This document outlines an action research study that aims to improve 10th grade students' oral English skills through cooperative learning approaches. The study will be conducted at a rural public school in Colombia. Data collection methods include observations, surveys, audio recordings, and tests. The study aims to raise oral fluency, improve oral interactions, increase confidence, and evaluate accuracy after using cooperative learning. Students will participate in 6 workshops covering various topics in small groups, rotating through speaking and listening tasks. Data will be analyzed to measure the impact of cooperative learning on oral skills.

1. JENNIFER HURTADO JARAMILLO
Master Program in English Didactics
June 2017

2. Purposes of the
study
Innovatio
n in the
rural area
Competitiv
e students
Oral skills
Confidenc
e trough
Cooperativ
e Learning
Raise
awareness

3. Educative Institution Luis Felipe Gutierrez
Loaiza
El Tigre Village
Salamina - Caldas
10°

4. 1 OBSERVATIO
N
JOURNAL
To collect data about the Researchers’ point of
view according to the participants’ performance
performance during the English classes and the
context of the classroom.
2 SURVEYING SURVEY
To collect data about participants performance and
opinions in terms of personal skills, classes’
appraisals, preferences and expectations.
3 AUDIO
RECORDING
FOCUS
GROUP
Collect data about teachers’ experiences and points
of view around the process of teaching and
learning English in their different setting.

5. * Group work expectations
* Low level of English
proficiency
* Need for ludic
* Evaluation strategy
weaknesses
* Group work
expectations
* Need for ludic
* Desire for learning
English
* High interest on
speaking
* Preferences on
listening
* Low level of English
proficiency

6. 61%
35%
4%
13%
25%
33%
29%
80%
20%Listening
Reading
speaking
Low
From 1,0 to 2,9
Basic
From 3,0 to 3,9
High
From 4,0 to 4,5
Superior
From 4,6 to 5,0 67%
13%
17%
4%
Writing

7. CODE COLOR
FREQUECIES
Students’
survey
English teachers’
focus group
Researchers’
Journal
Total
s
Percentag
es
Problems with listening 1 4 4 9 5,8
Speaking difficulties 1 6 4 11 7,1
Desire for learning English 7 3 1 11 7,1
High interest in speaking 5 7 2 14 9,0
Low level of English
proficiency
4
5 8 17 10,9
Preferences in listening 8 6 3 17 10,9
Evaluation strategy
weaknesses
7
4 6 17 10,9
Need for ludic 15 3 8 26 16,7

8. Speaking
difficultie
s
Low level
of English
proficienc
y
High
interest in
speaking
Desire for
learning
English Need for
ludic
Preferenc
es in
listening
Problems
with
listening
Group
work
expectation
s
Evaluatio
n strategy
weakness
es
Learning

9. RESEARCH QUESTION
What is the effect of the Cooperative
learning approach in tenth graders’ oral
skills in a rural public school?

10. RESEARCH OBJECTIVES
To explore the
effect of
cooperative
learning
approach in tenth
graders’ oral
skills a rural
public school
2. To establish the patterns of oral
interaction in an EFL classroom
1. To measure the impact of
cooperative learning approach on
the oral fluency of the students
3. To evaluate the grammatical
accuracy after exposed to
cooperative learning approach
GENERAL Specific

11. RESEARCH OBJECTIVES
GENERAL Specific
To improve tenth
graders oral skills
by means of
cooperative
learning in a
rural public
school
1. To raise the levels of oral
fluency among the students
2. To better students oral
interaction trough the cooperative
learning approach
3. To raise the students’
confidence in oral performance
under the cooperative learning
approach

12. COOPERATIVELEARNING
APPROACH
A guidebook for
cooperative
learning: (Dee
Dishon, Pat Wilson
O’Leary, 1989)
Cooperative
learning in the
classroom (Johnson,
David W and
others, 1994)
An overview of
cooperative
learning
(Roger T. and
David W. Johnson
2002)
Making the most of
small groups
(Debbie Diller 2007)
Literacy
workstations-
making center work
(Debbie Diller 2003)
LISTENINGSKILL
Teaching and researching listening
(Michael Rost, 2002)
Teaching listening
and speaking from
the theory to the
practice (Jack C
Richards 2008)
How to teach
English. (Jeremy
Harmer 2008)SPEAKINGSKILL
Teaching and researching speaking
(Rebecca Hughes, 2002)
EFLMETHODOLOGY
Language learning
strategies. (Rebecca
Oxford, 1990)
Teaching by
principles. An
interactive
approach to
language pedagogy
(H. Douglas Brown
Suggested curriculum structure men
(MEN 2016)
Pedagogical principles and guide lines
(MEN 2016)

13. ACTION RESEARCH
• Creswell (2009)
• Explore human assumptions about a certain
problem in their own setting.
• Inductive analysis of the data.
• The researcher makes the analysis and
interpretation of the meaning of the data.
• The research question emerge from the data
collected
• The written reports use a flexible and
understandable structure.
REFLECT
OBSERVE
ACT

14.  Six workshops
 2 hours per workshop
 Practice part of the
lesson plan
 6 students per table
 Rotate each 25 minutes
1. Environmental care
2. Agro-industrial
processes
3. Country side traditions
4. Coffee marketing
5. Tourism in the town
6. Popular myths and
legends
LISTENING
TASK
SPEAKING
TASK
LISTENING
TASK
SPEAKING
TASK

15. • Class observation
• Surveys
• Speaking rubrics
• Measure test