ندا قابلی

This study aimed to investigate the impact of web-based cooperative teaching through strategy-based instruction on EFL learners’ speaking and listening skills. Moreover, the use of cooperative teaching was hypothesized to have impact on the EFL learners’ self-efficacy. To this purpose, the study followed a mixed-methods design by implementing both qualitative and quantitative data gathering procedures through tests, questionnaire and interviews. The population of the study was made up of 48 EFL learners in a language institute in Kerman, a city in the south east of Iran. In order to collect data, four instruments were used: Cambridge Placement Test to homogenize the participants, pre- and post-listening and speaking tests, a questionnaire to estimate EFL learners’ self-efficacy and finally an interview. Based on the obtained results, it was revealed that the learners in the online group improved much more satisfactorily than those taught through traditional teaching procedures. It was, therefore, concluded that collaborative teaching strategies were effective in the web environment. Besides, meaningful relationships were observed between the use of the applied strategies and the oral skills. Furthermore, the results of the questionnaire clearly indicated the learners’ self-efficacy improvement from pre- to post-administration. Finally, the resulted obtained from the interview showed the positive effect of web-based cooperative and strategy teaching in the oral language class. In fact, majority of the learners in the online group clearly maintained that using collaboration in the web-environment could enhance their learning level. The findings of the study are of much help to language teachers who observe learning problems among their students. They can also assist learners who suffer from communicative difficulties in the situations where they have to collaborate with other groups and exchange ideas.