EFL TEACHERS'AND STUDENTS' PERCEPTIONS AND PRACTICES OF COOPERATIVE LEARNING: THE CASE OF GRADE NINE AT BOKASO SECONDARY SCHOOL

<strong>Abstract: </strong>This research was meant to investigate the EFL teachers’ and students’ perceptions and practic es of cooperative learning: the case of grade nine at Bokaso secondary school in focus. A descri ptive research design was utilized to carry out the goals of the investigation. Out of 300 students, a total of 90 sampled students were randomly chosen from every grade 9 section at Bokaso Secondary School, two students were purposefully chosen from every grade 9 section, and all grade 9 EFL teachers were chosen. Two students were purposefully chosen from among the sampled students to participate in a semi-structured interview after the sampled students completed a close-ended questionnaire. Data collected through the interview and classroom observation were evaluated qualitatively, whereas data obtained through the questionnaire was analyzed using several forms of descriptive statistics. Three sets of data were combined: the questionnaire findings, classroom observations, and interview results. The study's findings showed that cooperative learning practices were lacking, despite the fact that participants had a favorable attitude toward it, and teachers did not use the various cooperative learning fundamentals and methods. Additionally, it was shown that there are significant issues that hinder the efficient application of cooperative learning. The study's conclusions suggested that the number of students in each classroom should be standard, and that the suitability of the seats and tables had an impact on how well teachers execute CL. Therefore, school officials should set up appropriate chairs and tables, and teacher preparation (training) programs should emphasize cooperative learning with their students.