تفاصيل الرسالة العلمية

This study aimed to investigate the role of using the cooperative strategy in developing students? English language skills (listening, speaking, reading, and writing) and areas of (vocabulary, grammar and pronunciation) from teachers? perspective. To achieve this goal, the teachers were chosen purposefully as participants who teach the English language for basic stage in the public Northeast Badia Directorate of Education, schools. A descriptive approach was used. The population of the study consisted of all the English language teachers at the basic stage in the Northeast Badia Directorate of Education schools who were 300 teachers. The sample of the study consisted of 100 male/female teachers from the population who teach English language for the basic stage in the Northeast Badia Directorate of Education. The data was collected through an electronic and a paper questionnaire. The instrument consisted of seven sections, including the four language skills (listening, speaking, reading, and writing) and the three areas of (vocabulary, grammar and pronunciation). The results showed that there were no statistically significant differences at p = 0.05 between the means of teachers? attitudes toward using cooperative strategy in teaching English language skills (listening, speaking, reading, and writing). The results of the study also showed that the reading skill obtained the highest mean of all skills (listening, speaking, and writing) with a high degree of agreement. There were no statistically significant differences at p = 0.05 between the means of teachers? attitudes toward using cooperative strategy in teaching English language areas (vocabulary, grammar and pronunciation). Finally, the results of the study revealed that vocabulary obtained the highest mean of all areas (grammar and pronunciation) with a high degree of agreement. A set of related recommendations were included in the study