The role of cooperative learning in developing communicative competence in ELT classrooms: a qualitative study of secondary-level students in Bangladesh

Abstract

Many students of Bangladesh struggle to reinforce their English communicative competence regardless of learning English for several years. Recently in Bangladesh, cooperative learning has been widely practiced in BLT classrooms. Nevertheless, its influence on learners' communicative competence remains insufficiently investigated. This qualitative study explores the role of cooperative learning in developing communicative competence while focusing on students' perspectives, peers' and teachers' roles, and experienced advantages and challenges during the cooperative learning process. Data is collected through semi-structured online interviews with ten secondary-level students from class 7 to class 10 aged 13-15 years studying in different schools in Bangladesh. The data is analyzed by applying thematic analysis to recognize repetitive patterns and core themes of the study. Findings illustrate that cooperative learning improves students' grammatical competence, sociolinguistic competence, and strategic competence with a slight limited enhancement of discourse competence. Learners emphasize peers performing as scaffolders, correction and feedback givers, and inspiring figures, whereas teachers' major role during cooperative learning is to monitor, facilitate, and provide feedback. The advantages of cooperative learning reported by the learners include instant correction and feedback and more opportunities to practice and expand knowledge, together with easy and comfortable learning. However, the results display challenges encompassing conflicts, unequal participation, domination, insecurity, and fear of judgement among peers. The study concludes that despite cooperative learning remarkably improving the communicative competence of learners in BLT classrooms, the effectiveness depends on equal and fair participation, proper formation of groups, language-based learning, and appropriate classroom management.