The reason could be the fact that English is a world language, and the ability to communicate it properly is considered a required skill in this country Dedović-Atilla & Dubravac, 2022).…”

Section: Discussion and Recommendationsupporting

confidence: 85%

“…Thus, motivation for its learning is the topic that needs to be explored. Previous studies conducted in this context showed that students are highly motivated to learn English (Ahmetović & Dubravac, 2021;Bećirović, Dubravac, & Brdarević-Čeljo, 2022;Latić & Dubravac, 2019). However, while both extrinsic and intrinsic motivation seems to be high, extrinsic dominates in this learning setting, as illustrated by Ahmetović, Bećirović and Dubravac (2020).…”

Section: Hussain Et Al (mentioning

confidence: 87%

An Exploration of Students’ Motivation in Learning English

Selimovic

2022

MAPSS

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Motivation has been recognized for some time as one of the fundamental elements that influence English language learning. The English language is considered a world language and has therefore become a necessity for many people, whether for education, employment, or the like. The ability to speak English fluently is now considered a necessary skill, especially for the younger generation, and therefore various studies have been conducted to investigate the nature of motivation. This study analyzed the sort and level of English language learning motivation (extrinsic or intrinsic) of 100 randomly chosen participants from 16 to 35+ years old in the Sarajevo Canton. A quantitative motivational survey of 15 questions based on Gardner's Attitude/Motivation Test was adapted. The data were analyzed by frequency, percentage, arithmetic mean, and standard deviation. The main results show that participants tend to be highly but extrinsically motivated to learn English. This indicates that extrinsic motivation is an important component in this group of English learners. Based on the current study findings, a few relevant and beneficial learning suggestions are proposed for the improvement and growth of the learners' motivation.

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“…These assessment activities were often conducted in group and collaborative forms. These forms are conducive in nurturing a positive attitude toward and an interest in participating in these activities (Bećirović et al, 2022; Jagger, 2013). These activities then offer a good learning experience to the learners and improve their enjoyment of the class (Alamdari & Ghani, 2022; C.…”

Section: Discussionmentioning

confidence: 99%

Exploring L2 Motivational Dynamics Among Chinese EAP Learners in an EMI Context From a Socio-cultural Perspective

2023

SAGE Open

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This paper reports the findings pertinent to the motivational dynamics in learning English for Academic Purposes (EAP), which are a part of a large-scale mixed-methods study. The study was aimed to explore the adaptation of a cohort of Chinese tertiary students when transiting to an English-as-Medium-of-Instruction (EMI) university from Chinese-medium schools in China. Data sources include a questionnaire survey and semi-structured interviews over a 10-month length of time. Analysis of the quantitative data revealed that the participants became much more strengthened in the overall and dimensional level of motivation after being engaged into EAP learning at the EMI context for two semesters. The qualitative results indicated that the consolidation of the participants’ motivation might result from the newly mediational roles of socio-cultural elements at the EMI environment pertaining to the learning discourses, cultural artifacts, important others and the study of content subjects with the target language. This study crystallizes the situationally constructed disposition of second language (L2) motivation which is responsive to context. The pedagogical implications for EAP teaching are also discussed.

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Cooperative Learning as a Pathway to Strengthening Motivation and Improving Achievement in an EFL Classroom

Cited by 19 publications

References 63 publications

The Relationship Between Cooperative Learning, Cultural Intelligence, EFL Motivation and Students’ Performance: A Structural Equation Modeling Approach

The Relationship Between Cooperative Learning, Cultural Intelligence, EFL Motivation and Students’ Performance: A Structural Equation Modeling Approach

An Exploration of Students’ Motivation in Learning English

Exploring L2 Motivational Dynamics Among Chinese EAP Learners in an EMI Context From a Socio-cultural Perspective

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