穨Review. Pdf

5.4 Proposed Guidelines for Implementing Cooperative Learning 
The application of cooperative learning techniques to EFL teaching at secondary 
level in Taiwan is still in its infancy, even innovative to many teachers. Provided 
that cooperative learning can be a feasible alternative to the dominant 
teacher-centered lecturing on grammar and translation in EFL classrooms, as the 
results of this study demonstrated, specific guidelines for the implementation are thus 
proposed for teachers interested in innovating their current teaching methods.
The guidelines proposed in this study include two phases. The first phase is 
building groups of students into working teams, followed by a second phase with 
group assignments on presentations of vocabulary, dialogues, and sentence structures.
There is no definite time for how long each phase might take. However, according 
to the researcher’s experience in helping secondary teachers to implement cooperative 

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learning at junior high schools, the teacher might need the time before the first 
monthly examination to complete the teambuilding in phase one. 
5.4.1 Phase One: Teambuilding
In order to make a group of students into cooperative teams, the first step during 
the first phase is the building of the individual accountability of each student so that 
the problem of free riders or dominant students who do all the work could be possibly 
avoided through the following activities: 
A. Building individual accountability: 
l Heterogeneous grouping based on different learning styles, academic 
achievements, and gender,
l Building of learner autonomy and self-regulation through the Ten 
Commandments (what the students should not do) and the Ten 
Commitments (what the students should do), 
l Distinctive assignment for each group member to assume the roles of leader, 
checker, timer, recorder, reporter, and Quiet Captain, 
l Positive reinforcement skills by way of the Mountain Climbing Chart and 
the writing of thank-you notes.