1

COOPERATION-BASED INSTRUCTIONAL DESIGN

FOR EFL LEARNING AT UNIVERSITY

Introduction
The teaching and learning process in higher education is involved with many stakeholders,
such as deans, heads of departments, curriculum designers, instructors, administration staff,
students and their parents, and so forth. However, instructors and students are the key agents
that ensure educational quality in that they are closely connected with each other during the
teaching and learning process. Instructors are responsible for leading, guiding, and facilitating
students so that they can effectively learn through their own personality types and learning
styles. Meanwhile, students, facilitated by their teachers, are supposed to be more engaged in
acquiring new knowledge, learning new skills or improving the existing ones, and adopting
positive attitudes toward the subject matter, peers, instructors, and others. Therefore, much
more attention should be paid to instructors’ teaching and students’ learning because student
quality strongly depends upon instructor quality (Raudenbush, Eamsukkawat, Di-Ibor, Kamali,
& Taoklam, 1993), that is, instructors’ abilities are more important to student learning than
other educational resources (Chan & Kanjanawasee, 2014; Darling-Hammond, 2006; Tandon
& Fukao, 2015).
To attain educational quality in the 21st century, a wide range of learning outcomes need
to be achieved. Learning outcomes are now more complicated than ever before because of the
current trends of globalization and internationalization. Students are now expected not only
to acquire a knowledge of core subjects and interdisciplinary themes (e.g., global awareness,
environment, health, finance, economics, business, entrepreneurship, civic morality) but also
learn the 21st century skills (learning and innovation skills; information, media, and technology
skills; and life and career skills) (Greenhill, 2010). Schleicher (2012) assures that students need
to become lifelong learners in order to survive in the digital age. Hence, to solidify the success
in college, career, and life, instructors need to try their best to help students gain profound
knowledge and become critical thinkers, complex problem solvers, good communicators and
collaborators, information and technology literates, innovators and creators, flexible adopters,
and so forth.
Equipping students with the 21st century knowledge and skills is a challenging task. Such
skills need to be woven into all content areas during the teaching and learning process in that
sufficient knowledge of core academic subjects helps students think critically and communicate
effectively (Greenhill, 2010). This requires teaching techniques that can provide good learning
experiences for students through working together in groups. To date, a number of teaching
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methods for group learning have been implemented to raise the quality of students learning
and improve learning outcomes. Of these methods, cooperative learning has been regarded
as an effective teaching technique that can replace traditional instruction (Slavin, 2011).

