Collaborative learning can help English learners develop their communication skills. A collaborative activity may be a good way to introduce a new language and build student respect and empathy for ELLs. Similarly, the use of a bilingual teacher in the classroom can help students learn another language. By dividing students into various roles, these groups can learn to work together as a team and share ideas. These roles can be rotated weekly or by activity.
A study has examined the effects of collaborative learning on speaking achievement in students. The authors found that students increased their speaking proficiency when they engaged in this type of teaching. The results of the study showed that collaborative learning improved students’ performance on the English oral exam and improved their overall feeling about the collaborative learning process. Collaborative learning enhances students’ cooperation skills and promotes unity. Collaborative learning is also beneficial for English language learners in the long run, as it increases student motivation and engagement.
This study found that the CL approach enhanced students’ intrinsic motivation and resulted in higher levels of student performance. The results of the study also indicated that students with CL were more motivated than those with traditional instruction. The CL approach is a good choice for students who want to develop their communication skills while studying in university. This method of teaching is more efficient than traditional instruction and may have higher retention rates. However, the study is based on an observational study, and further research is needed to determine the best approach for a particular language-learning class.
In contrast to traditional instruction, CL may have the greatest impact on English instruction in Iran. The results also show that CL enhanced intrinsic motivation, which is a key element for learning a new language. Increasing intrinsic motivation is important for language learning, but intrinsic motivation is not easy to achieve in a foreign language learning context, and typically declines among foreign language learners. Although the study was limited to 90 students, its findings are still relevant to foreign language teachers. In future studies, more participants would be necessary to determine the exact effect of CL on learning motivation.
Students gain valuable experience in analyzing the writing of others. Collaborative writing forces students to think critically about their own work, and makes them more aware of their writing process. Writing as a group also forces students to talk with their classmates. In peer review sessions, students discuss their writing with each other. They answer questions and explain strategies for better expression. Although the papers produced by students may not be the best ones, they are likely to be the most educational.
Future CL research should consider more rigorous research designs with a theoretical foundation. Researchers should look for studies that incorporate multiple methods of CL. For example, a meta-analysis of multiple studies using a multiple-case design would help to determine the overall impact of CL on English oral proficiency. In addition, studies should consider the various moderator variables affecting the efficacy of CL. These variables include student age, group size, composition, and implementation setting. Discussion of CL methods should include more qualitative research techniques, such as interviewing students and classroom observation.
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