Investigating the perceptions of Turkish EFL teachers on cooperative learning

Research Article

Abstract

This study explores the perceptions and experiences of English as a Foreign Language (EFL) teachers regarding the implementation of cooperative learning (CL) in language classrooms. Employing a mixed-method phenomenological design, the research combines quantitative data from a standardized attitude scale (CAPIC) with qualitative insights from structured interviews conducted with ten teachers. The study investigates how teacher attitudes toward CL vary based on educational background and teaching level, identifies perceived benefits and challenges, and examines the systemic and pedagogical factors influencing implementation. Findings suggest that EFL teachers generally view CL as an effective approach for fostering communication, motivation, and student-centered learning, particularly in speaking-focused tasks. However, obstacles such as large class sizes, insufficient training, and rigid curricula limit its consistent application. Quantitative results revealed no statistically significant differences in attitudes based on graduation field or teaching level, although primary school teachers showed slightly lower engagement. Qualitative data underscored the importance of student accountability, structured roles, and teacher training in ensuring successful CL implementation. The study concludes that while EFL teachers support the principles of cooperative learning, effective integration requires institutional support, curriculum flexibility, and targeted professional development. These findings have implications for teacher education programs and policy initiatives aimed at promoting active, collaborative learning in EFL contexts.