Developing cooperative learning in efl contents. Introduction

2.3. Research Findings
David and Roger Johnson (1989) have shown that there have been more managed studies of CL than any other teaching methodology. Robert Slavin (Slavin, 1999) stated:
'No classroom instructional method has ever been as extensively and rigorously evaluated as co-operative learning.'
The prolific amount of research studies into CL range widely in terms of specific aspects researched, yet several themes emerge from the findings which can be particularly relevant to effective implementation. The analysis of research which follows will be driven by these themes, namely:

1. 
   The level of interdependence present; i.e. the extent to which pupils perceive that they can only succeed in a task if they support each other.
   
2. 
   Developing and incorporating talk for learning.
   
3. 
   Specific teaching of teamwork and communication skills.
   
4. 
   The nature of the task should lend itself to cooperative group work.
   
5. 
   The structure of groups, i.e. the mix of pupils in a group.
   
6. 
   The role of the teacher as a facilitator of learning.
   
7. 
   Inclusion of intrinsic or extrinsic rewards.
   
8. 
   Starting CL work with very young children.
   

9. Assessment of cooperative group work.
Each of these themes will now be examined.
Ensuring interdependence
The importance of ensuring interdependence is shown by a range of studies (e.g. Johnson et al, 1990). This can be achieved in different ways including resource interdependence where, for example, only one worksheet is provided for the group. In contrast goal interdependence is a concept developed by Deutsch (1962) which means that individuals can only achieve a goal if the others in the groups also achieve theirs. The Johnson model advocates both resource and goal interdependence. However neither guarantees interaction, nor motivation to do so. Cohen views resource interdependence as limited, and cites Johnson, Johnson and Stanne, (1990) where simple resource interdependence was associated with the poorest results. This resource interdependence is also present in Aronson et al's, (1978) jigsaw approach, although Huber and Eppler (1990) noted that slow learning members of a jigsaw team did not necessarily return from expert group sessions knowing more than their team members. This finding is not borne out elsewhere, for example Bottery (1990) where academic results, using jigsaw lessons, were consistently high. Interdependence also encourages pupils to engage in interaction which relates to the next theme.