What are the obstacles to the successful implementation of cooperative learning strategies that teachers face in EFL classrooms in Saudi Arabia public schools?

Dissertation Proposal: 1. Provisional Title of the Dissertation Difficulties in Implementing Cooperative Learning in EFL Classes in Saudi Arabia 2. Research Area of the Dissertation Second language acquisition for adult learners in Saudi EFL classes has been selected for the study. In this light, cooperative learning strategy has been suggested and yet minimally implemented within the education system in Saudi Arabia despite its benefits (Saleh, 2015) such as; increased cohesion and teamwork and expectedly facilitating factors such as collectivism in Islam and government inputs (Saleh, 2015). Therefore, this study analyses the challenges being faced by Saudi EFL teachers in adopting and implementing cooperative learning strategies and offers solutions to those challenges. 3. Research Aims and Rationale According to Saleh (2005), existing research in Saudi Arabia investigating cooperative learning in EFL is very inadequate. The majority of the current research pays attention to teacher preparation rather than techniques or methods of teaching (Alfares, 2017). Typically, Saudi schools teach English through traditional methods such as the audio-lingual method and grammartranslation method. This has affected students’ learning of English in that they are unable to produce the knowledge they receive (Alfares, 2017). According to Al-Seghayer (2011), students in Saudi Arabia, especially in public schools, study English while paying attention to the content instead of using the language for communication. However, the adoption of CL is a novel idea that could improve previous teaching and learning methods in Saudi Arabia. It has proven beneficial to the academic attainment of the students with whom it is practiced (Alrayah, 2018). Alsanie and Sabir (2019) suggested that cooperative learning could offer a solution and help Saudi Arabia learners participate in EFL classrooms as learners are kept engaged and attentive with activities that encourage peer interaction. Studies reveal that teachers find cooperative learning strategies as impactful through; improving learners’ engagement, social interaction within the classroom, cultural appreciation, and well-structured instruction, all of which will benefit the EFL learners (Ismail & Allaq, 2019). Despite the widespread acceptance of cooperative learning and endorsement for language learning and teaching, several studies have shown the low implementation of cooperative learning in Saudi schools (e.g., Alrasheed et al. 2003; Algarfi 2005, 2010; Albuhairi 2009). It is faced with difficulties just like any teaching method. Unless these difficulties are identified and addressed appropriately, Saudi Arabia teachers might not realize the success of cooperative learning. Thus, this study will contribute to future research concerning implementing cooperative learning in EFL classes in Saudi Arabia. The study is important as it will analyse the barriers and limitations affecting the implementation of cooperative learning in EFL classes in Saudi Arabia. Shedding light onto these obstacles will determine whether cooperative learning can be implemented in Saudi classrooms, and the needed support to make it more common and efficient. Research Objective To detail the obstacles to the successful implementation of cooperative learning strategies in EFL classrooms in Saudi public schools as well as the possible ways for overcoming those obstacles. Research Aims 1. To understand the general challenges experienced by Saudi EFL teachers when implementing cooperative learning. 2. To explore how EFL teachers desire those challenges to be addressed. 4. Provisional Research Questions (main and subsidiary) What are the obstacles to the successful implementation of cooperative learning strategies that teachers face in EFL classrooms in Saudi Arabia public schools? Subsidiary Research Questions 1- How do teachers wish the existing obstacles to be met?