Effectiveness of cooperative learning in teaching English in ESP classrooms

languages ​​is a worldwide phenomenon. As we approach the millennium, the study of modern foreign languages ​​plays a central role in enabling practical communication and understanding of other cultures and allows people to gain insight into their own culture and language through contrast.

Uzbekistan has a fairly long tradition of teaching and learning foreign languages. Taking into account that today English is the most widely studied foreign language in Uzbekistan, the President of the Republic, in turn, also draws attention to the further development and improvement in teaching a foreign language. For this reason, this study, to a certain extent, serves to fulfill the tasks set in his decrees at the moment.

teaching English in ESP (English for Specific Purposes) classrooms. More specifically, the subjects of the study, two groups of the first year students (25), from Namangan institute of Civil Engineering, Republic of Uzbekistan, were designated as experimental group (54-IQT-21) and control group (55-IQT-21). The experimental groups’ students were taught English reading using cooperative learning while the control group students were taught English reading using the traditional methods.

Object:
Means of teaching English for ESP learners

in teaching English in ESP classrooms and to improve its methodology for making it applicable for educational context in Uzbekistan.

has long been a point of interest to practitioners of communicative language teaching since it offers a body of widely tested classroom procedures for implementing group-based activities in the language classroom.

in mainstream education, there have been few recent accounts of its application to the foreign language in Uzbekistan context, in special on teaching English reading through cooperative learning activities. The present work is therefore a welcome account for the foreign language teachers, especially for those who teach English to social and science faculty students.

define cooperative learning in different ways.

The working definition of cooperative learning in this study entailed the following features: cooperative learning was a system of teaching and learning techniques in which students were active agents in the process of learning instead of passive receivers of the product of any given knowledge.

growth because
it reduced learning anxiety,

it increased the amount of student participation and student talk in the target language,
it built supportive and less threatening learning environment,
it helped the rate of learning retention.

learning. According to Felder and Brent (2012), cooperative learning is a process that increases the learning and satisfaction rate which is a result of working on high performance team. Cooperative learning environments encourage students help each other, lead collaborations in groups, and awaken common goals by working on the task that they have been given (Huang, Hsiao, Chang and Hu, 2012).

Riley and Anderson (2006) define cooperative learning as pedagogical method that learners learn on their own through explaining the subject matter to others and learning from others. According to Yi and LuXi (2012) cooperative learning is students’ working and studying together in a group to carry out tasks and accomplish expected goals. They added that it is not just working together so it needs accurate preparation, planning and guidance by the teacher.

and tasks of this theoretical and practical work the following research methods were used:

description method

observation method

data analysis and processing

questionnaire

rich glossary of commonly used cooperative learning techniques and provides a useful introduction to the field of cooperative learning for the teachers wishing to better understand how group-based learning principles can be successfully used in foreign language teaching in Uzbekistan context.

chapters (two theoretical and a practical one),
conclusion, selective bibliography
appendixes.

phase, the diagnostic one, the problem of the research was identified, pupils’ low reading achievement, and justification of its relevance was found, the pupils’ reading skill improvement.
The second phase, the prognostic one, consisted of the development of the experiment program: the models of the new technologies, methodologies, structures, systems and measures were designed; the working hypothesis was formulated; the expected results and the possible negative consequences were predicted.

of the experiment was prepared, work sheets for the pupils’ observations (appendix 2), a data register for the teacher’s notes and a questionnaire for the experimental group (appendix 3).
The most important and complex stage of our pedagogical experiment, the practical phase, had the following tasks: the implementation of new technologies, studying of current results, the tested technologies adjustment and monitoring of the process. The first step of this stage was reading evaluation. All the students from the both groups had the task to read a simple text of 500 words.

of others, are more positive about taking part in controversy, have better developed interaction and communicative skills and have a more positive expectation about working with others than students from competitive or individualistic settings.

Having analyzed obtained data about students’ reading results of the both experimental and control group, we come to the conclusion that there is a statistically significant difference between the students who were taught by using cooperative learning and the students who were taught by using the tradition way.

enhance their lessons and improve student education. Also known as “collaborative learning,” the concept involves having the students work together in small groups on activities or projects. The goal of this type of collaboration is to teach kids the material, as well as to impart a number of life skills.

who understand the material and exposes learners to diverse populations of students they might not interact with under other circumstances.

students learn more effective communication and interpersonal skills. They learn to listen to each other and to resolve conflicts. Collaborating in this way brings them together as a class, leading to overall better social relations and acceptance among the group.

workers and ones which will help students in various aspects of daily living. thus, cooperative learning is an educational component that should be in every classroom in order to promote these benefits and lead to student comfort in continuing to pursue these skills.