ABSTRACT

Cooperative learning (CL) is an instructional model that continues to have great impact on student learning across different disciplines and at all educational levels. However, little is known about how CL influences EFL pre-service teachers’ learning outcomes. This study examined the effect of CL on content knowledge and teaching self-efficacy of EFL pre-service teachers using a pre-test/post-test quasi-experimental design. The experimental group (N = 35) and the control group (N = 30) were randomly selected from two Cambodian regional teacher training centres. For 16 weeks, the experimental group was exposed to CL while the control group participated in lecture-based learning. Data was collected before and after the experiment through an achievement test and an adapted scale on teaching self-efficacy. The ANCOVA results revealed that the EFL pre-service teachers in the experimental group outperformed their conventionally trained counterparts in terms of grammar and vocabulary achievement and teaching self-efficacy. This study adds to the existing literature, showing that CL significantly contributes to the increase in content knowledge and teaching self-efficacy among EFL pre-service teachers and highlights the need for applying CL in pre-service instruction.

摘要

合作学习 (CL) 是一种教学模式，它继续对不同学科和所有教育水平的学生学习产生重大影响。然而，关于 CL 如何影响 EFL 职前教师的学习成果知之甚少。本研究使用前测/后测准实验设计检验了 CL 对 EFL 职前教师的内容知识和教学自我效能感的影响。实验组（N = 35）和对照组（N = 30）是从柬埔寨的两个区域教师培训中心随机抽取的。16 周，实验组接触 CL，而对照组则参加讲座式学习。通过成绩测试和教学自我效能感的适应量表收集实验前后的数据。ANCOVA 结果显示，实验组的 EFL 职前教师在语法和词汇成绩以及教学自我效能感方面的表现优于接受常规培训的同行。本研究对现有文献进行了补充，表明 CL 显着促进了 EFL 职前教师的内容知识和教学自我效能感的增加，并强调了在职前教学中应用 CL 的必要性。