EFFECTIVENESS OF COOPERATIVE TEACHING METHODS ON STUDENTS’ SPEAKING SKILL IN ENGLISH LANGUAGE IN SOKOTO METROPOLIS, SOKOTO, NIGERIA

Armiya’u Malami Yabo

Abstract


The study investigates the effectiveness of cooperative teaching methods on students’ speaking skill in English language in Sokoto Metropolis, Sokoto State, Nigeria. English Achievement tests were used for the study. A hypothesis was formulated to guide this study. Quasi-experimental pre-test/post-test control group design was adopted for this study. A sample of fifty (70) students in Junior Secondary School classes was drawn in one secondary school in Sokoto Metropolis through the availability sample technique and simple random sampling. A self-developed questionnaire was used in generated the data from the respondents and data was analysed using descriptive mean and standard deviation while inferential statistics of analysis of covariance (ANCOVA).The findings observed there is a significant effect on students’ speaking skill in English language when taught using cooperative teaching methods (P<0.05). The study revealed that cooperative teaching methods are a good method of teaching students’ speaking skill in English language. Therefore, it recommended that teachers should be encouraged the use cooperative learning to assess their students in schools because it involves teamwork which is linked to self-direction and boost confidence..

 

Article visualizations:

Hit counter


Keywords


cooperative teaching methods, speaking skills, students, and English language

Full Text:

PDF

References


Brown, H. D. (2007a). Principles of language learning and teaching (5th ed.). White Plains, NY: Pearson Longman.

Brown, H. D. (2007b). Teaching by principles: An interactive approach to language pedagogy (3rd ed.). USA: San Francisco State University.

Cook, V. (2001). Second language learning and language teaching (3rd ed.). London: Arnold.

Goh, C. C. M. (2007). Teaching speaking in the language classroom. Singapore: SEAMEO Regional Language Centre.

Hughes, R. (2002). Teaching and researching speaking. Edinburgh: Pearson Education.

Kristiawan, M. (2013). The Implementation of cooperative learning in English class of favorite School of secondary high school Batusangkar, West Sumatera. International Journal of Educational Administration and Policy Studies.Vol. 5(6), pp. 85-90, http://www.academicjournals.org/IJEAPS

Kusnierek, A. (2015). Developing students’ speaking skills through role–play [Kindle Version]. Retrieved From http://www.worldscientificnews.com/wpcontent/uploads/2012/11/WSN-1-2015-73-1112.pdf

Mustafa A., & Sabah, R. (2020). The effect of cooperative learning strategies in the enhancement of EFL learners’ speaking skills. Asian EFL Journal Research Articles. Vol. 27 Issue No. 2.3.

Namaziandost, E., Shatalebi, V., & Nasri, M. (2020). The impact of cooperative learning on developing speaking ability and motivation toward learning English. Journal of Language and Education, 5(3), 83-101. doi: 10.17323/jle.2019.9809

Saibani, B. & Simin, S. (2015). The relationship between multiple inteligences and speaking skill among intermediate EFL learners in Bandar Abas Azad University [Kindle Version]. Retrieved From http://consortiacademia.org/wpcontent/uploads/IJRSLL /IJRSLL_v4i2/861 -3207-1- PB.pdf

Sayed, M. M. (2005). The effect of using a multiple intelligences–based training programme on developing English majors’ oral communication skills [Kindle Version]. Retrieved From https://files.eric.ed.gov/fulltext/ED498888.pdf

Shumin, K. (2002). Factor to consider: developing adult RFL students’ speaking abilities. Methodology in language teaching. New York: Cambridge University Press.

Skehan, P. (1996). Second language acquisition research and task-based instruction. In J. Willis, & D. Willis (Eds.), Challenge and Change in Language Teaching (pp. 17–30). Oxford: Heinemann.

Yuan, F., & Ellis, R. (2003). The effects of pre‐task planning and online planning on fluency, complexity, and accuracy in L2 monologic oral production. Applied linguistics, 24(1), 1–27.

Zhiqin, W. (2014). Developing Accuracy and Fluency in Spoken English of Chinese EFL Learners; English Language Teaching; Vol. 7, No. 2; E-ISSN 1916-4750 Published by Canadian Center of Science and Education 110.




DOI: http://dx.doi.org/10.46827/ejlll.v6i3.418

Refbacks

  • There are currently no refbacks.


Copyright (c) 2023 Armiya’u Malami Yabo

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

The research works published in this journal are free to be accessed. They can be shared (copied and redistributed in any medium or format) and\or adapted (remixed, transformed, and built upon the material for any purpose, commercially and\or not commercially) under the following terms: attribution (appropriate credit must be given indicating original authors, research work name and publication name mentioning if changes were made) and without adding additional restrictions (without restricting others from doing anything the actual license permits). Authors retain the full copyright of their published research works and cannot revoke these freedoms as long as the license terms are followed.

Copyright © 2017-2023. European Journal of Literature, Language and Linguistics Studies (ISSN 2559 - 7914 / ISSN-L 2559 - 7914). All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library. All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All the research works published on this journal are meeting the Open Access Publishing requirements and standards formulated by Budapest Open Access Initiative (2002), the Bethesda Statement on Open Access Publishing (2003) and  Berlin Declaration on Open Access to Knowledge in the Sciences and Humanities (2003) and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License. Copyrights of the published research works are retained by authors.