THE EFFECTIVENESS OF GROUP WORK AND COOPERATIVE LEARNING IN MILITARY ENGLISH LANGUAGE CLASSES

Instruction in Military English goes beyond classroom learning of terminology. Cadets need to use English for concise reporting, clarification, confirmation, coordinated decision-making, and professional interaction. This article examines group work and cooperative learning through a theoretical-analytical and practice-oriented framework rather than through a completed experiment. It combines the main principles of cooperative learning with interaction and output mechanisms and adapts them to the context of military higher education. The study is guided by three research questions. It proposes a six-stage cooperative learning model, a prototype lesson lasting approximately 90 minutes, a five-dimension analytic rubric, and a pilot evaluation protocol. The distinctive contribution of the model is the combination of military-specific information interdependence, group and individual accountability, and after-action language review within one repeatable instructional framework. The proposed model is intended for future classroom piloting and empirical validation with Azerbaijani cadets.