Volume 07 Issue 07 July 2024
1To Hoai An, 2Nguyen Thu Hien
1,2Dai Nam University, Hanoi, Vietnam
DOI : https://doi.org/10.47191/ijsshr/v7-i07-75Google Scholar Download Pdf
ABSTRACT
This study investigates the impact of peer collaboration on the speaking proficiency of first-year university students at a university in Hanoi through a quasi-experimental design. A total of 124 students were divided into experimental and control groups, with the experimental group participating in peer collaboration activities such as role-playing, group discussions, and collaborative projects over an 11-week period. Quantitative results showed a significant improvement in the experimental group's speaking scores, with a mean difference of -1.456 (t = -11.313, p < 0.001). Qualitative findings from classroom observations, surveys, interviews, and focus groups revealed increased confidence, reduced speaking anxiety, and the effectiveness of specific activities in enhancing speaking skills. Students reported that these activities provided practical language use, constructive peer feedback, and a supportive learning environment. The study concludes that peer collaboration is a highly effective strategy for improving speaking proficiency, fostering cultural understanding, and promoting social interaction among first-year students. These findings suggest that integrating structured peer collaboration activities into language curricula can lead to better learning outcomes. Future research should explore the long-term effects of peer collaboration and its impact on other language skills.
KEYWORDS:Peer Collaboration, Speaking Proficiency, Language Instruction, Role-Playing, Group Discussions, Collaborative Projects
REFERENCES1) Barkley, E. F., Cross, K. P., & Major, C. H. (2014). Collaborative Learning Techniques: A Handbook for College Faculty. John Wiley & Sons.
2) Brown, H. D., & Lee, H. (2015). Teaching by Principles: An Interactive Approach to Language Pedagogy. Pearson Education ESL.
3) Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence. Multilingual Matters.
4) Byrne, D. (1986). Teaching Oral English. Longman.
5) Gillies, R. M. (2016). Cooperative Learning: Review of Research and Practice. Australian Journal of Teacher Education, 41(3), 39-54.
6) Goh, C. C. M., & Burns, A. (2012). Teaching Speaking: A Holistic Approach. Cambridge University Press.
7) Harmer, J. (2007). The Practice of English Language Teaching. Pearson Longman.
8) Johnson, D. W., Johnson, R. T., & Smith, K. A. (2013). Cooperative Learning: Improving University Instruction by Basing Practice on Validated Theory. Journal on Excellence in College Teaching, 25(4), 85-118.
9) Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural Theory and the Genesis of Second Language Development. Oxford University Press.
10) Long, M. H. (1996). The Role of the Linguistic Environment in Second Language Acquisition. In W. C. Ritchie & T. K. Bhatia (Eds.), Handbook of Second Language Acquisition (pp. 413-468). Academic Press.
11) McCafferty, S. G., Jacobs, G. M., & Iddings, A. C. D. (2006). Cooperative Learning and Second Language Teaching. Cambridge University Press.
12) Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching. Cambridge University Press.
13) Richards, J. C. (2008). Teaching Listening and Speaking: From Theory to Practice. Cambridge University Press.
14) Storch, N. (2013). Collaborative Writing in L2 Classrooms. Multilingual Matters.
15) Swain, M., & Lapkin, S. (1998). Interaction and Second Language Learning: Two Adolescent French Immersion Students Working Together. The Modern Language Journal, 82(3), 320-337.
16) Thornbury, S. (2005). How to Teach Speaking. Longman.
17) Topping, K. J. (2005). Trends in Peer Learning. Educational Psychology, 25(6), 631-645.
18) Ur, P. (2012). A Course in English Language Teaching. Cambridge University Press.
19) Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.