Abstract

Conclusion. The results showed that students in the KCLA group fared noticeably better than those in the control group in terms of achievement in English vocabulary proficiency. According to statistical analysis, the experimental group's mean scores and standard deviation were significantly higher than those of the control group. The improvements were ascribed to high cognitive engagement, teamwork, and active involvement, all made possible by Kagan's CLA.

Keywords: learning vocabulary, English learning achievement, Kagan’s structure, cooperative learning

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