Guided-blended collaborative learning in speaking class: Voices of non-native English teachers and students from eastern Indonesia

Abstract

The purpose of this qualitative study is to explore and address two important questions from ten qualified non-native English teachers and five students who have been actively involved as research participants: (1) how non-native English teachers help students improve their English speaking performance through guided-blended collaborative learning, and (2) how non-native English teachers and students view guided-blended collaborative learning as a way of improving students’ English speaking performance. Based on an in-depth interview with five students and an analysis of documents, it is clear that when teachers gave their students both synchronous and asynchronous feedback, the students' speaking skills improved. The data that has been analyzed thematically showed that collaborative learning is successful and should be utilized to teach speaking English as a foreign language, they found, teachers should use the following strategies when teaching GBCL: 1) Mixing synchronous and asynchronous learning; 2) Being guided or controlled by the teachers; 3) Forming groups based on roles; 4) Peer tutoring and evaluation; and 5) Collaborative integrated tasks with technology. In addition, we would like future studies to use real experimental and control class designs to conduct guided blended collaborative learning.

Factors Associated With Speaking English as a Foreign Language Effectively in Higher Education

“…It was also concluded that there are separate speaking components that students need to manage, such as taking turns, rephrasing, providing feedback, and redirecting [2]. They also need to concentrate on the success of the interaction as well as adjust speech components such as vocabulary, tempo, and complexity of grammar structures to improve listeners' comprehension and involvement [3], [26][27].…”

Blended Snowballing Discussion Technique and Collaborative Learning Pedagogy in EFL Speaking

“…Importantly, teachers' roles and responsibilities as facilitators also include adopting certain paradigms and mindsets to manage students' learning processes. This includes reflecting on what has been done to increase student participation (Butarbutar, Ruing, et al, 2023;Butarbutar, Weda, et al, 2023; in speaking activities. In this vein, BSD's findings have been empirically supported.…”

EFL Students’ Voices of Blended Collaborative Learning in Completing Digital End-of-semester Projects

“…In the context of teaching EFL, Motlagh et al (2023) revealed that blended collaborative learning contributed to better performance of students' English reading comprehension especially in terms of understanding the concept of English texts and using proper vocabulary to complete the texts. Butarbutar et al (2023) found that blended collaborative learning was successful to implement in teaching speaking English as a foreign language. Moreover, technology in blended collaborative learning supported students to be more self-directed and independent.…”