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VOL. 11, ISSUE 4 (2025)
Enhancing students motivation through cooperative learning in the EFL classroom
Authors
Zhong Yongfei
Abstract
This study investigates the impact of
cooperative learning (CL) on enhancing motivation among English as a Foreign
Language (EFL) learners. Through a systematic analysis of three empirical
studies—Namaziandost et al. (2019) [23], Fakhri Alamdari and Ghani
(2022) [11], and Liu and Lan (2016) [21]—the paper
demonstrates that CL significantly improves learners’ intrinsic motivation,
oral proficiency, and collaborative skills. Key findings reveal that structured
group activities, positive interdependence, and student-centered environments
foster higher engagement and autonomy compared to traditional teaching methods.
The study further proposes practical applications for EFL classrooms, including
strategic group formation, teacher facilitation, and dynamic evaluation
methods. By synthesizing theoretical frameworks (e.g., Dörnyei’s motivational
theories) and empirical evidence, this paper underscores CL as a transformative
strategy for EFL contexts, offering actionable insights for educators to
optimize student motivation and learning outcomes.
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Pages:73-76
How to cite this article:
Zhong Yongfei "Enhancing students motivation through cooperative learning in the EFL classroom". International Journal of Humanities and Social Science Research, Vol 11, Issue 4, 2025, Pages 73-76
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