Abstract

The aim of the current study is to determine the effect of Online Cooperative Learning (OCL) through group messenger on students’ classroom engagement at the English Department, Mohamed CherifMessaadiaUniversity, SoukAhras. To test the research hypotheses that suggest the possibility of enhancing classroom engagement through the use of OCL through group messenger, three data collection tools were used in triangulation. A non-participant classroom observation was conducted during the second semester of the academic year 2022-2023 with third year EFL students. Besides, a pre-test/post-test quasi-experimental design was conducted with both control and experimental groups but only the latter received the treatment. Finally, an in depth semi-structured interview was conducted with four third year EFL teachers. The results of the classroom observation and the interview revealed that the problem of students’ disengagement really exists among third year EFL classes. The classroom observation also helped us to see the enhancement of the experimental group engagement levels. This was validated by the quasi-experiment results. Namely, the Mann Whitney Test and the Wilcoxon Test were used in the analysis of the quantitative data. The research findings revealed that, unlike the control group which showed no significant enhancement, there is a significant positive difference between the pre-test and post-test scores of the experimental group. Besides, the interviewed teachers have a positive attitude towards using OCL through group messenger to enhance students’ classroom engagement. Therefore, we confirmed the research hypotheses. Hence, the findings of this study have important implications for practice which may pave the way for future studies.

Information

Item Type:	Master
Divisions:
ePrint ID:	4583
Date Deposited:	2023-11-21
Further Information:	Google Scholar
URI:	https://www.univ-soukahras.dz/en/publication/article/4583

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