This study aimed to investigate the effectiveness of cooperative learning in English language classrooms to enhance Iranian students’ speaking skills and motivations. A pre-test–post-test control group design was employed to compare the impact of the cooperative learning approach with that of traditional whole-class instruction on speaking skills and six aspects of learning motivation: intrinsic motivation, integrated regulation, identified regulation, introjected regulation, external regulation, and amotivation. The data of the current study were gathered at multiple points of time before and after the end of the experiment to determine the effectiveness of cooperative learning on the sample’s speaking skills and motivations. In practical terms, the sample’s speaking skills were first examined through an English oral test prior to and after some cooperative learning instructional activities were provided. Next, a seven-point Likert scale-questionnaire was administered to the sample before and at the end of the course to check students’ motivation towards the use of cooperative learning in English classes. The data were analyzed using basic and inferential statistical methods including mean scores, standard deviations, independent and paired sample t-tests, one-way ANCOVA, and effect size. The findings showed remarkable development in the students’ speaking skills after the introduction of cooperative learning techniques. Moreover, the findings suggested significant differences in favor of cooperative learning for improving intrinsic motivation, but no differences were found on other aspects of motivation. In light of the findings, the researchers recommend that teachers could benefit from applying CL in English classes, which may in turn develop students’ speaking skills and motivation.

中文翻译：

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合作学习对英语口语能力和动机发展的影响

这项研究旨在调查英语课堂中合作学习对提高伊朗学生的口语技能和动机的有效性。测试前-测试后的对照组设计用于比较合作学习方法与传统全班教学对口语技能和学习动机的六个方面的影响：内在动机，综合调节，确定的调节，自我介绍监管，外部监管和激励。本研究的数据是在实验结束之前和之后的多个时间点收集的，以确定合作学习对样本的口语技能和动机的有效性。实际上，在提供一些合作学习指导活动之前和之后，首先通过英语口语测试来检验样本的口语能力。接下来，在课程开始之前和结束时，对样本进行七分制的李克特量表问卷调查，以检查学生在英语课中使用合作学习的动机。使用基本和推论统计方法分析数据，包括均值，标准差，独立和成对样本t检验，单向ANCOVA和效应量。研究结果表明，在引入合作学习技术之后，学生的口语能力有了显着提高。此外，研究结果表明，在改善内在动机的合作学习方面存在重大差异，但是在动机的其他方面没有发现差异。根据研究结果，研究人员建议教师可以在英语课堂上应用CL受益，这反过来可能会发展学生的口语技能和动机。