The use of English interaction strategies in cooperative learning: A case study of four Chinese college students’ spoken discourse
Abstract
Background and Purpose: Previous studies have examined the efficacy of the cooperative learning approach to enhance speaking outcomes, but little is known about what happens in the interaction process of cooperative learning and how cooperative learning works to promote speaking interaction. This study examines Chinese college students’ interaction strategies in cooperative learning activities and how cooperative learning instruction influenced their interaction strategy use.
Methodology: This research adopted the sequential explanatory design. Thirty students from an intact class at a Chinese public university participated in a 12-week cooperative learning instruction and kept learner diaries over time. One cooperative learning team of four members was randomly chosen to observe their interaction strategy use throughout the semester fortnightly. The frequencies of their interaction strategies employed in the transcribed recordings were analysed through descriptive statistics, and the learner diaries were analysed through thematic analysis.
Findings: The findings indicated that the four students’ Modified-Interaction strategies were employed much less frequently than Social-Interaction strategies when they worked cooperatively, and training in Modified-Interaction strategies was greatly needed for promoting students’ effective interaction and language development. It has also been found that cooperative learning instruction was helpful in promoting students’ Social-Interaction strategy use as it provided a natural and conducive environment for students to socialize and cooperate towards the group goals.
Contributions: This study contributes to second language acquisition research by identifying gaps in Chinese college students' interaction strategy use within cooperative learning, emphasizing the need for explicit training in Modified-Interaction strategies to enhance communicative competence. It provides empirical evidence on how cooperative learning fosters social engagement and peer collaboration, offering insights for more structured instructional interventions.
Keywords: Cooperative learning, peer interaction, interaction strategies, modified interaction, social interaction.
References
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Aggouni, A. (2015). The role of motivation in enhancing learners’ speaking performance in English classrooms. (Unpublished master’s dissertation). Biskra University.
Alghamdi, R. (2014). EFL learners’ verbal interaction during cooperative learning and traditional learning (small group). Journal of Language Teaching & Research, 5(1), 21-27.
Astuti, P., & Lammers, J. C. (2017). Individual accountability in cooperative learning: More opportunities to produce spoken English. Indonesian Journal of Applied Linguistics, 7(1), 215-228.
Astuti, P., & Barratt, L. (2018). Individual accountability in cooperative learning in EFL classrooms: More opportunities for peer interaction. Journal of Asia TEFL, 15(1), 1-16.
Astuti, P., & Barratt, L. (2021). “She taught me words”: The availability of vocabulary helps in EFL classrooms during cooperative learning’s peer interaction. PASAA: Journal of Language Teaching and Learning in Thailand, 61(1), 253-283.
Basturkmen, H., & Shackleford, N. (2015). How content lecturers help students with language: An observational study of language-related episodes in interaction in first year accounting classrooms. English for Specific Purposes, 37(1), 87–97.
Bejarano, Y., Levine, T., Olshtain, E., & Steiner, J. (1997). The skilled use of interaction strategies: Creating a framework for improved small-group communicative interaction in the language classroom. System, 25(2), 203-214.
Camacho-Minuche, G., Espinoza-Celi, V., & Ulehlova, E. (2021). Cooperative language learning elements to enhance social skills in English classrooms: A case study. Higher Education, Skills and Work-Based Learning, 11(5), 1116-1129.
Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1-47.
Chan, C., & Rao, N. (2009). Revisiting the Chinese learner: Changing contexts, changing education. Springer.
Chen, H. (2011). Structuring cooperative learning in teaching English pronunciation. English Language Teaching, 4(3), 26-32.
Chen, Q., & Liu, Y. (2017). The impact of cooperative learning on CHC students’ achievements and its changes over the past decade. International Journal of Higher Education, 6(2), 75-88.
Chen, X., Zeng, C., & Dalton-Puffer, C. (2022). Learner repair during task-based peer interactions in an EMI classroom: A case study of a marketing class in a Chinese higher education setting. Journal of Multilingual and Multicultural Development, 1(1),
1-18.
Cheng, A., & Wang, Q. (2012). English language teaching in higher education in China: A historical and social overview. In A. Cheng & Q. Wang (Eds.), Perspectives on teaching and learning English literacy in China (pp. 19-33). Springer.
Cohen, E. G. (1994). Restructuring the classroom: Conditions for productive small groups. Review of Educational Research, 64(1), 1-35.
