Siriratana (1999) compared English reading comprehension,
writing ability, cooperative learning
activities through instruction using Top-Level Structure results showed that there were 39 language functions
and 3 social language functions used in learning
sessions. All subjects had higher academic and
oral achievement test scores after engaging in
this learning. Moreover, the cooperative language
learning also generated functional and communicative,
frequent, and redundant input. The last finding
revealed that nearly all subjects had positive attitudes
towards cooperative learning in terms of oral
competence, academic achievement, social skills,
personal development, collaborative skills, thinking
skills, and learning atmosphere