The Effect of Collaborative Learning on Iranian Intermediate EFL Learners’ Oral Skills and Motivation

Mohsen Zahedi


In recent years ESL/EFL literature has been widely researched and advocated the concept of collaborative learning, the grouping and pairing of students for the purpose of achieving an academic. Collaborative learning strategies have occupied a prominent place among language learning strategies. As such, this study aimed at investigating the effect of collaborative learning on oral skill performance and motivation of Iranian EFL Learners. The participants were 50 adult students who have been selected based on their performance on a general English placement test (Interchange Objective Placement Test) at the intermediate level in Shahreza Nahid Foruzan Art and Cultural Institute. A pretest-posttest control group design was used. The participants were divided into two groups; the experimental group was taught in collaborative learning for one semester using the techniques such as Learning Together and Pair Talk; the control group was taught in the conventional method. The data included: 1) the results of the two oral tasks, and 2) the results of the motivational questionnaire. The independent samples t-test and paired samples t-test were used to determine whether there were significant inter and intra-group differences. The results provided evidence that collaborative learning helps to enhance significantly the adult EFL learners’ oral skill performance and their motivation toward learning English.



Collaborative Learning, Communicative Competence, Traditional Teaching, Motivation

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