(Male)
Res: What would you say about group structure, i.e no of members, the organisation (mixed ability) used in your cooperative learning class?
A: I think, it was suitable, because if one of my friends is clever (er) than me then we will learn from him. From this we will come to about our own level, confidence, practices and learn from one another. It creates competition and we will learn from the competition.
Res: What about the size of the group, was it suitable?
A: I think, group size was not suitable, it should be smaller. There should be three or four students in each group because when there are six students, it takes a lot of time for a turn to come for participations.  
Res: The same question (1)
B: My point of view is that it suitable for us because, we learn from each other and also get chance learn many ideas from many friends at a time.
Res: How about the size of each group?
B: Size should be four, six students make a large group and we face problems due to it.
Res: What problems did you face in a group of six students?
B: Especially time management. For example, if a lesson is large, then there are  a lot of points to discuss and we can’t manage time then.
C: (by contradicting) I think a group of six suitable because we have then more minds and more ideas. If we have less number of students then we have less ideas.
Res: The Same question continues?
D: Actually, I am totally satisfied with the structure and size groups because six members mean six minds and more ideas. And also sir mixed ability group structure was very advantageous because in thus we taught each other and learnt from each other. 
Res: The same question?
E: I think six students in each group is a large number, because then we cannot manage them, therefore a group of three students is sufficient/ideal. 
Res: What problems did you face while working in the group of six?
E: As it was difficult to manage six students, sometimes it was difficult to make some students understand, it wasted time. Because that we did not have much time to give concentration on our own work we were responsible for. 
Res: How did you experience learning in cooperative learning groups and with cl strategies with special emphasis on its advantages and disadvantages?
A: To me, sir, working in cooperative learning strategies has increased our confidence level because you gave us chance to express our ideas with our friends in group first, then you gave us opportunities to come and present our ideas before the whole class. And it is not easy to give presentations before 100 plus students. And I think that this also encourages weaker and shyer students. For example, if they are not participating in the beginning but with the passage of time they will learn to share their ideas and gain confidence.
B: And sir weaker students also become more logical and convincing with the passage, because they note ideas of brighter students and try to use them and copy them and with the passage of time they become quite confident and logical in their ideas.
Res: What specific benefits do think cooperative learning has and what disadvantages did you find during learning in cl by comparing the procedure with lecture style teaching?
A: The most positive point of cooperative learning was that it encouraged weaker students to come and speak who never spoke in the previous semester.
Res: What main differences do you find by learning with cooperative learning strategies and traditional lecture method?
A: Main difference was that in traditional classes only few students were always active, participated but, in cooperative learning class every body gets the turn to participate and share.
B: Comparing traditional class learning with cooperative learning, I think cooperative learning is better because it gave us  sense of team work and sir we see that in every organisation and society team work is a successful mode of work which leads to more effective results than working individually. It made us to help each other, especially weaker students and to get help from others. In this way, through cooperation we learn what we did not know and we taught what others did not know. And also I agree with my friend that in traditional class only few bright students participate and weaker ones are neglected that pushes them even more backward, whereas cooperative learning helps encourages weaker students to come forward and participate and study more. 
C: Cooperative learning was different from traditional classes because in traditional classes we only listened the teachers or the few good students who always participated and dominated the class, but in cooperative learning strategies the weaker students were given chances to participate or let’s say everyone was given a chance to participate and share. The negative learning was some students were not responding in the way they should have been.
D: Cooperative learning gave confidence which I didn’t get in traditional teaching methods, whereas cooperative learning not only gave me a chance to participate it enhanced my confidence to share and participate. As in the first classes of cooperative learning I was hesitant to participate, but later, I had got confidence to come and participate. Cooperative learning motivated me to learn and share. Negative point was that some times activities were very easy so we did them before the time and then we had nothing to do, But when we compare cooperative learning with the traditional lecture style classes, it is much better because cooperative learning, because it gave equal opportunities to every student but in traditional classes, only few good students were given chances to participate.
