Interviewed students reported reduced anxiety, more active participation, and improved listening and oral skills under CL¶

Claim · All claims
Evidence · 1 study · causal r1 · q1
Currency · newest study 2015 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q1 i? Students in interviews attributed lower anxiety and greater activity to being the center of CL classes, and reported gains in listening and oral skills. → Min Han 2015

Evidence¶

Min Han 2015¶

Min Han. (2015). An Empirical Study on the Application of Cooperative Learning to English Listening Classes. English Language Teaching, 8(3). https://doi.org/10.5539/elt.v8n3p177

q1 · i? · causal · r1

Qualitative interviews conducted throughout the semester with experiment-class students; the article quotes students saying CL "makes us less anxious" and that it "develops my listening and oral skills". One student reported disliking CL as an independent learner.

"While in CL, we are the center of the class which makes us less anxious."

Discussion¶

Learner Variables¶

• Academic Anxiety — outcome: instruction changes it
• Collaboration — outcome: instruction changes it
• Communication Skills — outcome: instruction changes it

Related Claims¶

• EFL students report that games reduce speaking stress and improve speaking skills — related
• Anxiety in foreign language classroom learning experiences is linked with oral performance among Japanese EFL learners — related
• AI reduces foreign language anxiety and strengthens self-efficacy and self-confidence, supporting the Affective Foundation Pathway — related
• The CL class improved significantly from pretest to posttest while the traditional-taught class did not — related
• Most students in the CL class held positive attitudes toward cooperative learning, including perceived listening gains — related