Abstract—This article reports the results of a quasi-experimental study on the use of cooperative groups as Communicative Language Teaching (CLT) techniques to encourage students’ participation in grammar teaching and learning. The participants were thirty-eight sophomores majoring English in the Faculty of Education at a Rajabhat University, Thailand. A series of grammar lessons was presented as intensive review of linguistic points. Then, three formative tests on grammatical structures, error identification, and writing correction were given. The scores in tests given were then analyzed by mean score; standard deviation and t-test, and students’ written responses were summarized and categorized for content analysis. Summative journal writing was also developed, and the students were asked about their opinions towards experiences within class groupings. The results revealed a low diversity of test scores on error identification and a higher one on writing correction. These reflected the use of cooperative groups as CLT techniques raises grammatical awareness of language learners to attend, recognize and focus on meaningful pattern in sentences, but not yet ability to correct text longer than sentence. Their opinions towards experiences within class grouping were found to be satisfactory, namely in responsibility for contributing affair share to group’s success, and deepening knowledge in language features, respectively.

Index Terms—Cooperative Language, Grammatical consciousness-raising, Grammatical Correction and Revision ,Grammar Teaching, Learning.

Duangkamol Thitivesa is with the Faculty of Education, Suan Sunandha Rajabhat University, BKK, Thailand (e-mail: duangkamol93@hotmail.com).
Suttipong Boonphadung is with the Faculty of Education, Suan Sunandha Rajabhat University, BKK, Thailand (e-mail: suttipong2511@hotmail.com).

Cite: DuangKamol Thitivesa and Suttipong Boonphadung, Member, IEDRC, "The Effects of Cooperative Groups on Grammar Learning in a Rajabhat University," International Journal of e-Education, e-Business, e-Management and e-Learning vol. 2, no. 5, pp. 397-400, 2012.