Collaborative Learning in English Classrooms
DOI:
https://doi.org/10.54536/jtel.v3i2.5307Keywords:
Collaborative Learning, English Classrooms, Language Acquisition, Student Engagement, TeamworkAbstract
This study explores the effectiveness of collaborative learning in secondary English classrooms in Nepal’s far-western region, focusing on teacher perspectives and student experiences. Collaborative learning fosters active student engagement through shared responsibility, teamwork, and problem-solving. Qualitative methods, including semi-structured interviews with educators and students and classroom observations, were used to gather data. Findings reveal that collaborative activities enhance student motivation, language acquisition, and communication skills by promoting meaningful interaction and participation. Despite challenges such as limited resources and insufficient teacher training, the implementation of collaborative strategies creates dynamic and inclusive learning environments. Students working together on language-related tasks demonstrate improved understanding of language structures and higher levels of engagement. Teachers noted that these methods promote analytical reasoning and practical language application, even in under-resourced settings. The study supports global research advocating for student-centered pedagogy and highlights collaborative learning as a powerful approach in English language instruction. It concludes that, when well-implemented, collaborative techniques not only improve academic outcomes but also foster a positive, interactive classroom culture conducive to language development.
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