Promoting Achievement in English Vocabulary Among EFL Undergraduate Students Using Kagan's Cooperative Learning Approach
Promoting Achievement in English Vocabulary Among EFL Undergraduate Students Using Kagan's Cooperative Learning Approach

Summary/Abstract: Background/purpose. This study examines how well EFL students perform in English language learning using Kagan's Cooperative Learning Approach (KCLA). Conventional teaching approaches frequently fail to actively involve students, which lowers achievement. With an emphasis on teamwork and active engagement, this study seeks to ascertain whether KCLA may provide EFL students with a more successful learning approach. Materials/methods. In a quasi-experimental study design, a control group that used traditional teaching techniques was contrasted with an experimental group that used Kagan's Cooperative Learning Approach. Pre- and post-intervention vocabulary tests were given over ten sessions to evaluate achievement in English vocabulary learning. Results. According to the results, students in the KCLA group fared noticeably better than those in the control group in terms of achievement in English vocabulary proficiency. According to statistical analysis, the experimental group's mean scores and standard deviation were significantly more significant than the control group. The improvements were ascribed to high cognitive engagement, teamwork, and active involvement, all made possible by Kagan's CLA. Conclusion. The results showed that students in the KCLA group fared noticeably better than those in the control group in terms of achievement in English vocabulary proficiency. According to statistical analysis, the experimental group's mean scores and standard deviation were significantly higher than those of the control group. The improvements were ascribed to high cognitive engagement, teamwork, and active involvement, all made possible by Kagan's CLA.

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