Perceptions of EFL College Students toward Collaborative Learning

Yingling Chen

doi:10.5539/elt.v11n2p1

Abstract

The purpose of the study was to understand the perceptions of EFL college students toward collaborative learning (CL). This qualitative research design used narrative approach since the study emphasized on each participant’s learning experiences with CL strategy. The data collection instruments for this research were consisted by interview questions. The researcher observed, took notes, and recorded Interview responses from each participant in order to understand their perceptions of collaborative learning. The finding of this study provides inspirations and motivation for English teachers to offer second language learners suitable curriculum and environment. Through collaborative learning, the results show that students quickly realize that they are able to solve problems as a group that they would not be able to solve as individuals. Students were satisfied by peer coaching, and peer review. Students worked together and brought effective strategies into the classroom activity.

Highlights

English as a foreign language has become an obligation in Taiwan
The researcher observed, took notes, and recorded Interview responses from each participant in order to understand their perceptions of collaborative learning
The results show that students quickly realize that they are able to solve problems as a group that they would not be able to solve as individuals

Summary

Introduction

Collaborative Learning focuses on using small, cooperative groups in education which helps educators improve learning in their classes. Teachers encourage classroom collaboration by assigning students to groups to review their homework, do daily class worksheets, participate in moderated discussions, and complete hands-on activities. Nayan, Shafie, Mansor, Maesin, and Osman (2010) stated that collaboration can be applied in teaching and learning process as it enables students to be actively involved in the process and when they do so, they can better understand certain concepts or retain knowledge in their long-term memory. Students’ personal experiences and prior knowledge help acquiring and producing comprehension in the collaborative classroom. Understanding EFL students’ perceptions of collaborative learning is an efficient path for language teachers offering a suitable curriculum and environment and developing academic progress

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Conclusion