Cohen, L., Manion, L., & Morrison, K. (2002). Research methods in education. Routledge.
Cortés Vargas, M. P., & Sánchez Rincón, S. J. (2018). Enhancing the speaking performance and interaction of AI learners through cooperative learning. (Unpublished master’s thesis). Universidad de La Sabana.
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson Education.
Deen, J. Y. (1991). Comparing interaction in a cooperative learning and teacher-centered foreign language classroom. International Journal of Applied Linguistics, 93(1), 153-181.
Dörnyei, Z., & Scott, M. L. (1997). Communication strategies in a second language: Definitions and taxonomies. Language Learning, 47(1), 173-210.
Ellis, R. (2005). Planning and task-based performance. In R. Ellis (Ed.), Planning and task performance in a second language (pp. 3–34). John Benjamins.
Færch, C., & Kasper, G. (1986). Strategic competence in foreign language teaching. In G. Kasper (Ed.), Learning, teaching and communication in the FL classroom (pp. 179–193). Aarchus University Press.
Farzaneh, N., & Nejadansari, D. (2014). Students’ attitude towards using cooperative learning for teaching reading comprehension. Theory & Practice in Language Studies, 4(2), 287-292.
Galaczi, E., & Khalifa, H. (2009). Cambridge ESOL’s CEFR DVD of speaking performances: What’s the story? Cambridge ESOL: Research Notes, 37(1), 23–29.
Ghaith, G. (2003). Effects of the learning together model of cooperative learning on English as a foreign language reading achievement, academic self-esteem, and feelings of school alienation. Bilingual Research Journal, 27(3), 451-474.
Gillies, R. M. (2004). The effects of cooperative learning on junior high school students during small group learning. Learning and Instruction, 14(2), 197-213.
Gillies, R. M. (2014). Developments in coperative learning: Review of research [Desarrollos en aprendizaje cooperativo: Revisión de la investigación]. Anales de Psicología/Annals of Psychology, 30(3), 792-801.
Guo, Y., Xu, J., & Xu, X. (2020). An investigation into EFL learners’ motivational dynamics during a group communicative task: A classroom-based case study. System, 89(1), 102214.
Higher Education Institution College English Teaching Advisory Committee. (2017). College English teaching guide. PRC Ministry of Education.
Jacobs, G. M., & Goh, C. C. M. (2007). Cooperative learning in the language classroom. SEAMEO Regional Language Centre.
Johnson, D. W., & Johnson, F. P. (1991). Joining together: Group theory and group skills. Prentice-Hall, Inc.
Johnson, D. W., & Johnson, R. T. (1999). Making cooperative learning work. Theory into Practice, 38(2), 67-73.
Kagan, S. (1989). The structural approach to cooperative learning. Educational Leadership, 47(4), 12-15.
Kagan, S., & Kagan, S. (1994). Cooperative learning. Kagan.
Krashen, S. (1985). The input hypothesis: Issues and implications. Longman.
Lam, W., & Wong, J. (2000). The effects of strategy training on developing discussion skills in an ESL classroom. ELT Journal, 54(3), 245–255.
Liang, T. (2002). Implementing cooperative learning in EFL teaching: Process and effects. (Unpublished doctoral dissertation). National Taiwan Normal University.
Lin, M. (2011). Effects of cooperative learning on the oral proficiency of Chinese students in the tertiary-level EFL classroom. (Unpublished doctoral dissertation). University of Leicester.
Lin, L. (2016). Investigating Chinese HE EFL classrooms: Using collaborative learning to enhance learning. Springer.
Llinares, A. (2015). Integration in CLIL: A proposal to inform research and successful pedagogy. Language, Culture and Curriculum, 28(1), 58-73.
Long, M. H. (1983). Native speaker/non-native speaker conversation and the negotiation of comprehensible input. Applied Linguistics, 4(1), 126-141.
Long, M. H. (1996). The role of the linguistic environment in second language acquisition. Handbook of Second Language Acquisition, 2(1), 413-468.
Long, M. H., & Porter, P. A. (1985). Group work, interlanguage talk, and second language acquisition. TESOL Quarterly, 19(1), 207-228.
Lourdunathan, J., & Menon, S. (2017). Developing speaking skills through interaction strategy training. The English Teacher, 18(1), 1-18.
