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Assessing Practice of Collaborative Learning in English Language Classroom

Year: 2025
Type: article
Abstract: ABSTRACT The main objective of this study was to assess factors that affect practice of collaborative learning in English language classrooms. The researcher used case study design. For this study, Agrafa high school was selected using purposive sampling method. The participants of the study were grade nine Agrafa high school’s students and English language teachers. Grade nine students were taken to the study by using availability sampling method from other grades. Then the researcher took 200 students as sample of study to gather the data. Quota sampling method was used to select sample of study. From each section, the researcher used simple random sampling method. Then three teachers were taken by using purposive sampling techniques. In another hand, the researcher used three types of instruments to collect data. Those were classroom observation, questionnaire and interview. Before data was gathered, pilot testing was taken place. Then, the data obtained by classroom observation, questionnaire, and interview had been analysed in quantitative and qualitative methods. As the findings indicated, there was no collaborative learning because of lack of students’ language problem, social skills, large class size, the arrangement of desks and seating. On the other hand, interests of students and teachers towards practice collaborative learning were very poor. They focused on grammar part than other language skills due to cover the contents of the textbook they obliged to use lecture method instead of collaborative learning. Thus, the researcher recommended that teachers commitment to practice collaborative learning in English classroom mandatory because collaborative learning facilitate second language learning. So, they should use their effort, capacity or ability to being students motivate, interest to apply collaborative learning in English classrooms. They also, prepare and design appropriate collaborative learning tasks, activities and topics depend on need of students and dynamic of classroom.
DOI: 10.20372/nadre:19059
Author: AKALU BELAY
Language: English
Open Access status: green
OpenAlex ID: W7082640938
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