Perceptions of Pakistani undergraduates and teachers of collaborative learning approaches in learning English

Abdul Bari, Khan and Joseph, Ramanair and Soubakeavathi, Rethinasamy (2023) Perceptions of Pakistani undergraduates and teachers of collaborative learning approaches in learning English. Journal of Applied Learning & Teaching, 6 (1). pp. 1-18. ISSN 2591-801X

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Abstract

Many instruments have been developed to investigate the issues thatinfluence the learners in a Collaborative Learning Approach (CLA).However, existing instruments were found inadequate to investigateimportant areas such as the perceptions of English as a Second Language(ESL) undergraduates in CLA, the perceptions of ESL teachers about theirundergraduates in CLA, the challenges faced by ESL undergraduates inCLA, and the perceptions of ESL teachers about the challenges faced bytheir undergraduates in CLA in learning English. The aim of this researchis, therefore, to develop and validate questionnaires for CLA to investigatethese areas in learning English. The process involved reviewing therelated literature, identifying several questionnaires on CLA in differentcontexts and then selecting suitable items from there. These items werefurther adapted to suit the Pakistani ESL context and the aim of thisresearch. Five-point Likert scale questionnaire items were developed.The questionnaires were validated by a panel of three ESL experts tomeasure the content validity. 60 ESL undergraduates and ten ESLteachers voluntarily participated in the pilot study. Cronbach Alpha wasmeasured to investigate the internal consistency of the questionnaires. A good to excellent Cronbach Alpha reliability was reported for the four questionnaires (PDF) Perceptions of Pakistani undergraduates and teachers of collaborative learning approaches in learning English. Available from: https://www.researchgate.net/publication/367569641_Perceptions_of_Pakistani_undergraduates_and_teachers_of_collaborative_learning_approaches_in_learning_English [accessed Feb 08 2023].

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