Abstract
Cooperative learning has often been examined through experimental research with evidence of its numerous benefits. However, the extent and fidelity of its classroom use are understudied, and even there are few reports about its limited and unfaithful use. Using grounded theory, this exploratory study examined semi-structured detailed interviews from 14 Iranian English as foreign language (EFL) teachers to derive a framework explaining their conception and practice of cooperative learning. The findings suggested that, notwithstanding the positive beliefs about its benefits, cooperative learning is not extensively and faithfully used in the classes because of teachers' knowledge, beliefs, and some implementation challenges. (c) 2022 Elsevier Ltd. All rights reserved.