Strategies of Group Cooperative Learning in Undergraduate English Classes to Improve Students Language Output Ability
Abstract
on theoretical frameworks such as the Output Hypothesis and sociocultural theory, the review analyzes the components of language output
and summarizes empirical studies highlighting CLs effectiveness in improving students fluency, accuracy, and complexity. It further identifies learner, instructional, and environmental factors influencing CL outcomes and proposes evidence-based strategies, including task-based
collaboration, peer scaffolding, and technology integration. These strategies offer pedagogical insights for optimizing CL practices to foster
students productive language abilities.
Keywords
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DOI: http://dx.doi.org/10.70711/neet.v3i7.7235
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