SFL Tertiary Students’ Perceptions of Collaborative Learning for Enhancing Oral English Proficiency: A Mixed- Methods Study

Abstract

This mixed-methods study investigated the perceptions of School of Foreign Languages (SFL) tertiary students at a public university (PU) in the Mekong Delta region (MDR) of Vietnam regarding the use of Collaborative Learning (CL) to enhance oral English proficiency. This study explored how CL influenced language learning, with a focus on speaking skills among English-majored students (EMSs). Quantitative data was collected through a survey involving 252 students at PU across four cohorts, supplemented by qualitative insights from 10 semi-structured interviews. The findings revealed that EMSs perceived CL positively, noting significant improvements in their oral proficiency and interaction skills. CL methods facilitated more authentic communication and provided necessary constructive feedback. However, challenges such as varied English proficiency levels differed within groups, and overuse of mother tongue during collaborative tasks were noted. This study confirmed the efficiency of CL in enhancing oral English proficiency and suggested that careful implementation considering group dynamics and consistent language use could enhance learning outcomes. Additionally, this current study contributed to the understanding of CL in ESL/EFL contexts and supported its expansion within language education curricula. The implications ofthese findings suggest that educators and curriculum developers should integrate CL methods more systematically into language education programs to enhance communicative competence and meet diverse learnerneedseffectively.