Mahmoud, M. M. A. (2014). The effectiveness of using the cooperative language learning approach to enhance EFL writing skills among Saudi university students. Journal of Language Teaching and Research, 5(3), 616-625.
Marcos, R. I. S., Fernández, V. L., González, M. T. D., & Phillips-Silver, J. (2020). Promoting children’s creative thinking through reading and writing in a cooperative learning classroom. Thinking Skills and Creativity, 36(1), 100663.
Naughton, D. (2006). Cooperative strategy training and oral interaction: Enhancing small group communication in the language classroom. The Modern Language Journal, 90(2), 169-184.
Ning, H., & Hornby, G. (2014). The impact of cooperative learning on tertiary EFL learners’ motivation. Educational Review, 66(1), 108-124.
Pang, J. X., & Wu, W. W. (2000). An empirical study of group work in the English classroom. Foreign Language Teaching and Research, 32(1), 424–430.
Philp, J., Adams, R., & Iwashita, N. (2013). Peer interaction and second language learning. Routledge.
Prastyo, Y. (2017). Effects of cooperative learning on student teachers’ communicative competence in Indonesia. (Unpublished doctoral thesis). University of Limerick.
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge University Press.
Sadeghi, E., & Ganji, M. (2020). The effects of cooperative learning on Iranian university students’ class-engagement, self-esteem, and self-confidence. Journal of Modern Research in English Language Studies, 7(4), 89-109.
Sari, S. (2014). Improving speaking skills through cooperative learning for the VII grade students of SMP N 2 BERBAH in the academic year of 2013/2014. (Unpublished master thesis). Yogyakarta State University.
Sarobol, N. (2012). Implementing cooperative learning in English language classroom: Thai university students’ perceptions. International Journal of Interdisciplinary Social Sciences, 6(10), 111-122.
Sato, M., & Ballinger, S. (2016). Understanding peer interaction: Research synthesis and directions. In M. Sato & S. Ballinger (Eds.), Peer interaction and second language learning: Pedagogical potential and research agenda (pp. 209-239). John Benjamins.
Singay. (2020). An investigation into using Kagan cooperative learning model to enhance English oral communication ability of Bhutanese students. PASSA: A Journal of Language Teaching and Learning, 59(1), 20-47.
Slavin, R. E. (1995). Cooperative learning: Theory, research, and practice. Allyn and Bacon.
Storch, N. (2002). Patterns of interaction in ESL pair work. Language Learning, 1(1), 119-158.
Sun, D. (2014). From communicative competence to interactional competence: A new outlook to the teaching of spoken English. Journal of Language Teaching & Research, 5(5), 1062-1070.
Swain, M. (2005). The output hypothesis: Theory and research. Handbook of Research in Second Language Teaching and Learning, 1(1), 471-483.
Swain, M., & Suzuki, W. (2008). Interaction, output, and communicative language learning. The Handbook of Educational Linguistics, 39(1), 557-570.
Terpstra, J. E., & Tamura, R. (2008). Effective social interaction strategies for inclusive settings. Early Childhood Education Journal, 35(1), 405-411.
Tran, V. D. (2019). Does cooperative learning increase students’ motivation in learning? International Journal of Higher Education, 8(5), 12-20.
Vrhovec, A. R. (2015). Forms of cooperative learning in language teaching in Slovenian language classes at the primary school level. CEPS Journal, 5(3), 129-155.
Wang, L. (2004). 12 years of research in English speaking in China: Retrospect and current situations. Foreign Language World, 6(1), 7-14.
Wang, D., Lai, H., & Leslie, M. (2015). Chinese English learners’ strategic competence. Journal of Psycholinguistic Research, 44(1), 701-714.
Webb, N. M. (1991). Task-related verbal interaction and mathematics learning in small groups. Journal for Research in Mathematics Education, 22(5), 366-389.
Wen, Q. (2012). Challenges and countermeasures of college English from the perspective of curriculum. Foreign Language Teaching and Research, 44(2), 283-292.
Xie, Q. (2020). Teaching English oral communication for China’s English minor undergraduates: Barriers, challenges and options. The Asian Journal of Applied Linguistics, 7(1), 73-90.
Xu, J., & Kou, J. (2018). Group interaction strategies and students’ oral performance in Chinese EFL classrooms. TESOL Quarterly, 52(1), 198-209.
