Using action research to improve ESL students’ social bonding through cooperative learning
Hauptsächlicher Artikelinhalt
Abstract
This action research study aims to investigate the role and effects of social bonding inherent in cooperative learning on the students studying English as an L2 or second language (ESL) in large ESL classes. Cooperative learning was used in large BS-II ESL class at a Pakistani University. Qualitative approach was used and data were collected through classroom observation, interviews and free-text questionnaires. Analysis was conducted with the help of deductive content analysis method. The results indicate that social bonding associated to cooperative learning improved students’ participation, confidence, and eagerness to accept responsibility for their own and others’ learning. This study shows that social skills created by cooperative learning is very effective for language learning and skill development of learners. The elements such as positive interdependence and face to face interaction enhance social bonding among students themselves and with the teacher. Hence, it strengthened their friendship. Moreover, the use of action research helped me positively change from a principally traditional teacher-centered methods to a student-centered cooperative and facilitative pedagogy and I became a mentor and facilitator for student learning.
Keywords: cooperative, learning, action, research, higher education
Utilizando la investigación-acción para mejorar la interacción social de los estudiantes de inglés como segunda lengua mediante el aprendizaje cooperativo
Este estudio de investigación-acción tiene como objetivo investigar el rol y los efectos del vínculo social inherente al aprendizaje cooperativo en estudiantes de inglés como segunda lengua (ESL) en clases numerosas. El aprendizaje cooperativo se implementó en una clase numerosa de ESL de segundo año de licenciatura en una universidad pakistaní. Se empleó un enfoque cualitativo y se recopilaron datos mediante observación en el aula, entrevistas y cuestionarios de texto libre. El análisis se realizó mediante el método de análisis de contenido deductivo. Los resultados indican que el vínculo social asociado al aprendizaje cooperativo mejoró la participación, la confianza y la disposición de los estudiantes para asumir la responsabilidad de su propio aprendizaje y el de sus compañeros. Este estudio demuestra que las habilidades sociales generadas por el aprendizaje cooperativo son muy efectivas para el aprendizaje de idiomas y el desarrollo de habilidades de los estudiantes. Elementos como la interdependencia positiva y la interacción cara a cara fortalecen el vínculo social entre los estudiantes y con el profesor, lo que a su vez refuerza su amistad. Además, el uso de la investigación-acción me ayudó a transitar positivamente de métodos tradicionales centrados en el profesor a una pedagogía cooperativa y facilitadora centrada en el estudiante, convirtiéndome en mentor y facilitador del aprendizaje estudiantil.
Palabras clave: cooperativo, aprendizaje, acción, investigación, educación superior
Bibliography: Panhwar, Abdul Hameed/Sangi, Muhammad Khan: Using action research to improve ESL students’ social bonding through cooperative learning, IJAR – International Journal of Action Research, 2-2026, pp. 165-183.
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Titel: Using action research to improve ESL students’ social bonding through cooperative learning
Ausgabe: Vol. 22, No. 2-2026: IJAR – International Journal of Action Research