This study is mainly concerned with the assessing challenges English teachers of Kombolcha Secondary School face in teaching grammar through cooperative language learning with particular reference to, grade 9. The data was gathered by four data gathering instruments questionnaire, interview, classroom observation, and text analysis. The data, which were obtained through a close-ended questionnaire, were analyzed and interpreted in the quantitative method, whereas the data which were gathered through interviews and classroom observation were interpreted and analyzed in the qualitative method. Finding shows that lack of student centeredness, lack of being facilitators, inappropriateness of CLL in grammar teaching were the major factors that hamper teaching grammar using Cooperative Language Learning. All concerned bodies including teachers, students, society, Ministry of Education, and others should facilitate a condition to prepare supplementary materials which provide detailed information about cooperative activities in addition to textbooks; support might be in the form of finance to prepare other
| Published in | Teacher Education and Curriculum Studies (Volume 9, Issue 1) |
| DOI | 10.11648/j.tecs.20240901.11 |
| Page(s) | 1-11 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
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Copyright © The Author(s), 2024. Published by Science Publishing Group |
Grammar, Cooperative, Language, Learning, Teaching
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APA Style
Shumiye, A. S. (2024). Teaching-Learning Grammar via Cooperative Language Learning: Kombolcha Secondary School in Focus. Teacher Education and Curriculum Studies, 9(1), 1-11. https://doi.org/10.11648/j.tecs.20240901.11
ACS Style
Shumiye, A. S. Teaching-Learning Grammar via Cooperative Language Learning: Kombolcha Secondary School in Focus. Teach. Educ. Curric. Stud. 2024, 9(1), 1-11. doi: 10.11648/j.tecs.20240901.11
AMA Style
Shumiye AS. Teaching-Learning Grammar via Cooperative Language Learning: Kombolcha Secondary School in Focus. Teach Educ Curric Stud. 2024;9(1):1-11. doi: 10.11648/j.tecs.20240901.11
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Download@article{10.11648/j.tecs.20240901.11,
author = {Ashenafi Shimeles Shumiye},
title = {Teaching-Learning Grammar via Cooperative Language Learning: Kombolcha Secondary School in Focus},
journal = {Teacher Education and Curriculum Studies},
volume = {9},
number = {1},
pages = {1-11},
doi = {10.11648/j.tecs.20240901.11},
url = {https://doi.org/10.11648/j.tecs.20240901.11},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20240901.11},
abstract = {This study is mainly concerned with the assessing challenges English teachers of Kombolcha Secondary School face in teaching grammar through cooperative language learning with particular reference to, grade 9. The data was gathered by four data gathering instruments questionnaire, interview, classroom observation, and text analysis. The data, which were obtained through a close-ended questionnaire, were analyzed and interpreted in the quantitative method, whereas the data which were gathered through interviews and classroom observation were interpreted and analyzed in the qualitative method. Finding shows that lack of student centeredness, lack of being facilitators, inappropriateness of CLL in grammar teaching were the major factors that hamper teaching grammar using Cooperative Language Learning. All concerned bodies including teachers, students, society, Ministry of Education, and others should facilitate a condition to prepare supplementary materials which provide detailed information about cooperative activities in addition to textbooks; support might be in the form of finance to prepare other
},
year = {2024}
}
TY - JOUR T1 - Teaching-Learning Grammar via Cooperative Language Learning: Kombolcha Secondary School in Focus AU - Ashenafi Shimeles Shumiye Y1 - 2024/02/21 PY - 2024 N1 - https://doi.org/10.11648/j.tecs.20240901.11 DO - 10.11648/j.tecs.20240901.11 T2 - Teacher Education and Curriculum Studies JF - Teacher Education and Curriculum Studies JO - Teacher Education and Curriculum Studies SP - 1 EP - 11 PB - Science Publishing Group SN - 2575-4971 UR - https://doi.org/10.11648/j.tecs.20240901.11 AB - This study is mainly concerned with the assessing challenges English teachers of Kombolcha Secondary School face in teaching grammar through cooperative language learning with particular reference to, grade 9. The data was gathered by four data gathering instruments questionnaire, interview, classroom observation, and text analysis. The data, which were obtained through a close-ended questionnaire, were analyzed and interpreted in the quantitative method, whereas the data which were gathered through interviews and classroom observation were interpreted and analyzed in the qualitative method. Finding shows that lack of student centeredness, lack of being facilitators, inappropriateness of CLL in grammar teaching were the major factors that hamper teaching grammar using Cooperative Language Learning. All concerned bodies including teachers, students, society, Ministry of Education, and others should facilitate a condition to prepare supplementary materials which provide detailed information about cooperative activities in addition to textbooks; support might be in the form of finance to prepare other VL - 9 IS - 1 ER -
English Language and Literature Department, Oda Bultum University, Chiro, Ethiopia
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