| Sumario: | This qualitative action research study spotlighted the
implementation of worksheets developed by the teacherresearcher
and based on cooperative learning techniques
to enhance in-service EFL teachers’ oral interaction. The
research study was carried out with a group of ten inservice
EFL teachers in a non-formal public institution in
Cundinamarca. The grounded theory approach supported
the analysis of data gathered through artefacts, field notes,
and video and audio recordings. It is found that the use of
appealing topics in materials can increase in-service EFL
teachers’ oral communication. Moreover, the incorporation
of learning strategies in the materials promoted interaction
in this group of teachers. Consequently, cooperative learning
helped them to overcome linguistic difficulties. In the
same way, cooperative learning created a favourable class
atmosphere that fostered participation. In relation to oral
interaction, the participants used some strategies to communicate
accurately and defined some roles while interacting.
It is also acknowledged that contextualised EFL materials
generated by the teacher-researcher boosted students’
motivation in in-service teachers’ realities, countered conventional
content and learning activities included in standardised
EFL textbooks and foster the teacher-researcher’
personal and professional growth.
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