To what extend group-work cooperative learning affects learners’ perception of autonomy

Abstract

The purpose of this action research study was to investigate to what extend group-work cooperative learning affects learner perception and autonomy. The action research study was carried out with a single group of students at an ordinary school which can be considered representative of an average English language class in Armenian village. In total, 32 students participated in the study. As data collection instruments, pre- and post- study questionnaires on learner’s perception of autonomy and a small question-based log were used. Both of the instruments were translated into Armenian. Questionnaire data were analyzed by McNemar chi-square test that is used primarily in before-after studies to test for an experimental effect. According to the results of this text, no significant difference was found after the treatment between pre- and post- study questionnaire responses related to learning perception of autonomy. However, the qualitative outcomes showed that the participating students’ attitudes towards learner’s autonomy changed as a result of teacher’s innovative methodology and style of teaching used in the action research study. In addition, data collected through students’ question-based logs related positive attitude towards group-work cooperative learning on the part of the language learners.