Effects of Cooperative Learning on English Achievement, Retention, and Motivation among Low-Level Students in a Rural Province of Thailand

Authors

  • Pittaya Yamo Faculty of Humanities and Social Sciences Uttaradit Rajabhat University http://orcid.org/0000-0003-1594-8286
  • Watcharee Wongthanate Faculty of Education Uttaradit Rajabhat University
  • Pragasit Sitthitikul Language Institute Thammasat University

DOI:

https://doi.org/10.17576/3L-2024-3004-18

Abstract

This mixed-method research aimed to examine how cooperative learning affected English achievement and motivation among low-level students in a rural province of Thailand. Using purposive sampling, the study focused on 30 seventh-grade students from an "opportunity expansion" school enrolled in English for Hospitality Industry, a university lifelong learning course, during the 2023 academic year. The research instruments included a learning activity package, achievement tests, semi-structured interviews, and a researcher’s log. Data were analysed using percentage, mean, standard deviation, t-test, and thematic analysis. Overall, the findings support the effectiveness of incorporating cooperative learning strategies into language education programmes aimed at enhancing students’ English proficiency and motivation. Achievement scores showed a significant increase immediately after the course, with a p-value of 0.00 (p < .05), and no statistically significant change two weeks after the course, with a p-value of 0.31 (p > .05), indicating skill retention. The positive impact of cooperative learning on English proficiency underscores its potential as a pedagogic approach to fostering lifelong learning among students. Educators and curriculum developers can benefit from integrating cooperative learning strategies into language education programmes, particularly in contexts like the hospitality industry, where effective communication skills are pivotal. Keywords: cooperative learning; English achievement; motivation; student’s achievement; retention

Author Biographies

Pittaya Yamo, Faculty of Humanities and Social Sciences Uttaradit Rajabhat University

Pittaya Yamo is a lecturer in Faculty of Humanities and Social Sciences, Uttaradit Rajabhat University in Thailand. He earned a Ph.D. in Culture and Online Education from Queensland University of Technology in Australia. His research interests include online learning, intercultural communication, second language acquisition, and learner engagement.

Watcharee Wongthanate, Faculty of Education Uttaradit Rajabhat University

Watcharee Wongthanet is currently a faculty member at Faculty of Education, Uttaradit Rajabhat University. With her expertise in English, Linguistics, TEFL and TESOL, She has been teaching in English Program and coaching various courses including TOEIC, TOEFL and English for Chinese students since 2002. She is interested in language and culture.

Pragasit Sitthitikul, Language Institute Thammasat University

Pragasit SITTHITIKUL: is an associate professor at the Language Institute, Thammasat University in Thailand. He earned a doctorate in Language and Literacy Studies from the University of Illinois at Urbana-Champaign, USA. He has actively involved in training English to Thai teachers throughout Thailand for over a decade.His areas of interest include Second Language Literacy, Cognitive and Sociocultural Factors in Second Language Learning, and Intercultural Issues in Second Language Learning.

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Published

2024-12-11

Issue

Vol. 30 No. 4 (2024): December 2024

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Articles

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