Presentation Schedule
Listening Together: How Cooperative Learning Transforms the Development of Listening Skills in EFL Teacher Education (104443)
Session Chair: Diana Hsienjen Chin
This presentation will be live-streamed via Zoom (Online Access)
Friday, 19 June 2026 11:05
Session: Session 1
Room: Live-Stream Room 2
Presentation Type:Live-Stream Presentation
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This paper reports an action research study that explored how cooperative learning supports the development of listening comprehension in a Chilean English teacher training program. The project emerged from a practical need observed among fourth-year pre-service teachers, who found listening stressful. The central aim was to examine whether structured collaboration could create a more supportive learning environment and lead to meaningful improvement in students’ listening performance. Across two academic semesters, two cohorts of students (N = 65) participated in eight cooperative listening tasks integrated into their regular coursework. These tasks incorporated the principles of cooperative learning outlined by Johnson & Johnson (2008; 2014, 2018): positive interdependence, individual accountability, face-to-face promotive interaction, social skills, and group processing. Data were gathered through diagnostic, progress, and final tests, complemented by a perception survey that invited students to reflect on their motivation and experiences with the cooperative approach. The quantitative analyses revealed clear progress. The 2024-02 cohort showed a modest but promising improvement (p = .063, dz = .40), while the 2025-01 cohort demonstrated a statistically significant gain (p = .002, dz = .52). Students also expressed high levels of engagement, noting that working together reduced anxiety, increased confidence, and made listening tasks feel more meaningful and achievable. Overall, the study suggests that cooperative learning not only supports measurable gains in listening comprehension, but also nurtures a more connected and motivated learning community, thus highlighting the role of cooperation in EFL teacher education to strengthen both skills and classroom relationships.
Authors:
Erika De la Barra, University of Santiago, Chile
Sylvia Veloso, University Of Santiago, Chile
About the Presenter(s)
Dr Erika De la Barra is a University Assistant Professor/Lecturer at Universuty of Santiago Chile in Chile
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