Cooperative Learning
Cooperative learning refers to an instructional approach where students are organized to work
together in small heterogeneous groups so as to achieve expected goals (e.g., learning academic
content, developing end products related to the specific subject matter), under the sociall y
structured exchange of information, individual and group accountability, and positive inter-
dependence (Gillies, 2007; D. Johnson & Johnson, 2014; Jolliffe, 2007; Marr, 1997; Olsen & Kagan,
1992; Panitz, 1999; Slavin, 2011; Smith, 1995; Yi & LuXi, 2012).
Cooperative learning is also founded in constructivist epistemology (Panitz, 1999) and social
interdependence theory (D. W. Johnson, Johnson, & Smith, 2007). Such a type of learning is
appropriate for primary school students (Bruffee, 1995; Smith, 1995). However, Smith (1995)
and Slavin (2011) claim that the cooperative learning methods are also suitable with middle
school, high school, and college students. According to Kagan and Kagan (2009), cooperative
learning was introduced to response to the four interrelated crises in the US education sector,
namely the achievement crisis, the achievement gap crisis, the race relations crisis, and the social
skills crisis. Indeed, the cooperative learning technique has been found to be more effective
than individual or competitive learning approach as it leads to higher academic achievement
(Hornby, 2009; D. W. Johnson, Johnson, & Stanne, 2000).
The most important element of cooperative learning is establishing successful cooperative
groups. Students can work together, contribute, accept responsibility for completing their part
of the assigned task and assist the learning of their peers when they learn in a structured and
meaningful group. To build such successful cooperative groups, five components should be
taken into account: positive interdependence, individual accountability, promotive interaction,
interpersonal and small-group skills, and group processing (Gillies, 2007; D. W. Johnson &
Johnson, 2009; Jolliffe, 2007). Positive interdependence arises if group members rely heavily
on one another in order to complete assigned tasks or produce group products. Individual
accountability in cooperative learning means group members are individually assigned to
learn and complete a task that is the part of the group task, and they have to be responsible for
that. However, group members are motivated to take much care of the learning of their peers
in the group. Promotive interaction exists when group members collaboratively work together
to accomplish the group’s goal. Interpersonal and small-group skills are provided in cooperative
learning. Students have more opportunities to use and develop interpersonal and social skills
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during the interaction process. Group processing enables students to analyze and reflect how
well the group is functioning so that its processing will be improved next time. However, of
the five components, positive interdependence and individual accountability are key elements
of cooperative learning (Hornby, 2009; Jolliffe, 2007).
In recent years, a number of research studies have demonstrated the significant effect of
cooperative learning techniques on student learning. Cooperative learning has been found to
profoundly influence academic achievement, learning motivation, and student engagement.
Students who experience cooperative learning techniques (e.g., correcting their errors in groups,
jigsaw, group research, student team achievement division, team game tournament) significantly
improve their academic performance (Genç, 2016; Servetti, 2010). Work by Foldnes (2016) shows
that integrating cooperative learning techniques into flipped classrooms is more effective than
using traditional techniques and normal flipped classroom techniques. Students did better on
the final examination after experiencing cooperative flipped classroom techniques. Students
are also intrinsically motivated to learn (Fernandez-Rio, Sanz, Fernandez-Cando, & Santos,
2015; Ning & Hornby, 2013) and more engaged in classroom activities when teachers apply
cooperative learning techniques in the teaching and learning process (Herrmann, 2013).
Accordingly, the instructional design for the English course of “Academic Writing I” was
developed based on cooperative learning techniques (e.g., individual and group tasks, bonus
scores for group members, student-team achievement, jigsaw), in order to promote the quality
of student learning, raise their attention to work in groups, and encourage them to learn from
each other. This instructional design mainly focuses on the cooperative learning techniques of
(D. Johnson & Johnson, 2014) and the dimensions of learning of (Marzano & Pickering, 1997).
This English course content is about Paragraph Writing, which requires students to learn and
work together in groups, and ten write four different types of paragraphs of about 150 to 200
words. The target students are 2nd-year undergraduates majoring in TEFL (Teaching English
as a Foreign Language) at Angkor Khemara University. This design aims to apply different
dimensions of learning throughout the semester in order that students will acquire content
knowledge of English, learn academic writing skills, and develop learning and social skills
throughout the course. The dimensions of learning that are going to be applied within this
teaching approach include attitude and perceptions, acquiring and integrating knowledge,
extending and refining knowledge, using knowledge meaningfully, and habits of mind. More
information about the course content and objectives, teaching procedures, assessment methods,
and other parts of this cooperation-based instructional design is provided below.
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Class: Semester 1, 2nd-Year Undergraduate Students Majoring in TEFL

Subject: Academic writing I: Paragraph Writing
Textbook: Writing to communicate 2: Paragraphs and essays
Period 15 sessions
Content: 1. The organization of paragraphs
1) Writing focus
● Basic organization
● The topic sentence
● The body (supporting sentences)
● The concluding sentence
2) Structure and mechanics
● Sentence and punctuation
● Connecting sentences
3) Paragraph format
3) Writing to communicate
● Paragraph checklist
● Writing to communicate
2. Types of paragraph
1. Descriptive paragraphs
● Strategies, transition signals, and model paragraphs
2. Narrative paragraphs
● Strategies, transition signals, and model paragraphs
3. Expository paragraphs
● Strategies, transition signals, and model paragraphs
4. Process analysis paragraphs
● Strategies, transition signals, and model paragraphs
5. Classification paragraphs
● Strategies, transition signals, and model paragraphs
6. Comparison and contrast paragraphs
● Strategies, transition signals, and model paragraphs
7. Problem/solution paragraphs
● Strategies, transition signals, and model paragraphs
8. Cause-effect paragraphs
● Strategies, transition signals, and model paragraphs

INSTRUCTIONAL DESIGN FOR THE COURSE OF ACADEMIC WRITING I
Teacher Procedure
I. Pre-instructional Decisions:
Formulating instructional objectives, deciding on the size of groups, choosing a method for assigning students to
groups, deciding which roles to assign to group members, arranging the room, and arranging the teaching and
learning materials
1. Specifying the instructional objectives: 1. Academic objectives:
1) The teacher identifies the academic
objectives based on the textbook and
social-skills objective bases on the
core curriculum of the BEd program.
2. Social-skills objectives:
5
Learning Activities / Student
Dimensions of Learning/Content
Responsibility
1) Declarative knowledge: The
students will be able to:
● Understand what the topic
sentence, the supporting
sentences, and the concluding
sentence are.
● Understand the organization
of the paragraph
● Know how to write complete
sentences and use punctuations
properly in the sentence.
● Connect sentences using
appropriate transition signals
and relative pronouns.
2) Procedural knowledge: The
students will be able to:
● Write a topic sentence, supporting
sentences, and a concluding
sentence.
● Construct complete sentences
and use punctuations properly.
● Construct compound sentences
and complex sentences with
appropriate transition signals
and relative pronouns.
● Write an effective paragraph.
1) Teamwork skills: The students
will be able to:
● Share ideas, listen to peers’
ideas, and provide effective
solution to the group task.
● Contribute their understanding
in order to accomplish the
group task effectively.
2) Accountability: The students
will be able to:
● Contribute a fair share of the
work toward the group goal.
● Help their peers successfully
learn the material.
3) Positive interdependence: The
students will be able to:
● Help one another complete
their task proportion for the
accomplishment of the group
task.

