Assessing efl teachers’ implementation of cooperative language learning with reference to promoting speaking skill: the case of grade 10 in limu high school, East wollega Zone, Ethiopia

The aim of this study was to assess EFL teachers’ implementation of cooperative language learning method with reference to promoting speaking skill. To this end, three English language teachers of grade ten and fifty-one students of the same grade level were involved in the study. A mixed-method research approach was used to collect the data. Specifically; questionnaires, classroom observations and textbook analysis were employed. The quantitative data were analyzed through frequency and percentages distribution and the qualitative data were analyzed in words. The results of the quantitative data were triangulated with the qualitative data analyzed based on their similarities. The findings of the study revealed that teachers had the conceptual awareness of the advantage of cooperative language learning method in enhancing students’ spoken language proficiency through interaction with each other. However, the responses dealing with the implementation depicted that teachers’ level of awareness could not match to the actual implementation. I.e. there is little made use of the principles/techniques of CL, many of the elements of cooperative learning are not yet practiced. The commonly stated factors for low level of practicing cooperative learning principles were rushing after the contents to cover the portion, teachers’ incompetence in CLL principles, students’ lack of willingness to cooperate with each other due to lack of language proficiency, teachers’ communicative language incompetence and other related factors were mentioned. Thus, English teachers have to facilitate the effective use of English for communicative purpose rather than focusing on language knowledge through cooperative groups. Accordingly, it is suggested that teachers have to work hard to improve their interactive teaching skills and to create greater opportunity for students through pair/group work in line with CLL principles. Therefore, in order to cope up with this teaching methodology, various in-service training programs and continuous professional development should be established for EFL teachers. In doing so, the mismatch between awareness and implementation of cooperative language learning method will be resolved.