tive participation in all students by satisfying the characteristics of the PIES principles. It has also been found that the success in the execution of the structure led to an improvement in students’ oral language competencies, mostly among the lower-achieving group.
Kagan, S., & High, J. (2000). Kagan Structures for English Language Learners. Www.KaganOnline.com; Kagan Publishing. https://www. kaganonline.com/free_articles/dr_spencer_kagan/279/KaganStructures-for-English-Language-Learners.
For future cycles of the action research process, the researcher would like to focus on how to activate the resources from peer support to make cooperative learning and classroom talk more effective.
Kagan, S., & Kagan, M. (2009). Kagan cooperative learning. Kagan Publishing.
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McGroarty, M. (1995). Cooperative Learning and Second Language Acquisition. In Cooperative Learning: A Response to Linguistic and Cultural Diversity. (pp. 19–46). Center for Applied Linguistics.
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Johnson, & Johnson, R. T. (1999). Making cooperative learning work. Theory into Practice, 38(2), 67–73. https://doi. org/10.1080/00405849909543834. Kagan, S. (1995). We Can Talk: Cooperative Learning in the Elementary ESL Classroom. Kagan Online Magazine. https://www.kaganonline.com/free_articles/dr_spencer_kagan/ASK40.pdf. Kagan, S., & McGroarty, M. (1995). Principles of Cooperative Learning for Language and Content Gains. In Cooperative Learning: A Response to Linguistic and Cultural Diversity. (pp. 47–66). Center for Applied Linguistics.
Sharples. (2021). Teaching EAL : Evidence-based Strategies for the Classroom and School. (1st ed.). Channel View Publications. Swain, M. (2000). The Output Hypothesis and Beyond: Mediating Acquisition Through Collaborative Dialogue. In Sociocultural Theory and Second Language Learning (pp. 97–114). Oxford University Press.
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