Using a Collaborative-Learning Strategy for Developing English Conversational Skill of Post-Graduate Students

Abstract

T he research aimed at examining the effect of a using a collaborative learning ( CL) strategy on developing English conversational skill for post-graduate students. The study adopted the quasi-experimental design. The sample of the research consisted of a group of Pre-Masters TEFL students. The sample of the research has been assigned to three experimental groups. The research employed Synchronous and Asynchronous applications, namely; team viewer and facebook. Tools of the study included a conversational skill checklist, a pre-post conversational skills test and a conversational skill rating scale. Results revealed that there were statistically significant differences at 0.01 levels for the overall conversational skill and only one sub-skill (namely, using discourse markers effectively) in the favor of the post administration. Results were discussed in relation to several factors that affected the language learning process. Finally, the research provided beneficial contributions in relation to manipulating e-learning technologies in general and CL strategy in particular with respect to language learning.