E: Sir, about this cooperative learning, positive thing was that we learnt cooperatively and helped each other to understand which was not possible for us in traditional classes because in traditional class we mostly worked individually at home. If I work individually, I don’t understand many things because  there is no one to help me, but in cooperative learning we all help each other by telling each other what we know, for example, if I don’t know anything, my friend knows, or if he doesn’t know I know, in this way we learn from each other. And sir the main difference between cooperative learning and lecture was that in the lecture teaching method we get bored in facing the same teaching style every day in which teachers come and speak but in cooperative learning we did a variety of activities which we enjoyed, and did not get bored because they were different, becaue sometimes we discussed vocabulary, sometimes we did reading etc and all in different ways like sometimes working in groups and sometimes working pairs and sometimes individually.
Do you think learning through cooperative learning increased teacher individual attention to some extent?
A: Yes, sir when comparing a cooperative learning class with a traditional lecture class, students get more teacher individual attention in the cooperative learning class because in traditional lecture teachers don’t care who studies and who doesn’t and they don’t even ask about the problems we face during our studies in the class but in cooperative learning class, you were moving and asking about our progress and problems. Your giving attention to those who were not participating. 
B: Sir, of course we were given more teacher attention in cooperative learning than in a class of lecture. Because in a traditional hundred plus class teachers can’t see what we are doing and therefore, they can’t give attention, but it was easy for you to observe each group in cooperative and observing that which student are working and not working and then you went and asked that what are their problems and solved their problems.
C: Sir cooperative learning seating arrangement in groups, gave the teacher easy access to every student, therefore you reached very student and discussed problems. Which is not possible in large lecture class because their teachers can’t see every students and if they see anyone not working they can’t go to that student because they sit at the back or in the middle, but in the group setting in cooperative learning you were standing in the middle and looking at every student in the groups.
D: Yes cooperative learning teacher attention to individual students, because students if they were having problems were asking you and you were helping them and you also observed them and helped them yourself. You were also helping those students who didn’t bring books, you arranged books for them so that they can understand also, but it was not found other classes which are taught through the lecture. Teachers don’t care in traditional class if we understand or nor, if we have books or not.
E: According to my point of view, cooperative learning, increased teacher attention to individual students to a great level.it was because you managed the class in such a way that you could walk around and see everyone. And you were walking and paying attention to individual students that whether they are working or not. Your constant eye on each and every student and asking them the reason if they were not working compelled everyone to work because they knew that you will come if they don’t work. But in traditional class everything is done by teacher, and if students are not working there is no question of teacher attention, in traditional, there is student attention to teachers, students see what teachers do, but teachers don’t see what students do.
Res: Now we come to interaction, I mean student to student interaction and teacher to student interaction or vice versa. While comparing cooperative learning class with the traditional lecture method class, what do you think which class more of it?
E: Of course, No one can deny this, there was more and more student-student interaction which almost absent in lecture class because in that students are only facing the teacher and listening but in cooperative learning groups students are facing to each other and interacting. And sir also students interacted more in cooperative learning because they were not feeling shy to discuss before six students, but traditional class they feel shy to speak before hundred students. And also the teacher (you) tried to interact students all times, whenever they wanted you so teacher-students and student-teacher interaction also increased as compared to the traditional class.
D: Although teacher-student and student-teacher interaction increased in our cooperative learning, but student-student interaction increased to the greatest level which was zero in our traditional English classes in the previous semesters. As we were discussing and interacting with each other in our groups every time.
C: Yes both interactions increased, but student-student interaction increased more as compared to traditional class, because students discussed and developed more their ideas. But also teacher-student interaction increased and the teacher interacted more in this class.
E: (adding) Teacher-student interaction was not possible to the greatest level because there were a large number of students and it was not possible for you but even then the cooperative learning techniques and settings made it possible to a great level.
A: (Adding) I think sir, in cooperative learning, students do not need teacher attention more because it is cooperation between students and also it tries to make us independent learners, you cannot be with us every where.
B: Sir interaction students and students increased because cooperative learning organisation has that aim. As it is cooperative which means it wants to increase cooperation which is interaction between students, so it increased student-student interaction a lot. And also it increased teacher-student interaction to satisfactory level, because we don’t need more teacher interaction in cooperative learning and as compared to a traditional class, a cooperative learning class increased both types of interaction.
A: As we all know that before cooperative learning, there were so many students who never interacted with one another and also with teacher, but cooperative learning strategies made it possible and student-student and student-teacher both interaction increased. Because cooperative learning, every students were required to interact and they had to speak and interact. 
Res: While comparing a lecture method class with a cooperative learning class, which class do you think enables the teacher to give more feedback?
