Abstract
This conceptual paper critically appraises the role of cooperative learning strategies in promoting effective language acquisition and meaningful classroom engagement. Rooted in socio-constructivist theory and the Communicative Language Teaching (CLT) framework, the paper argues that language learning thrives in interactive, collaborative environments were learners co-construct knowledge through shared dialogue and problem-solving. It examines how the principles of positive interdependence, individual accountability, promotive interaction, and group processing transform the language classroom from a teacher-centered to a learner-centered space. The paper synthesizes insights from empirical and theoretical literature to evaluate the pedagogical effectiveness of cooperative learning compared with traditional instructional models. It highlights that cooperative learning not only enhances linguistic proficiency, communicative competence, and cognitive development, but also fosters social skills, motivation, and classroom solidarity. Additionally, it acknowledges potential challenges such as unequal participation and limited teacher preparation and emphasizes the need for structured implementation and reflective practice. Ultimately, the paper concludes that cooperative learning, when contextually adapted and systematically integrated into language pedagogy, serves as a transformative strategy for achieving both academic excellence and social harmony in language classrooms.
Keywords; Cooperative Learning, Collaborative Learning, Communicative Language Teaching (CLT), Learner-Centered Pedagogy, Classroom Interaction
DOI: www.doi.org/10.36349/sojolics.2025.v01i03.002
author/Dr. Shehu Ibrahim Yarkufoji
journal/Sokoto JOLICS 1(3) | December 2025 |
