Cooperative Ability X Foreign Language Skill: Study of Achievement in French Grammar Learning

This study investigates the impact of cooperative learning on students’ achievement in French grammar, aiming to address the issues of low learning motivation and significant disparities in language proficiency commonly observed in French language classrooms. By implementing heterogeneous grouping within a cooperative learning framework, the research seeks to enhance student motivation, improve academic performance, and cultivate competencies essential for future workplace competitiveness. The participants of this study were students enrolled in the French Grammar III course offered by the Department of Applied Languages and Linguistics Studies. A quasi-experimental design was employed, dividing the class into a control group (n = 12) and an experimental group (n = 14). Based on their French Grammar II pre-test scores, students in the experimental group were categorized into four proficiency levels: high (top 25%), upper-middle (25%–50%), lower-middle (50%–75%), and low (bottom 25%). The control group received traditional instruction through teacher-centered lectures and pre-recorded video materials, while the experimental group engaged in the Student Teams Achievement Divisions (STAD) model, wherein higher-proficiency students led collaborative learning sessions during and after class. The primary objectives of this study are twofold: (1) to move beyond conventional instructional methods by incorporating peer-assisted learning strategies, and (2) to stimulate learners’ intrinsic motivation and develop their cooperative and humanistic literacy. It is anticipated that the intervention will result in improved learning outcomes and greater student engagement. The findings will be disseminated through academic conferences and peer-reviewed publications, and will contribute to the development of instructional materials aimed at promoting effective pedagogical practices in foreign language education.