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Description
Collaboration has been a fundamental requirement in many social activities. Therefore, to help students be effectively prepared for the labour market and social integration, collaborative work has been integrated into learning programs at the university. Research has long proven that effective collaboration promotes students' academic and social educational outcomes. Through various collaborative tasks such as peer learning or teamwork, students improve not only subject knowledge but also social-emotional learning (SEL) qualities (Alzubi et al, 2024). Nevertheless, research has also mentioned several challenges that hinder effective collaboration in learning (Le et al, 2017). This study was carried out at a university in Ha Noi, Vietnam. The subjects were 65 first-year English-majored students, and the researcher was the teacher who worked with these students. The study aims to (a) introduce how collaborative work is integrated into the course Language and Media, (b) find out both students’ and the teacher’s perceptions of the benefits and obstacles in collaborative work, and (c)explore students’ suggested solutions to more effective collaboration in conducting group assignments. The teacher observed her students during the process, and students were asked to write their reflections at the end of the course on the effectiveness of their collaborative work. The findings have revealed that both students and the teacher found collaboration benefited students considerably. However, ineffective collaboration has also resulted from unequally distributed responsibilities and inconsistent commitment. More support and guidance from teachers throughout the course would help students collaborate more effectively.
Keywords: collaboration, group assignments
References
Alzubi, A.A, Nazim, M &Ahamad, J. (2024). Examining the effect of a collaborative learning intervention on EFL students’ English learning and social interaction.Journal of Pedagogical Research.Volume 8, Issue 2. https://doi.org/10.33902/JPR.202425541
Le, H, Janssen, J & Wubbels, T. (2018). Collaborative learning practices: teacher and student perceived obstacles to effective student collaboration. Cambridge Journal of Education. Volume 48, No. 1, 103-122. https://doi.org/10.1080/0305764X.2016.1259389
Tran, N.T.N & Duong, T.K.O. (2025). Cooperative learning and its influences on student engagement. Cogent Education. Volume 12, No. 1, 2513414. https://doi.org/10.1080/2331186X.2025.2523414
Biography
Hoang Thi Hong Hai’s bio-data
Hoang Thi Hong Hai is a teacher of English at the Faculty of English Language and Culture, University of Languages and International Studies, Viet Nam National University, Ha Noi. She has been teaching English since 1998. Her main interests are English teaching methodology, teacher education, and integrating content in English language teaching.
She has also been a co-author of Global Success English textbooks and a number of English reference books for secondary school students in Vietnam.
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