Zamani, M. (2016). Cooperative learning: Homogeneous and heterogeneous grouping of Iranian EFL learners in a writing context. Cogent Education, 3(1), 1149959.
Zhang, L., & Jin, Y. (2021). Assessing interactional competence in the computer-based CET-SET: An investigation of the use of communication strategies. Assessment in Education: Principles, Policy & Practice, 28(4), 389-410.
Zhang, L., & Zhao, C. (2017). The causes and suggestions of the inefficiency in English teaching. Journal of Changchun Normal University, 36(3), 174-176.
Zhao, C. (2021). Fundamental theories of second language acquisition: The input hypothesis, the output hypothesis, and the interaction hypothesis. Sino-US English Teaching, 18(7), 192-195.
Aggouni, A. (2015). The role of motivation in enhancing learners’ speaking performance in English classrooms. (Unpublished master’s dissertation). Biskra University.
Alghamdi, R. (2014). EFL learners’ verbal interaction during cooperative learning and traditional learning (small group). Journal of Language Teaching & Research, 5(1), 21-27.
Astuti, P., & Lammers, J. C. (2017). Individual accountability in cooperative learning: More opportunities to produce spoken English. Indonesian Journal of Applied Linguistics, 7(1), 215-228.
Astuti, P., & Barratt, L. (2018). Individual accountability in cooperative learning in EFL classrooms: More opportunities for peer interaction. Journal of Asia TEFL, 15(1), 1-16.
Astuti, P., & Barratt, L. (2021). “She taught me words”: The availability of vocabulary helps in EFL classrooms during cooperative learning’s peer interaction. PASAA: Journal of Language Teaching and Learning in Thailand, 61(1), 253-283.
Basturkmen, H., & Shackleford, N. (2015). How content lecturers help students with language: An observational study of language-related episodes in interaction in first year accounting classrooms. English for Specific Purposes, 37(1), 87–97.
Bejarano, Y., Levine, T., Olshtain, E., & Steiner, J. (1997). The skilled use of interaction strategies: Creating a framework for improved small-group communicative interaction in the language classroom. System, 25(2), 203-214.
Camacho-Minuche, G., Espinoza-Celi, V., & Ulehlova, E. (2021). Cooperative language learning elements to enhance social skills in English classrooms: A case study. Higher Education, Skills and Work-Based Learning, 11(5), 1116-1129.
Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1-47.
Chan, C., & Rao, N. (2009). Revisiting the Chinese learner: Changing contexts, changing education. Springer.
Chen, H. (2011). Structuring cooperative learning in teaching English pronunciation. English Language Teaching, 4(3), 26-32.
Chen, Q., & Liu, Y. (2017). The impact of cooperative learning on CHC students’ achievements and its changes over the past decade. International Journal of Higher Education, 6(2), 75-88.
Chen, X., Zeng, C., & Dalton-Puffer, C. (2022). Learner repair during task-based peer interactions in an EMI classroom: A case study of a marketing class in a Chinese higher education setting. Journal of Multilingual and Multicultural Development, 1(1),
1-18.
Cheng, A., & Wang, Q. (2012). English language teaching in higher education in China: A historical and social overview. In A. Cheng & Q. Wang (Eds.), Perspectives on teaching and learning English literacy in China (pp. 19-33). Springer.
Cohen, E. G. (1994). Restructuring the classroom: Conditions for productive small groups. Review of Educational Research, 64(1), 1-35.
Cohen, L., Manion, L., & Morrison, K. (2002). Research methods in education. Routledge.
Cortés Vargas, M. P., & Sánchez Rincón, S. J. (2018). Enhancing the speaking performance and interaction of AI learners through cooperative learning. (Unpublished master’s thesis). Universidad de La Sabana.
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson Education.
Deen, J. Y. (1991). Comparing interaction in a cooperative learning and teacher-centered foreign language classroom. International Journal of Applied Linguistics, 93(1), 153-181.
Dörnyei, Z., & Scott, M. L. (1997). Communication strategies in a second language: Definitions and taxonomies. Language Learning, 47(1), 173-210.
Ellis, R. (2005). Planning and task-based performance. In R. Ellis (Ed.), Planning and task performance in a second language (pp. 3–34). John Benjamins.
Færch, C., & Kasper, G. (1986). Strategic competence in foreign language teaching. In G. Kasper (Ed.), Learning, teaching and communication in the FL classroom (pp. 179–193). Aarchus University Press.
