Students’ Perceptions of Collaborative Learning in English Classes
DOI:
https://doi.org/10.62305/alcon.v6i4.1182Keywords:
aprendizaje colaborativo; inglés como lengua extranjera; apoyo entre pares; percepciones estudiantiles; Educación BásicaAbstract
Limited local evidence on how students appraised collaborative learning in English classes justified examining their experiences of working with classmates. The objective was to describe the perceptions of 40 seventh-grade students aged 11–12 regarding enjoyment, confidence to attempt speaking English, peer support, and willingness to continue collaborative activities. A quantitative, nonexperimental, cross-sectional, and descriptive study was conducted at Escuela de Educación Básica “Miguel Heredia Crespo” in Camilo Ponce Enríquez, Azuay, Ecuador. Between November and December 2024, an ad hoc six-item questionnaire with yes, no, and maybe response options was administered through Google Forms. Frequencies and percentages were calculated. A total of 72.5% considered learning with classmates more enjoyable, and the same percentage reported greater confidence to attempt speaking English. Seventy-five percent wanted to continue group activities, while affirmative responses concerning vocabulary, lesson preparation, and peer explanations ranged from 62.5% to 67.5%. The results showed a predominantly positive appraisal; however, they represented self-reported perceptions and did not demonstrate improvements in English proficiency.
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