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Research on Kagan Structures in the United Arab Emirates

An Investigation of the Impact of Implementing Kagan's Cooperative Learning Structures on the Engagement and Learning Outcomes of Upper Primary Students Studying English as a Foreign Language.

Samer Idrees Saleem Ali
Hmoodah Bin Ali School - Abu Dhabi Education Council

Abstract

This study investigated the impact of using four of Kagan's cooperative learning structures to teach English as a foreign language over three weeks to 30 students in grades 4, 5, and 6 in a primary school in the United Arabic Emirates. The impact of the three week implementation was assessed through pre-implementation and post-implementation written and oral English, structured individual interviews with students about their perceptions of their experiences and the researcher's observations of the students' behavior during the cooperative learning activities. Results indicated that students had significantly improved in their learning of the English curriculum material during the three-week implementation. The data from the structured student interviews revealed that the majority of the students enjoyed and felt positive about the cooperative learning activities and perceived that the activities had helped them to learn English more successfully. They liked working with their friends and they felt less shy about speaking English in such activities. However they also commented negatively on some unequal student contributions to the task, the higher noise level and the tendency of some group members to revert to speaking Arabic or to forget to perform their specific allocated roles. Teacher observations identified that most students were very engaged in the cooperative learning activities.

Intro

It is hypothesized that using cooperative learning strategies leads to more student self -independence and greater achievement improvement. Hundreds of studies have been done on cooperative learning. According to Johnson and Johnson (1999), there have been 550 experimental and 100 correlation studies conducted so far. These studies indicate that cooperative learning supports positive interdependence, interpersonal relationships, achievement, and social competence. However I believe there is a need for more studies to be conducted that indicate the above mentioned benefits of cooperative learning in Arabic speaking countries which have different educational settings and social backgrounds.

Kagan has developed a range of cooperative classroom structures which may be thought of as steps to classroom activities (Kagan, 1994; Kagan and Kagan, 1998) . These structures stress positive interpersonal peer relationships, equality, self-esteem, and achievement. Students can work together by following the steps of the structure, using material or content selected by the students themselves or by the teacher. These structures are built on four main principles: positive interdependence, individual accountability, equal participation and simultaneous interaction (Kagan, 1994). In this research study the researcher will use four of Kagan's Cooperative Learning Structures (as examples of cooperative learning strategies.

Although cooperative grouping, in which English Language students work cooperatively with native speakers of English, increases students' opportunities to hear and speak English and to negotiate meaning with others (Diaz-Rico & Weed, 2002), I believe there is a need to investigate how possible it is for Arab learners of English, who are used to using their mother tongue language in learning English, to communicate and learn in cooperative learning settings.

The students in this study learn English as a foreign language in a government school in the UAE. In primary levels English is given not more than 17 % of the total weekly class time. All other subjects are taught in Arabic. The majority of students and their parents consider English a difficult-to-learn language although it has become widely used in the UAE by local and non-local people. Students show very little interest in learning English and using it. For them it is considered to be one of the subjects that students must study but need only to get a pass mark in so that they can move to a higher class, (Kharma and Hajjaj, 1989).

Mustafa's (2002) research, based on interviews with UAE school teachers and school graduates, reveals that much of school-based language teaching is based on outmoded methodology and that students blame this for their failure to develop positive attitudes towards the language. Mustafa characterizes the situation in UAE schools as teachers using the transmission model to deliver information to enable students to take exams. I believe learners of EFL should be exposed to real life situations where they can think together, negotiate and share ideas, help and ask for help so that they can achieve apparent goals stated in the plans as well as learn social skills (which can't be assessed through written exams of reading and writing).

The Research Questions

The main broad research question in this study is: How can I improve the quality of English language instruction for upper primary grades (4, 5,6) in a non English speaking school by using Kagan's Cooperative Structures? The two specific research questions:

1. Can Kagan's Cooperative Learning Structures enhance the engagement of EFL students in upper primary classes?
2. Can Kagan's Cooperative Learning Structures help EFL students in upper primary classes to improve their learning of English?

Research Methodology

Action research is a 'form of collective self-reflective inquiry undertaken by participants in social situations in order to improve the rationality and justice of their own social or educational practices, as well as their understanding of these practices and the situations in which these practices are carried out' (Kemmis & McTaggart. 1990, p5). The research used in this study can best be described as practitioner action research. In this research paradigm, the concept of practice as knowledge production for participants is essential in that it can both include the value of individual development and move beyond the local and private context to add more to societal and educational development (Zeichner & Noffke, 2001)

Lewin (1948) has argued that social practices can only be understood and changed when the practitioners themselves are involved throughout an inquiry and Burton & Bartlett (2004, p12) point out that 'practitioner enquiry is an extremely effective means of pursuing and supporting professional development'. Practitioner research is as a process in which teachers look critically not only at their own practice but at broader educational questions (Burton & Bartlett 2004).

There are also some arguments in support of practitioner research in social work (e.g. Shaw, 2005), with two of the most common being the professional obligation to be self-evaluating, and the belief that both research and practice employ similar skills. These two supporting arguments in favour of practitioner research are expressed by McIvor (1995) when she says:

'The starting point…is the twofold belief that practitioners should be encouraged to engage in the evaluation of their own practice and that they possess many of the skills which are necessary to undertake the evaluative task'. (p210)

Much of practitioner research involves the careful study of students- what and how they learn (Zeichner & Nofke, 2001).

The researcher used a practitioner action research approach to conduct this study bearing in mind that 'practitioner action research is research carried out by practitioners for the purpose of advancing their own practice' (McLeod, 1999, p8). He used this strategy to assist him to reflect on his practices systematically and learn from his own practice. The research is personal, because it represents not only the search for general principles or theories of school curriculum or classroom instruction but also the search for understanding and improving one's everyday practice. My colleagues and I, through our observations and discussions, realized there are problems to be solved. There is a need for careful study of the participants in educational practice and involving the students to know and improve how and what they learn.

Fischer (1996) suggests that some of the reasons for a teacher becoming involved in practitioner action research include: 'an interest in knowing more about how students learn; wanting to try something new, to innovate in a curriculum area; a desire for change in one's teaching; and a search for connections and meanings in one's work'. (p. 39).

My colleagues and I are convinced that our practices need to be changed or modified so that our students become more engaged and motivated, positive and enthusiastic about learning and improving their English language skills. We decided to make our practices more effective to help our classrooms become more engaging places for our students. Since this is the main purpose of action research, I seized the opportunity to lead the change process in my educational institution. I understand what it means to be a change agent and how crucial this role is in every educational institution. This role cannot succeed without taking action and trying new solutions based on theory and research.

Choosing practitioner action research approach as research paradigm is an appropriate approach for this study. Since its aim is to improve students' motivation and performance in English and to make their learning experience a journey of success and excellence, and to investigate the applicability and usefulness of cooperative learning strategies for English language learning and, potentially, for other subjects. My main broad research question in this study is: How can I improve the quality of English language instruction for upper primary grades (4, 5,6) in a non English speaking school by using Kagan's Cooperative Structures? My imagined solution for the concerns that I have in my educational setting has led me to think of using Kagan's Cooperative Structures. This demands that I have to take action and become committed to finding solution for the stated concern or problem.

In this project I will follow Kemmis & McTaggart's Action Research Planner (1988) in which there are four fundamental aspects of the action research: developing a plan of critically informed action to improve what is happening, implementing the plan, observing the effects of the critically informed action in the context in which it occurs and reflecting on these effects (p. 10).

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