Examination of English teachers’ opinions about use of cooperative learning approaches in high school English classes

The aim of this research is to examine teachers’ views on the use of the cooperative learning approach in secondary school English classes. The research was conducted according to the descriptive survey model. The research, conducted within the framework of the quantitative research model, was carried out with 153 teachers working in secondary school English classes during the 2021-2022 academic year. The data was collected using a questionnaire prepared by consulting the opinions of 7 experts in the field and 9 teachers, aiming to examine teachers' views on the use of collaborative learning approaches in secondary school English lessons. The open-ended questions of the research were analyzed by content analysis method.The analysis of the study was done using the independent chi-square test. There was no significant difference according to the teachers' views on the use of cooperative learning approach according to gender, the program they graduated from and professional seniority. However, it was found that there was a significant difference between the type of school, program type, participation in the activity, the use of the approach and its frequency. Teachers consider the advantages of cooperative learning; practice, collaboration and peer learning, empathy, motivation, self-confidence and active learning; disadvantages are insufficient class hours, dominant students, and difficulties of classroom management. Teachers offered some suggestions like class sizes should be suitable, appropriate materials should be available, students should know the cooperative learning approach, course hours should be increased, teachers should be trained, curriculum should be appropriate, classrooms should be suitable and student situations in groups should be appropriate for more effective use of cooperative learning approach.