Unpacking Online Collaborative Learning in Teaching EFL Speaking: Insights from Three Rural Area Case Studies

Abstract

The collaborative use of technology and online teaching and learning is a new pedagogical trend following the spread of the COVID-19 pandemic in 2020. This pedagogy has created flexible learning modes for teachers and students to practice and develop their speaking skills in English as a foreign language through collaborative activities, interactive group projects, and peer feedback. Despite the plethora of studies pertinent to online learning, online collaborative learning (OCL) insights in rural areas are not well-documented, leaving knowledge gaps. Thus, a study of teachers' and students' perceptions of OCL in rural areas of Papua, Indonesia, is needed. Researchers have confirmed that the OCL is a new pedagogical approach to lifelong and sustainable learning. This study employed a qualitative report, using a triple-case study approach. The results propose that: (1) OCL can be implemented using two learning modes: synchronous and asynchronous. The WhatsApp group (WAG) chat feature was used to deliver written discussions and peer evaluations and the WhatsApp voice note tool to provide oral feedback synchronously. Google Classroom asynchronously provided the materials, tasks, and teacher feedback. (2) Teachers’ reasons for choosing OCL in EFL speaking courses include effectiveness, efficiency, interest, and engagement. Students’ perceptions highlighted the OCL effect in light of three aspects: (a) social, (b) psychological, and (c) speaking skills. (3) Teachers’ barriers during OCL implementation: (a) poor internet connection, (b) free-riders, (c) unpunctuality, and (d) unfamiliarity with technology use. (4) Teacher strategies to overcome the barriers to OCL: (a) university-sponsored internet, (b) OCL orientation at the beginning of class, (c) forming groups and choosing topics regarding students’ prior knowledge, (d) extra peer tutoring time, and (e) self-directed learning.