Abstract:
The goal of this paper was to investigate the practices and challenges of implementing
cooperative learning strategy in the EFL classrooms with regard to Yina secondary school
teachers and students perspective. The researcher conducted a descriptive survey study by
developing a questionnaire for both teachers and students comprising of 56 items: for
teachers 32 and for students 24 items administered and semi structured interview for both
teachers and students, and observations in EFL classrooms. One hundred eight five students
and six English language teachers were the total population of the study. The data were
collected from sixty-six students who have been selected using simple random sampling
technique and all (six) teachers who were selected using comprehensive sampling technique.
The questionnaire data were analyzed and interpreted in terms of percentage. The interview
data were audio recorded and transcribed into written form, classroom observation was
conducted using checklist and expressed verbally. The results revealed that teachers did not
make the necessary preparation before implementing cooperative learning strategy in each
practicing effectively in the classroom. They did not also try to teach their students using
cooperative learning strategies. Students also did not work hard to take responsibility within
their cooperative groups. Moreover, the results demonstrated that there are different factors
related with learners like: limited understanding, shyness, carelessness, hesitation, resistance,
reluctance, suspect and negative attitude. The major factors affecting the effective
implementation of cooperative learning were poor understandings, unskilled teaching, unable
to play their roles, teaching with poor preparation, distorted attitude towards cooperative
learning, lack of facilities like shortage of tables, desks, and chairs. The researcher also
recommended some suggestions for the elimination or abolition of those factors.
