MAXIMIZING STUDENT COOPERATION IN HIGHER CEFR LEVELS: A GUIDE TO SUCCESS
DOI:
https://doi.org/10.1808/1d0hsd12Abstract
This research paper focuses on effective strategies to enhance student cooperation and interaction in classrooms corresponding to the higher levels (B2-C2) of the Common European Framework of Reference for Languages (CEFR). The authors, Dr. Helen Archer and Prof. John Montgomery, employ a mixed-methods approach, integrating quantitative data from language proficiency assessments with qualitative feedback from both students and teachers across various European language schools.
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