Teacher Procedure
2. Designing on the size of the group:
1) The teacher organizes the students
into groups of four.
3. Assigning the students to groups:
1) The teacher randomly organizes
students into groups of mixed ability
in grammatical structure and
vocabulary (based on the pretest and
interview).
2) The groups will stay together to
complete a chapter.
4. Assigning roles to ensure interdependence:
1) The teacher assigns the specific roles
to the students based on their real
conditions.
2) The teacher uses code name for each
member of the groups.
5. Arranging the room:
1) The teacher organizes the cooperative
learning activities in the classroom
by joining the tables together.
6. Planning and applying instructional
materials:
1) The teacher distributes the materials
in a way that promotes a joint effort
to accomplish the assignment.
6
Learning Activities / Student
Dimensions of Learning/Content
Responsibility
● Manage unintended conflict
during the group discussion.
3. Learning skills:
1) Critical thinking skills: The
students will be able to:
● Use more than one source to
seek accuracy of what they
are doing.
● Use new ides to shape the
way they do things.
● Understand other people’s views.
● Reevaluate their learning
experiences, actions, and
behaviors.
2) Problem solving skills: The
students will be able to:
● Solve different kinds of non-
familiar problems with in
teamwork.
3) Self-regulated learning skills:
The students will be able to:
● Work hard even if they don’t
like what they are doing in
teams.
● Concentrate on their own
learning, the learning of peers,
and the group task.
● Keep doing even when the
work is difficult or uninteresting.
D1: Attitude and perceptions 1. The students take the pretest.
1. Pretest: Grammatical structure and 2. The students are interviewed
Vocabulary by the teacher in English.
2. Interview: Individual interviews in 3. The students start to know
English each other in the group.
3. Identification of students’ learning 4. The group members set a
styles and personality traits learning goal together.
D1: Attitude and perceptions 1. The students take their roles
in the group.
2. The students can change the
roles if needed and help each
other to perform effectively.
1. The students help arrange
the room and the spaces for
working in group to complete
the group task.
D2: Acquire and integrate knowledge 1. The students help prepare
D3: Extend and refine knowledge the materials for teaching
1. Teaching and learning materials: and learning and the group
markers, paper, post-it notes, and work throughout the semester.
other materials
 7

Learning Activities / Student

Teacher Procedure Dimensions of Learning/Content
Responsibility
2) The teacher gives each group only 2. A jigsaw material for the group 2. The students get and share
one copy of the materials that are task. the materials for their own
arranged as a jigsaw. learning, the learning of their
peers, and the group task.
3. The students individually
learn the materials and help
their peers learn them, too.
II. Explaining the task and cooperative structure:
Explain the academic assignment, explaining the criteria for success, structuring positive interdependence, explaining
individual accountability, and explaining the behaviors the teacher expects to see during the chapter.
1. Explaining the academic task: D1: Attitude and perceptions 1. The students listen and follow
1) The teacher explains what the task or D3: Extend and refine knowledge what the teacher has explained.
assignment is, what to do to complete D4: Use knowledge meaningfully
it, and how to do it. D5: Habits of mind
1. Assignment: Writing four types of
paragraph for each group
2. What to do to complete the task or
assignment: the materials and
paragraph models
3. How to do: Individual learning
and group task
2. Explaining criteria for success: 1. The criteria for examination: 1. The students listen and follow
1) The teacher explains what criteria A = 95-100 what the teacher has explained.
are used to evaluate the students. B = 85-94
2) The teacher uses letter grades on C = 75-84
their writing tests. D = 65-74
F = Less than 65
3. Structuring positive interdependence: D1: Attitude and perceptions 1. Each student is responsible
1) The teacher helps the students in each 1. If all the group members in each for learning the material.
group set positive goal interdependence. group score over 80, each group 2. Each group member is also
2) The teacher uses positive reward member will receive 10 bonus responsible for making sure
interdependence. points. that other members in the
group learn the material.
4. Structuring individual accountability: D1: Attitude and perceptions 1. Each student is accountable
1) The teacher assesses the performance for his or her assigned tasks
of each member to see individual (his or her own progress).
progress. 2. Each group member is also
2) The teacher encourages the students accountable for the progress
teach or help their peers learn the of his or her own peers.
material and their assigned tasks. 3. Thus, the students explain
or teach what they have
learned to their peers.
5. Specifying desired behaviors: D1: Attitude and perceptions 1. The students listen and follow
1) The teacher explains what the teamwork 1. Teamwork skills: The students what the teacher has explained.
skills, positive interdependence, and work in teams effectively.
individual/group accountability are. 2. Positive interdependence: The
2) The teacher also encourages the students students support and rely on each
to apply those skills while learning other to accomplish the assigned
or working in groups. task.
3. Individual and group accountability:
The students are accountable for
their learning and task proportion,
the learning of their peers and task
proportion, and the accomplishment
of the group task.