Farzaneh, N., & Nejadansari, D. (2014). Students’ attitude towards using cooperative learning for teaching reading comprehension. Theory & Practice in Language Studies, 4(2), 287-292.
Galaczi, E., & Khalifa, H. (2009). Cambridge ESOL’s CEFR DVD of speaking performances: What’s the story? Cambridge ESOL: Research Notes, 37(1), 23–29.
Ghaith, G. (2003). Effects of the learning together model of cooperative learning on English as a foreign language reading achievement, academic self-esteem, and feelings of school alienation. Bilingual Research Journal, 27(3), 451-474.
Gillies, R. M. (2004). The effects of cooperative learning on junior high school students during small group learning. Learning and Instruction, 14(2), 197-213.
Gillies, R. M. (2014). Developments in coperative learning: Review of research [Desarrollos en aprendizaje cooperativo: Revisión de la investigación]. Anales de Psicología/Annals of Psychology, 30(3), 792-801.
Guo, Y., Xu, J., & Xu, X. (2020). An investigation into EFL learners’ motivational dynamics during a group communicative task: A classroom-based case study. System, 89(1), 102214.
Higher Education Institution College English Teaching Advisory Committee. (2017). College English teaching guide. PRC Ministry of Education.
Jacobs, G. M., & Goh, C. C. M. (2007). Cooperative learning in the language classroom. SEAMEO Regional Language Centre.
Johnson, D. W., & Johnson, F. P. (1991). Joining together: Group theory and group skills. Prentice-Hall, Inc.
Johnson, D. W., & Johnson, R. T. (1999). Making cooperative learning work. Theory into Practice, 38(2), 67-73.
Kagan, S. (1989). The structural approach to cooperative learning. Educational Leadership, 47(4), 12-15.
Kagan, S., & Kagan, S. (1994). Cooperative learning. Kagan.
Krashen, S. (1985). The input hypothesis: Issues and implications. Longman.
Lam, W., & Wong, J. (2000). The effects of strategy training on developing discussion skills in an ESL classroom. ELT Journal, 54(3), 245–255.
Liang, T. (2002). Implementing cooperative learning in EFL teaching: Process and effects. (Unpublished doctoral dissertation). National Taiwan Normal University.
Lin, M. (2011). Effects of cooperative learning on the oral proficiency of Chinese students in the tertiary-level EFL classroom. (Unpublished doctoral dissertation). University of Leicester.
Lin, L. (2016). Investigating Chinese HE EFL classrooms: Using collaborative learning to enhance learning. Springer.
Llinares, A. (2015). Integration in CLIL: A proposal to inform research and successful pedagogy. Language, Culture and Curriculum, 28(1), 58-73.
Long, M. H. (1983). Native speaker/non-native speaker conversation and the negotiation of comprehensible input. Applied Linguistics, 4(1), 126-141.
Long, M. H. (1996). The role of the linguistic environment in second language acquisition. Handbook of Second Language Acquisition, 2(1), 413-468.
Long, M. H., & Porter, P. A. (1985). Group work, interlanguage talk, and second language acquisition. TESOL Quarterly, 19(1), 207-228.
Lourdunathan, J., & Menon, S. (2017). Developing speaking skills through interaction strategy training. The English Teacher, 18(1), 1-18.
Mahmoud, M. M. A. (2014). The effectiveness of using the cooperative language learning approach to enhance EFL writing skills among Saudi university students. Journal of Language Teaching and Research, 5(3), 616-625.
Marcos, R. I. S., Fernández, V. L., González, M. T. D., & Phillips-Silver, J. (2020). Promoting children’s creative thinking through reading and writing in a cooperative learning classroom. Thinking Skills and Creativity, 36(1), 100663.
Naughton, D. (2006). Cooperative strategy training and oral interaction: Enhancing small group communication in the language classroom. The Modern Language Journal, 90(2), 169-184.
Ning, H., & Hornby, G. (2014). The impact of cooperative learning on tertiary EFL learners’ motivation. Educational Review, 66(1), 108-124.
Pang, J. X., & Wu, W. W. (2000). An empirical study of group work in the English classroom. Foreign Language Teaching and Research, 32(1), 424–430.
Philp, J., Adams, R., & Iwashita, N. (2013). Peer interaction and second language learning. Routledge.
