Developing cooperative learning in efl contents. Introduction

Creating a cohesive learner group

Many methods have been developed extensively. However, there are increasingly a range of other cultural contexts where CL has been developed. It is crucial that any analysis of research into the results of CL, also considers the impact of the particular culture. Before turning to a more detailed analysis of such research findings, it is first useful to review the benefits that have been shown to accrue. A cohesive learner group is one which is `together'; in which there is a strong `we' feeling; and which students are happy to belong to. That is cohesiveness refers to the members' commitment to the group and to each other. It is the `magnetism' or `glue' that holds the group together.
Cohesiveness is often manifested by members seeking each other out, providing mutual support, and making each other welcome in the group. What is even more important from our perspective is that student motivation tends to increase in cohesive class groups. This is due to the fact that in such groups students share an increased responsibility for achieving the group goals, they `pull each other along' and the positive relations among them make the learning process more enjoyable in general.
While there are too few rewards in school teaching, one of the most satisfying is the pride of accomplishment that comes from teaching in a classroom that has developed this level of cohesiveness. Whether or not a class becomes a cohesive community is not simply a question of luck. There are a number of specific factors that can positively contribute to the process, and many of these are within the teacher's control. In the following, I will list ten important factors along
with some practical examples and suggestions²⁴ .
1. The amount of time spent together and the shared group history:
there isn't much you can do about this one . . .

2. 
   The extent to which group members can learn about each other: In to memorise each other's names, and to share personal information. Later on in the course you can provide further opportunities for students to learn more about each other by personalising certain language tasks or by choosing, in preference, activities with a potential for eliciting genuine personal information.
   
3. 
   Proximity (i.e. physical distance such as sitting next to each other), contact and interaction: You may want to move students round from time to time to prevent the emergence of rigid seating patterns. Also, activities such as pair work, small group work, role-play and project work are very effective in allowing people to come into contact and interact with one another. Extracurricular activities and outings are also good ways of providing opportunities for contact and interaction.
   
4. 
   Cooperation between members for common goals: student collaboration can be
   

successfully promoted by including certain tasks such as role-play performances, problem solving activities, project work, filling in worksheets, and preparing group reports, which require the preparation of a single `group product.

5. 
   The rewarding nature of group experience: a commonplace yet true order to help learners to get to know each other better, you can include special `ice-breaking activities' at the beginning of a new course. These are designed to set members at ease, get them together. The rewarding nature of group experience: a commonplace yet true is that the more people enjoy the learning process in the class, the more they will want to belong to the class .
   
6. 
   Successful completion of whole-group tasks and a sense of group achievement:
   

you may occasionally include whole-group tasks or projects which generate a satisfying visible product, or conclude in the solving of a puzzle or problem, after which the group can congratulate themselves on their achievement.

7. 
   Intragroup competition: small group `fun' competitions (i.e. games in which
   

small groups compete with each other) promote inter member relationships. You may want to put students together who would not normally make friends easily.
8. Common threat (e.g. the feeling of fellowship before a difficult exam) or joint hardship that group members have experienced (e.g. carrying out some tough task together): these create solidarity among the `fellow-sufferers', but we are not sure how far we can take the practical implications of this . . .
Investing in the group: it has been found that when members spend a considerable amount of time and effort contributing to the group goals, this will increase their commitment towards these goals.
Therefore eliciting some significant investment early in the group's life may work towards group cohesiveness.
It is really important to promote the development of group cohesiveness.
More specifically:
. Try and promote interaction, cooperation and the sharing of genuine personal information among the learners.
. Use ice-breakers at the beginning of a course.
. Regularly use small-group tasks where students can mix.
. Encourage and if possible organise extracurricular activities and outings.
. Try and prevent the emergence of rigid seating patterns.
. Include activities that lead to the successful completion of whole-group tasks or involve small-group competition games.
. Promote the building of a group legend. Establishing constructive group norms
Summing up, we can say that encouraging cooperation between students is such a powerful means of increasing student motivation. Basically, cooperation is a definite `plus'. Studies from all over the world are unanimous in claiming that students in cooperative environments have more positive attitudes towards learning and develop higher self-esteem and self-confidence than in other classroom structures.