A: Yes sir, whenever, we felt any difficulty, we called you and came and commented and guided us, you were telling us to do this exercise, what mistakes we were committing so there was a good feedback from the teacher’s side in cooperative learning classes which is not done in traditional classes in which teacher only speaks and we listen. 
B: In cooperative learning feedback is better than traditional lecture classes, if we are not understanding anything, then we ask questions from the teacher. We can easily ask questions from groups but in traditional class we feel shy to ask. 
C: Sir, feedback was good, but personally I did not get any feedback if I am doing well or not, it was group feedback you came and told us all but you didn’t individually appreciated individually.
D: I think the practice of feedback was introduced in your class only because in traditional classes, there is no concept of feedback. Because teacher comes and delivers lecture and goes back. Or in traditional classes only five or ten students are getting feedback but in this class, everyone was given feedback by teacher. You always corrected our mistakes, told us where were wrong and where right and guided us.
E: Feedback from the teacher improved not only in class orally but also on written tasks, as you started taking tests, and giving feedback on the test scripts and return them. When you anounced the results you told us our weaknesses and strengths. So it was feedback and it improved  us and our mistakes.
Res: What difference do you find in general group work and cooperative learning?
E: Sir in general group work it is students choice to select students or form groups on their own choices, which most of time was not successful because mostly, brighter students are friend so they make their own groups, so weaker students don’t learn from them and therefore don’t improve much, but cooperative learning groups are made by teachers on the basis of mixed ability students in which all levels of students are mixed so everyone learns and especially weaker students learn and improve to be like brighter students. 
D: I agree with E because in general grouping, it is our choice and cooperative learning has its own rules which everyone has follow and cooperative learning gives everyone equal status. In general group mostly groups of brighter students take positions, which discouraged weaker students, but in cooperative learning even those groups took positions which had weaker students which encouraged them. Cooperative learning grouping also helped us make new friends and get new ideas.
C: Definitely cooperative groups were better, in general group work, no one takes benefits because stronger remain together and weaker remain together so no new ideas and new learning takes place. In cooperative groups we learn from new friends, get new ideas and improve. 
B: the same idea. 
A: The same idea.
Res: After working in cooperative learning, did YOU find any development in your critical thinking powers/skills? 
A: Yes sir, when discussed we argued and created new ideas, which developed our thinking powers.
B: Yes, learning in cooperative groups makes us argue, every day we thought of new arguments, we listen to new arguments, we debated. It was not only in class but when we out of class we kept thinking of how to argue more strongly.
C: Working with six students increased my critical thinking powers, because I argued with my friends, they argued with me, but individual work, we don’t argue, so we don’t become critical thinkers. But in cooperative learning we especially weaker students tried to copy how brighter students discussed, we followed them to be critical like them.
D: of course, when we were arguing on the points of the lessons, we were discussing which points are good, which need to be included and which need to rooted out and why. When we did it, we felt our critical thinking power is developing.
E: It developed because we talked on both positive and negative aspects of the lessons.
A: Cooperative learning developed criticism for the sake of reformation, because we argued and listened and accepted, as yesterday I argued with my friend on the choice right word, he argued well and I accepted and learnt.
D: Yes, it increased my critical powers so that now I can openly ask questions and criticise and more important thing was that learning in cooperative learning broke our ego and made us more open minded, because when I disagreed, and my five friends agreed on the one point I thought again on the point and accepted their point.
Res: Did working in cooperative learning motivate you to learn more?
All said yes because, we enjoyed and got variety of activities which did not bore us. 
Res: Was everyone  taking his responsibility in your group?	
All said, yes sir in our group every one was feeling responsible to work.
D: It was most interesting and inspiring that every student was feeling responsible and working. This was the most positive thing of cooperative learning.
A: we felt that it was not only in our group but every single student in every group was working responsibly. 
Res: How about class participation in traditional class and cooperative learning class?
A: Sir it noticeable, it increased to the greatest in cooperative learning classes.
B; It increased 90%/
Res: Was there positive interdependence among group members?
A: Yes sir we sharing and arguing positively, and depending on one another.
B: If I did not know the answer I depended on my friends for that or asked them question for clarifications. 
C: If any body argued we just asked him to give logical reasons, if he made us agree about that we also agreed.