Please use this identifier to cite or link to this item: http://148.72.244.84/xmlui/handle/xmlui/16229
Full metadata record
DC FieldValueLanguage
dc.contributor.authorAsst. Inst. Waqid Maki Numan-
dc.date.accessioned2025-03-27T11:03:43Z-
dc.date.available2025-03-27T11:03:43Z-
dc.date.issued2025-
dc.identifier.issn2789-6838 / 2663-7405-
dc.identifier.urihttp://148.72.244.84/xmlui/handle/xmlui/16229-
dc.description.abstractThe structure of groups, or the dynamics of "who collaborates with whom," is regarded as a vital factor in the realm of cooperative learning and teaching (Zamani, 2005, p. 1). A study conducted with 100 Iraqi EFL learners, classified into high and low proficiency levels based on a standardized English language proficiency test (IELTS, 2009) and a speaking task, involved the formation of two distinct groups: heterogeneous and homogeneous. Following a treatment phase comprising 12 sessions of 30 minutes each, where two types of tasks were implemented in the experimental group under instructor supervision, the findings revealed that learners improved their speaking skills through collaborative interactions, irrespective of whether they were grouped with more proficient or less proficient peers in a heterogeneous arrangement. Notably, the heterogeneous group outperformed the homogeneous group in oral tasks during the posttest, achieving average scores of 48.22 compared to 44.72, with pre-test scores of 44.72 and 40.92, respectively. Crucially, the data indicated that lower-performing learners did not experience setbacks in their development due to the presence of higher-achieving students; instead, the results underscored that cooperative interaction activities were especially beneficial for those with lower proficiency. It is expected that the findings from this study will offer educators significant insights into group composition within cooperative learning settings, thereby informing and improving their teaching methodologies.en_US
dc.language.isootheren_US
dc.publisherجامعة ديالى/ كلية التربية للعلوم الإنسانيةen_US
dc.relation.ispartofseriesالعدد 103;المجلد الثاني-
dc.subjectHomogeneous, Heterogeneous, oral performance, Iraqi EFL Learners,en_US
dc.subjectcooperative interaction activities,, EFL learners’en_US
dc.titleThe Impact of Heterogeneity and Homogeneity on Oral Performance through Cooperative Interaction Activity: A Case of Iraqi EFL Intermediate Learnersen_US
Appears in Collections:مجلة ديالى للبحوث الأنسانية / Diyala Journal for Human Researches

Files in This Item:
File Description SizeFormat 
19.pdf1.4 MBAdobe PDFView/Open


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.