The Advantageous and Disadvantageous Aspects of Utilizing Cooperative Learning in an ESL Classroom

This evaluation of research investigates the advantageous and disadvantageous aspects of utilizing cooperative learning into the ESL (English as a second language) classroom for pupils at an elementary education level. Teachers need to be contemporary with their pedagogy and lesson design and implement methods that can enable that the national criteria regarding knowledge requirements in the syllabus for English are met. The methods within cooperative learning corresponds with sociocultural theories of Vygotsky as it is based on the zone of proximal development where high achievers can develop accordingly to their own qualifications, as well as low achievers. In the current study, we examine a selection of empirical studies on cooperative learning. The results of this analysis reveal that Cooperative learning is an advantageous way of reaching every individual to make sure that their English language acquisition is nurtured, but that the aspects of group grading make it difficult when grading each individual pupil. The findings also revealed that the implementation of cooperative learning into the ESL classroom had advantageous outcomes when it comes to vocabulary learning, writing skills, speaking skills and a lot of the pupils gained a better confidence and had a high achievement level in comparison to more traditional teacher focused pedagogy. Pupils also showed that their motivation and attitudes changed over time, when exposed of the cooperative learning methods in the ESL classroom. It is advised that teachers utilize cooperative learning in the ESL classroom hence it is beneficial for both pupils and teachers. Keywords: Cooperative learning, English as a second language, English as a foreign language, elementary school, group grading, ESL classroom and EFL classroom