Collaborative Instructional Strategies and Attitudes toward Second Language Learning

Abstract

This paper examines the effectiveness of using collaborative instructional strategies in teaching second language and presents the attitudes toward using these collaborative strategies among Grade 8 students. To determine the results, the experimental research design was used to test the relationship between the variables. Findings revealed that five collaborative learning strategies namely think-pair-share, jigsaw puzzle, mind mapping, round robin, and send a problem were assessed as satisfactory by the respondents. Though the data show these collaborative strategies received the same assessment, “send a problem” has the highest average mean. With regard to the respondents’ performance in the pretest and posttest, students who belong in the experimental group show a slight increase in scores than those students in the control group. Students from both groups have the same perception in using these collaborative strategies. Thus, the researchers believe that using collaborative instructional strategies help learners understand better the second language.