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Johnson, D. W., & Johnson, R. T. (2008). Social Interdependence Theory and Cooperative Learning: The Teacher’s Role. In R. M. Gillies, A. Ashman, & J. Terwel (Eds.), Teacher’s Role in Implementing Cooperative Learning in the Classroom (pp. 9-37). New York: Springer.
https://doi.org/10.1007/978-0-387-70892-8_1

has been cited by the following article:

• TITLE: Student Teams-Achievement Divisions (STAD) in Enhancing Speaking Performance among English as Second Language (ESL) Learners: A Critical Review

  AUTHORS: Izyan Safira Ibrahim, Nor Hafizah Adnan

  KEYWORDS: Student Teams-Achievement Divisions, Speaking Performance, Cooperative Language Learning, Teamwork Satisfaction, English as Second Language

  JOURNAL NAME: Creative Education, Vol.10 No.12, November 29, 2019

  ABSTRACT: In this review, the authors critically examined the potential of Student Teams- Achievement Divisions (STAD) in enhancing student’s speaking performance among English as Second Language (ESL) learners. Specifically, the cooperative language learning concept that emerged in the 2000s, including procedures of implementing STAD and teaching speaking through STAD, were discussed. The authors examined conceptualizations of this model as well as related research. This review aimed to improve our understanding of STAD in enhancing speaking performance as well as teamwork satisfaction among ESL learners, provide a comprehensive discussion of current discourse, and offer major directions for future research.