Teacher Procedure
6. Structuring intergroup cooperation:
1) The teacher set a class goal for all the
students to achieve.
2) The teacher encourages the members
of the group that finishes its work to
help other groups understand how to
complete the assignment successfully.
3) The teacher recommends the groups
that are finished with a task to find
other finished groups and compare
answers and strategies.
III. Monitoring the Learning Groups and Intervening to Improve Task Work and Teamwork:
Monitoring students’ behavior, providing task assistance, intervening to teach social skills, providing closure to
the lesson, and processing how well the group functioned
1. Monitoring students’ behavior:
1) The teacher continuously checks
students’ behaviors in learning and
working in groups throughout the
chapter.
2) The teacher selects students within
each group, train them, and have
them to collect data related to
students’ behavior.
2. Providing task assistance:
1) The teacher observes group to group D2: Acquire and integrate knowledge
to determine what the students do
and do not understand.
2) The teacher intervenes to clarify the
instruction, review important
procedures and strategies for
completing the assignment, answers
questions, and teach task skills as
necessary.
3. Intervening to teach social skills:
1) While monitoring, the teacher intervenes
to suggest more effective procedures
for working together or reinforce
particular effective and skillful
behaviors.
4. Providing closure to the lesson:
1) The teacher checks whether the
students understand what they have
learned.
Dimensions of Learning/Content
D1: Attitude and perceptions
D3: Extend and refine knowledge
D1: Attitude and perceptions
D3: Extend and refine knowledge
D3: Extend and refine knowledge
D4: Use knowledge meaningfully
8
Learning Activities / Student
Responsibility
1. The students are committed
to follow and achieved the
class goal.
2. The students help other groups
that are not finished understand
how to complete the task
successfully.
3. The students of the finished
groups visit other finished
groups to compare what they
have done and how they have
done it.
1. The students work in groups
to learn what they need to
complete the group task.
2. The selected students observe
and gather information about
their peers’ interaction or
contribution to the group.
3. The students report or describe
the collected information to
the teacher.
1. The students discuss the
materials and seek needed
information from other
sources.
2. The students ask for help
from the teacher when they
are not able to help each
other or solve un-familiar
problems during the session
or the whole chapter.
3. The students consult with the
teacher for better strategies
for achieving their group
goal, completing the group
assignment.
1. The students are committed
to improve their social
relationship in working in
teams and adopt positive
behaviors to accomplish
their group goal.
1. The students summarize the
major points in the lesson
and recall ideas.
2. The students ask more
questions about what they
have learned.
3. The students check and
adjust what they have done
alone and in the group.
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Learning Activities / Student

