The Effect of STAD Technique on the Idiom Learning of Low-Intermediate Institute Language Learners
Science Journal of Education
Volume 3, Issue 2, April 2015, Pages: 30-36
Received: Feb. 17, 2015;
Accepted: Mar. 19, 2015;
Published: Mar. 24, 2015
Views 2679 Downloads 293
Shokoufeh Safari, Department of English Language, Sari Branch, Islamic Azad University, Sari, Iran
Shaban Berimani, Department of English Language, Sari Branch, Islamic Azad University, Sari, Iran
Learning a language is learning how to communicate in culturally, socially and academically in appropriate ways consistent with the norms and customs of the target language users. Cooperative learning as a technique used by teachers can assist students in improving essential social skills. This study aimed to investigate the effect of STAD technique on learning idioms of low-intermediate EFL learners. In addition, it aimed to compare the idiom learning of male and female language learners based on STAD. Sixty low-intermediate language learners were selected from No’andishan language institutes in Sari. Oxford Placement Test and the idiom learning package test were used in this study. Results showed that there was a significant difference between the mean scores of the two groups on the posttest of the idiom. The STAD group performed better on the post-test of idiom. No significant difference between the mean scores of the males and females on the posttest of the idiom was found.
The Effect of STAD Technique on the Idiom Learning of Low-Intermediate Institute Language Learners, Science Journal of Education.
Vol. 3, No. 2,
2015, pp. 30-36.
Ambrose, J. (2000). Why idioms are important for English language learners? Retrieved March 25, 2014, from lib.chdu.edu.ua/pdf/zbirnuku/7/37.pdf.
Bejarano, Y. (1987). A cooperative small-group methodology in the languageclassroom. TESOL Quarterly, 21 (3), 483-504.
Cheng, K. (2006). Does cooperative learning enhance the residual effects of student interpersonal relationship skills? A case study at a Taiwan Technical College. The Journal of American Academy of Business, 10(1), 312-316.
Ghaith, G. M. (2003). Effects of the learning together model of cooperative learning on EFL reading achievement, academic self-esteem, and feelings of school alienation. Bilingual Research Journal, 27(3), 65-79.
Gillett, A. (2004). Speak English like an American. Learn the idioms and expressions that will help you speak like a native. NY: Language Success Press.
Hamidi, H., & Montazeri, M. (2014). Dictionary of second language acquisition. Retrieved March 10, 2015, from http://www.iranelt.com/index.php/introduction-to-sla.
Harmer, J. (2001).The practice of English language teaching (3rd ed.). UK: Pearson Education Limited.
Jalilifar, A. (2010). The effect of cooperative learning techniques on college students' reading comprehension. International Journal of Educational Technology and Applied Linguistics, 38(1), 96-108. http://dx.doi.org/10.1016/j.system.2009.12.009.
Johnson, W., Johnson, R., & Smith, K. (1995). Cooperative Learning and Individual Achievement in Secondary Schools. In J. F. Pedersen & A. D. Digby, (Eds.), Secondary schools and cooperative learning: Theories, models and strategies (pp. 3-54). New York: Garland Publishing Inc.
Johnson, D. W., & Johnson, R. T. (1999). Making cooperative learning work. Theory Into Practice, 38 (2), 67-73.
Johnson, D. W.& Johnson, R.(2005) New Development in social Interdependence Theory. Genetic, Social, &General Psychology Monographs, 131(4), 285-296.
Lia, Y. (2002). A study of Taiwanese junior high school students’ EFL learning motivation and learning strategies. Masters’ thesis: National Changhua University of Education.
McArdle, G. (2005). The free rider and cooperative learning groups: perspectives from faculty members. Lendi Nova Southeastern University. ERIC #: (ED 492459).
Momtaz, E., & Garner, M. (2010). Does collaborative learning improve EFL learners‟ reading comprehension? Journal of linguistics and language teaching, 1(1), 15-36.
Panitz, T. (1997).Collaborative versus cooperative learning: A comparison of the two concepts which will help us understand the underlying nature of interactive learning. Retrieved March 20, 2014, from http://home.capecod.net/~tpanitz/tedsarticles/coopdefinition.htm.
Rahimi, A., &Tahmasebi, S. (2010). Mediating Iranian EFL Learners: Private speech and scaffolding in reading comprehension. Linguistic & Literary Broad Research and Innovation, 1(2), 56-71.
Rivers, W. M. (1981).Teaching foreign language skills (2nd ed.). Chicago: University of Chicago Press.
Slavin, R. E. (1987).Cooperative learning and the cooperative school. Educational Leadership, 45 (3), 7-13.
Slavin R. E. 1(994). Outcome-based education is not mastery learning. Educational Leadership, 51 (6), 14-22.
Slavin, R. E. (1995).Cooperative learning: Theory, research and practice. NJ: Prentice Hall.
Slavin, R. E. (1999). Comprehensive approaches to cooperative learning. Theory into Practice, 38 (2), 74-79.
Slavin, R. E. (2011).Instruction based on cooperative learning. In R. E. Mayer & P. A. Alexander (Eds.), Handbook of research on learning and instruction (pp.344-360). New York: Taylor & Francis.
Tran, V. D., & Lewis, R. (2012). Effects of Cooperative Learning on Students at AnGiang University in Vietnam. International Education Studies, 5(1), 86- 99. Retrieved from http://dx.doi.org/10.5539/ies.v5n1p86
Yu, E. (1995). Successful cooperation in EFL teaching: A classroom study in writing. Proceedings of the 14th Conference on English Teaching and Learning in the R.O.C. 253-72. Taipei: Crane.
Zakaria, E., Chin, C.L., & Daud.Y.(2010). The effect of cooperative learning on students mathematics achievements and attitude towards mathematics. Journal of Social Sciences, 6(2), 272-275. Retrieved from http://dx.doi.org/10.3844/jssp.2010.272.275