The DOI matches its Crossref record; 5 of the 5 references it cites were found in a registry or an index.
Psychological Processes in Cooperative Language Learning: Group Dynamics and Motivation
Abstract
Cooperative learning (CL) has been found to be a highly effective instructional approach in education in general and this has been confirmed with regard to second language (L2) learning as well. This article investigates reasons for the success of CL from a psychological perspective, focusing on two interrelated processes: the unique group dynamics of CL classes and the motivational system generated by peer cooperation. It is argued that the affective domain of CL plays a crucial role in the educational potential of the method. This paper summarizes the specific factors that contribute to the promotion of learning gains. While the analysis concerns cooperatively structured learning only, it is assumed that the processes described have a broader relevance to understanding the success of peer collaboration in general.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
Classrooms: Goals, structures, and student motivation.
Ames, C. (1992) · Journal of Educational Psychology · doi:10.1037/0022-0663.84.3.261 · Cited by 6,468
Self-Efficacy and Academic Motivation
Schunk, D. H. (1991) · Educational Psychologist · doi:10.1080/00461520.1991.9653133 · Cited by 4,292
The relation between group cohesiveness and performance: An integration.
Mullen, B., & Copper, C. (1994) · Psychological Bulletin · doi:10.1037/0033-2909.115.2.210 · Cited by 1,398
Group Work, Interlanguage Talk, and Second Language Acquisition
Long, M. H., & Porter, P. A. (1985) · TESOL Quarterly · doi:10.2307/3586827 · Cited by 901 · cited 2×
“For this, the reader is referred to the excellent summaries by McGroarty (1993) and Kagan and McGroarty (1993), and the seminal paper of Long and Porter (1985) that describes how the increased amount and variety of target language output and input in group work facilitates L2 development.”
BackgroundMethodGroup Cohesion and Performance: A Meta-Analysis
Evans, C. R., & Dion, K. L. (1991) · Small Group Research · doi:10.1177/1046496491222002 · Cited by 535
Cited by
Beliefs about peer interaction and peer corrective feedback: Efficacy of classroom intervention
Sato, M. (2013) · The Modern Language Journal · doi:10.1111/j.1540-4781.2013.12035.x · Cited by 142
Poupore, G. (2016) · Language Teaching Research · doi:10.1177/1362168815606162 · Cited by 70
(2006) · Teaching English as a Second or Foreign Language--TESL-EJ · Cited by 62
Metadata
- Authors
- DÖRNYEI, Z.
- Venue
- The Modern Language Journal
- Publisher
- Wiley
- Published
- 1997-12
- Volume
- 81
- Issue
- 4
- Pages
- 482-493
- ISSN
- 0026-7902 (ISSN-L)
- 1540-4781
- OpenAlex
- W2026814778
- Cited by
- 245
- References
- 5
- FWCI
- 40.39
- Type
- journal article
- Language
- en
- Open access
- closed
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: Psychological Processes in Cooperative Language Learning: Group Dynamics and Motivation. https://app.cochat.ai/papers/10.1111/j.1540-4781.1997.tb05515.x
- The paper
- DÖRNYEI, Z. (1997). Psychological Processes in Cooperative Language Learning: Group Dynamics and Motivation. The Modern Language Journal. https://doi.org/10.1111/j.1540-4781.1997.tb05515.x
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
