A study of Grade 12 students’ perceptions on the use of the cooperative learning approach for the English language teaching and learning at the selected school in Bangkok, Thailand

Abstract

This study mainly determines the students’ perceptions of using the cooperative learning approach for English language teaching and learning at the selected school in Bangkok, Thailand. And to determine whether there were any significant differences between students’ perceptions of the use of cooperative learning approach for English teaching and learning and students’ gender and achievement (GPAX). The respondents were 130 grade 12 students and two English teachers at the selected school in 2020. The data were collected by questionnaire and two interview forms. Descriptive statistics analyzed the data (mean and standard deviation, independent sample t-test, and ANOVA) and content analysis. The findings of this study indicated: (1) the grade 12 students’ perceptions were positive in all areas of cooperative learning activities in English language teaching and learning at the selected school; (2) there were no significant differences between students’ gender and perceptions of the use of cooperative learning, there were also no significant differences between students’ achievement (GPAX) and perceptions of the use of cooperative learning; (3) the students found that the effects of cooperative learning include great communication, increased motivation, and interest while sometimes the class would be noisy; the teachers found that the effects of cooperative learning include improvement of contribution and discussion between students, decreased problems of teaching while group work would spend more time.