Teacher Procedure Dimensions of Learning/Content
Responsibility
IV. Assessing Learning and Monitoring Group Effectiveness:
Assessing the quality and quantity of learning and processing how well the group functions
1. Assessing student learning: D3: Extend and refine knowledge 1. The students regularly submit
1) The teacher assesses the quality and D4: Use knowledge meaningfully what they have done about
quantity of student learning using 1. Performance-based assessment: their assignment to the
three types of assessment tools in Checking how well the students teacher.
order to assess academic performance, produce pieces of writing about 2. The students consider about
learning skills, and teamwork skills. the assigned tasks. their own learning skills used
2. Learning skills assessment: Checking in their learning and fill in
how well the students have applied the questionnaire.
critical thinking skills and self- 3. The selected students and the
regulated learning skills in their teacher use the assessment
learning. rubric to evaluate students’
3. Teamwork skills assessment: participation in learning and
Checking how well the students contribution to the group
help their peers learn the materials task and the learning of their
and complete the group task. peers.
2. Processing how well the group functioned: D4: Use knowledge meaningfully 1. The students describe helpful/
1) At the end of each session or after the 1. The report or description of expected unhelpful actions they have
assignment has been completed, the behaviors and interactions noticed in their group.
teacher asks the students to describe 2. Constructive feedback on the 2. The students report positive
what actions were helpful/unhelpful students’ negative behaviors and and negative behaviors in
in completing the group’s work. the assigned task working in groups and change
2) The teacher asks the students to decide 3. Group goal setting for further the negative ones.
about what behaviors to continue improvement 3. The students analyze and
and which ones to change. 4. Group praise for hard work and reflect the feedback and
3) The teacher gives specific feedback success consult with the teacher.
on the effectiveness of task work and 4. The students set a goal to
teamwork to each student, each improve their own learning
group, and the whole class. and the group task.
4) The teacher has the students analyze
and reflect on the feedback they
receive.
5) The teacher has the students describe
each member’s actions that contributed
to completing the assignment effectively.
6) The teacher helps the individuals and
groups set goals for improving the
quality of their work.
7) The teacher encourages the celebration
of the group members’ hard work
and the group success.
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COOPERATIVE LEARNING RUBRIC

Name:…………………………………......... Class Period:……………………………….. Date:………………..

Direction: Consider your students’ or peers’ participation within and contribution toward the group and
then write the number score for each category and the overall score in the space provided.

Unacceptable Basic Proficient Distinguished

Category
1 2 3 4
1. Contribution to the Works toward group Works toward group Works toward group Consistently and
group goal goals only when goals with occasional goals without actively works
prompted. prompting. occasional toward group goals;
Score:______ prompting. willingly accepts and
fulfills individual role
within the group.
2. Consideration of Needs occasional Shows sensitivity to Shows and expresses Shows sensitivity to
others reminders to be the feelings of others. sensitivity to the the feelings and
sensitive to the feelings of others; learning needs of
Score:______ feelings of others. encourages the others; values the
participation of knowledge, opinion
others. and skills of all group
members.
3. Contribution of Contributes Contributes Contributed Consistently and
knowledge information to the information to the knowledge, opinions, actively contributes
group only when group with and skills without knowledge, opinions,
Score:______ prompted. occasional prompting prompting or and skills without
and reminding. reminding. prompting or
reminding.
4. Working and Participates in the Participates in the Willingly participates Helps the group
sharing with others needed changes needed changes with in needed changes; identify necessary
when prompted and occasional usually does the changes and
Score:______ encouraged; always prompting; often assigned work and encourage group
or often relies on needs reminding to rarely needs action for change;
others to do the do the assigned reminding. does the assigned
work. work. work without
reminders.
Overall Score Comments:

_____________

Source: Manis (2012), Teacher-Written Eduware, LLC

 11

CRITICAL THINKING & SELF-REGULATED LEARNING SKILLS

QUESTIONNAIRE

Direction: Consider each item and how you used your critical thinking and self-regulated
learning skills in your learning and check the number that is true for you.
1 means “strongly disagree”
2 means “disagree”
3 means “neutral or not sure”
4 means “agree”
5 means “strongly agree”

Category/Construct Indicators 1 2 3 4 5

1. Critical Thinking Skills

1.1 Critical 1. I usually try to think about the bigger picture during a discussion.
Openness
2. I often use new ideas to shape (modify) the way I do things.
3. I use more than one source to find out information for myself.
4. I am often on the lookout for new ideas.
5. I sometimes find a good argument that challenges some of my
firmly held beliefs.
6. It’s important to understand other people’s viewpoint on an issue.
7. It is important to justify the choices I make.
1.2 Reflective 1. I often re-evaluate my experiences so that I can learn from them.
Scepticism
2. I usually check the credibility of the source of information before
making judgements.
3. I usually think about the wider implications of a decision before
taking action.
4. I often think about my actions to see whether I could improve them.
2. Self-Regulated Learning Skills
1. Self-regulation 1. Even when tasks are uninteresting, I keep working.
2. I work hard even if I do not like what I am doing.
3. I continue working even if there are better things to do.
4. I concentrate so that I will not miss important points.
5. I finish my work and assignments on time.
6. I do not give up even when the work is difficult.
7. I concentrate in class.
8. I keep working until I finish what I am supposed to do.

Source: Sosu (2013) and Velayutham, Aldridge, and Fraser (2011)

 12

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