Junior High School English Teachers’ Roles and Challenges in Implementing Cooperative Learning in EFL Classrooms

Abstract

This study aims to explore the challenges faced by junior high school English teachers in implementing cooperative learning in EFL classrooms. Cooperative learning has been widely recognized for its potential to enhance students’ academic achievement and social interaction; however, previous studies have shown that the implementation of cooperative learning in real classroom settings often presents various difficulties for teachers (Abramczyk & Jurkowski, 2020). This research employed a qualitative approach by conducting interviews with two junior high school English teachers. The data were analyzed to identify key challenges experienced during the implementation of cooperative learning. The findings reveal that the challenges are multifaceted and interconnected, including issues related to student readiness, teachers’ roles, group organization, classroom management, time constraints, availability of resources, and assessment practices. These challenges occur at different stages of the teaching process: before, during, and after instruction. Teachers are required to continuously adapt their strategies to address problems such as unequal participation, classroom discipline, and varying student abilities. The study also highlights that teachers’ adaptability and flexibility play a crucial role in successfully implementing cooperative learning. In conclusion, the implementation of cooperative learning is a complex process that requires careful preparation, effective classroom management, and continuous adjustment to students’ needs. Despite the challenges, teachers demonstrate strong commitment to fostering cooperative learning environments.