Investigating Chinese University Teachers’ Perceptions Toward Implementing Cooperative Learning in EFL Classes

Abstract

Abstract

This study investigated Chinese university teachers’ perceptions toward the implementation of cooperative learning, aiming to identify their understanding, practices, and challenges, and to highlight the significance of such insights for improving teacher training and instructional effectiveness. Using convenience sampling, 31 teachers (27 women and 4 men) from a public university in southeastern China were selected as the participants in the study. An online questionnaire survey with 69 items was designed based on a 5-point Likert scale to collect quantitative data on teachers’ understanding, self-reported practices, and perceived challenges related to implementing cooperative learning in their classrooms. The results demonstrated that the teachers had a particularly high level of theoretical understanding, and positive attitudes toward cooperative learning also rated as high; however, their self-reported implementation was notably lower. Regarding their role, the teachers adopted facilitator and group-assessor roles most frequently, but they encountered difficulties in conducting individual and peer assessment. Moreover, the teachers’ understanding and implementation of typical cooperative learning methods were limited. Cooperative learning was also perceived as more beneficial for students with higher English-language proficiency. The findings showed that challenges in implementing cooperative learning included time constraints, limited resources, and difficulties in ensuring fair assessment. Targeted teacher professional training is required to provide practical strategies for assessment and specific method implementation, promote the inclusivity of cooperative learning for all proficiency levels, and offer feasible solutions to overcome common contextual constraints. Implications are drawn with limitations addressed.