Prastyo, Y. (2017). Effects of cooperative learning on student teachers’ communicative competence in Indonesia. (Unpublished doctoral thesis). University of Limerick.
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge University Press.
Sadeghi, E., & Ganji, M. (2020). The effects of cooperative learning on Iranian university students’ class-engagement, self-esteem, and self-confidence. Journal of Modern Research in English Language Studies, 7(4), 89-109.
Sari, S. (2014). Improving speaking skills through cooperative learning for the VII grade students of SMP N 2 BERBAH in the academic year of 2013/2014. (Unpublished master thesis). Yogyakarta State University.
Sarobol, N. (2012). Implementing cooperative learning in English language classroom: Thai university students’ perceptions. International Journal of Interdisciplinary Social Sciences, 6(10), 111-122.
Sato, M., & Ballinger, S. (2016). Understanding peer interaction: Research synthesis and directions. In M. Sato & S. Ballinger (Eds.), Peer interaction and second language learning: Pedagogical potential and research agenda (pp. 209-239). John Benjamins.
Singay. (2020). An investigation into using Kagan cooperative learning model to enhance English oral communication ability of Bhutanese students. PASSA: A Journal of Language Teaching and Learning, 59(1), 20-47.
Slavin, R. E. (1995). Cooperative learning: Theory, research, and practice. Allyn and Bacon.
Storch, N. (2002). Patterns of interaction in ESL pair work. Language Learning, 1(1), 119-158.
Sun, D. (2014). From communicative competence to interactional competence: A new outlook to the teaching of spoken English. Journal of Language Teaching & Research, 5(5), 1062-1070.
Swain, M. (2005). The output hypothesis: Theory and research. Handbook of Research in Second Language Teaching and Learning, 1(1), 471-483.
Swain, M., & Suzuki, W. (2008). Interaction, output, and communicative language learning. The Handbook of Educational Linguistics, 39(1), 557-570.
Terpstra, J. E., & Tamura, R. (2008). Effective social interaction strategies for inclusive settings. Early Childhood Education Journal, 35(1), 405-411.
Tran, V. D. (2019). Does cooperative learning increase students’ motivation in learning? International Journal of Higher Education, 8(5), 12-20.
Vrhovec, A. R. (2015). Forms of cooperative learning in language teaching in Slovenian language classes at the primary school level. CEPS Journal, 5(3), 129-155.
Wang, L. (2004). 12 years of research in English speaking in China: Retrospect and current situations. Foreign Language World, 6(1), 7-14.
Wang, D., Lai, H., & Leslie, M. (2015). Chinese English learners’ strategic competence. Journal of Psycholinguistic Research, 44(1), 701-714.
Webb, N. M. (1991). Task-related verbal interaction and mathematics learning in small groups. Journal for Research in Mathematics Education, 22(5), 366-389.
Wen, Q. (2012). Challenges and countermeasures of college English from the perspective of curriculum. Foreign Language Teaching and Research, 44(2), 283-292.
Xie, Q. (2020). Teaching English oral communication for China’s English minor undergraduates: Barriers, challenges and options. The Asian Journal of Applied Linguistics, 7(1), 73-90.
Xu, J., & Kou, J. (2018). Group interaction strategies and students’ oral performance in Chinese EFL classrooms. TESOL Quarterly, 52(1), 198-209.
Zamani, M. (2016). Cooperative learning: Homogeneous and heterogeneous grouping of Iranian EFL learners in a writing context. Cogent Education, 3(1), 1149959.
Zhang, L., & Jin, Y. (2021). Assessing interactional competence in the computer-based CET-SET: An investigation of the use of communication strategies. Assessment in Education: Principles, Policy & Practice, 28(4), 389-410.
Zhang, L., & Zhao, C. (2017). The causes and suggestions of the inefficiency in English teaching. Journal of Changchun Normal University, 36(3), 174-176.
Zhao, C. (2021). Fundamental theories of second language acquisition: The input hypothesis, the output hypothesis, and the interaction hypothesis. Sino-US English Teaching, 18(7), 192-195.
Published
2024-02-29
How to Cite
Jia , J., & Stapa, M. (2024). The use of English interaction strategies in cooperative learning: A case study of four Chinese college students’ spoken discourse. Journal of Nusantara Studies (JONUS), 9(1), 25-52. https://doi.org/10.24200/jonus.vol9iss1pp25-52
Section
Articles
