Reflections on cooperative learning in the 6 th grade

presentation in English. The scenario had a sense of humor so that they could enjoy the play. Using posters and gestures in order to compensate what the pupils couldn't communicate well in English, and using humor when telling the story, helped the audience to understand the play easily in English. As a result, they enjoyed the play. On the other hand, there were some comments that pupils spoke too fast to understand or that the posters should have been bigger or written with Japanese captions. Because some pupils tended to be nervous and speak fast, I should have emphasized to the pupils how it could be important and rewarding communicate in English through effective words, gestures, and rhythm.

, they were able to notice words in Japanese that are similar to new English words

the differences between Japanese and English pronunciation, which is one of the aspect of FLA. When they made posters, they advised and helped each other so that all the pupils could complete the task. In group discussions, although some groups had trouble, they promoted small-group skills such as offering their ideas and , which are needed to with others (Jacobs et al., 2002).

compromising cooperate

They practiced successful presentation techniques giving mutual evaluation in groups. Some pupils practiced their parts not only with peers but also by themselves by repetition or acting out. Sixteen pupils described their practicing not only inside but also outside of school. Pupils C-25 and D-3 reflected:

I practiced with my friends on my way home from school so I could correct my

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pronunciation. I practiced with my group members and also practiced my part at home after I finished my homework. (Pupil C-25)

I practiced my part at home and I asked teachers about the pronunciation of my part so I

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could speak it successfully. (Pupil D-3)

These pupils made their own opportunities for practicing English inside and outside the classroom. It was also found from the questionnaire for parents that some pupils practiced their parts or investigated countries at home. These pupils used metacognitive strategies: reviewing their learning situation practicing monitoring, , , . That is to say, they might have learned autonomously with evaluating

metacognition. When they presented in the school play, some nervous pupils tried to relax which is an affective strategy. For the successful project in the 6th grade, the pupils used some learning strategies in playing their own roles through positive interdependence.

After the project finished, I interviewed the HRTs in charge of the 6th graders. When reading their comments, I also found that the pupils positively worked on the project, cooperated, helped each other, learned together, and had an opportunity for international understanding by learning about foreign cultures and customs. Teacher C reflected:

In this unit, the pupils worked hard towards the goal. They decided their own goals and what they presented, and then investigated and practiced in order to express what they wanted to introduce about their countries. Having the final goal seemed to be effective for the pupils to address the project piece by piece. It seemed that they could come up with any ideas together and offer them each other. Although they sometimes had trouble, they were inspired by other groups or Teacher D's advice. In doing so, they could carry out the project. This unit was meaningful. Moreover, they tried to speak like native English speakers. They were willing to ask ALTs and teachers about English pronunciation. I could observe their positive attitude towards the project. I thought that the project was challenging for the pupils. (Teacher C)

Teacher D also reflected:

After having an image by seeing a model in“Hi, friends!,”the pupils started to investigate independently, considering what the final presentation would be like. It was meaningful that each group investigated and presented different countries, and that each group had responsibilities to present the countries they investigated. They had to make the project and decide what they were in charge of themselves. While investigating, some pupils asked me how to say certain words in English. I had the pupils investigate the English spelling, and they diligently did it. It seemed that the pupils were interested in investigating English words. In addition, they could have international understanding: for example, there are countries where people don't eat meat; in Egypt people don't allow women to show their face or skin. It was good for each group to share their presentations with the class before the school play. When they reviewed their recorded practices, they learned the other groups' contents. While watching the DVD, some groups asked the other groups“What is that?” “or What building is it?”Some pupils couldn't answer the questions. When it comes to international understanding, too, it was meaningful that they could work hard on the project. (Teacher D)

As for the 6th graders, because they chose the countries to investigate

themselves, they seemed more interested and motivated. To complete the project successfully, each group was responsible for presenting one country and each group member was assigned a specific role. This helped the pupils to be responsible for playing their own roles. Kagan (1998) defines individual accountability as being when an individual public performance is required of all group members. It might be said that they communicated with peers while promoting their communication skills in small groups, and that they learned together, helped and enhanced each other so that they could play their own roles. As CL is compatible with strategy instruction (Chamot et al., 1999), the integral use of instructed learning strategies throughout the project might contribute to the pupils' successful presentation.

Moreover, most of the pupils were able to develop their metacognition and foster the foundation of autonomous learning.

Upon reflection, interaction between groups should have been fostered more.

Every two groups had a chance to and advise each other's presentation. However, in each class, more time should have been set so that the pupils could have more chances to interact and evaluate each other. In addition, group processing was not enough. Because they had restricted time until the day of the school play, the teachers couldn't afford to give the pupils enough time to discuss or reflect on the presentations or group dynamics. If group processing was effectively implemented, group autonomy could have been promoted more and the pupils' metacognition could have been developed more.

Moreover, among the 6th graders as well as the 5th graders, the use of learning strategies seemed to be applied to other subjects. Twelve pupils answered

that paying attention when someone speaks was useful and eighteen pupils answered that asking someone what they didn't know were useful. When I team-taught mathematics for the 6th graders, more pupils asked me about what they didn't know during lessons. Teacher D mentioned:

Pupils in my class seemed to come to learn how to learn in FLA. I instructed to ask someone what they would like to know. I observed that they taught each other and tried to ask someone. They understood that it was good not just to receive lessons from teachers but also to ask teachers or pupils what they didn't know. After Pupil D-21 was instructed to use the strategy in FLA, she came to ask questions positively during other subjects. In the FLA lesson, she could do it. Her hesitation about asking was decreased.

During the interview between the pupils, she could ask her classmates what she had forgotten. Such an experience helped her change. (Teacher D)

I also realized Pupil D-21's change of attitude after the FLA lesson. She asked me what she didn't know not only in FLA but also in mathematics lessons. Pupil D-21 described this as follows:

I could ask my friends or the person sitting next to me what I didn't know in Japanese and mathematics. I started to think harder than before. I want to take notes on important things.

As for taking notes, six pupils answered that it was very useful. The pupils in Class C were especially observed taking notes more often in mathematics lessons.

Teacher C mentioned:

Although I have never instructed them to take notes, when they do so in their own way I emphasize important things during lessons. (Teacher C)

Pupil C-24 wrote:

Taking notes was useful in all subjects. I kept paying attention when someone spoke

Most of the pupils answered that learning strategies were useful in other subjects, too. Since the 6th graders' were higher than the 5th graders in cognitive level, they seemed to be able to recognize the usefulness of learning strategies.

Learning strategies in FLA could be applied their learning in other subjects. Some learning strategies might have been used unconsciously before instruction.

However, it is important that pupils are aware of using learning strategies. Chamot, et al. (1999, p.2-3) state that“Learners who are aware of their learning process, strategies, and preference are able to regulate their learning endeavors to meet their own goals. In other words, they become increasingly independent and self-regulated learners.”Thus, teachers should instruct learning strategies in other subjects as well as in FLA in order to foster learner autonomy.

5.4 Collaboration among teachers