Implementation of Collaborative Language Learning for Tertiary Level Students in the ESL Classroom in Sri Lanka.

Abstract

This study aims to analyze the effectiveness of implementing collaborative language learning for the tertiary level students in the ESL (English as a Second Language) classroom in the Sri Lankan University context. The researchers conducted an action research and convenient sampling was used to select the sample group of the research. Thus, 50 second-year students were selected from the Department of Fine Arts, University of Kelaniya. The research participants were divided into control and experimental groups and were given a pre-test. The pre-test was followed by a treatment period. The treatment period was three weeks long. During this period both the control and the experimental groups were instructed to conduct a mini-research on Costume Analysis and Camera Movements of the movie “Shakespeare in Love” and to present it at the end of the three weeks. The control group completed this task individually while the experimental group completed it in small groups. After the treatment period, a post-test was conducted. The observations during the treatment period and the scores of the pre and post-tests were analyzed. The qualitative data were analyzed through thematic analysis while the quantitative data were analyzed using Minitab. The results of this study revealed that there was a positive and significant improvement in the scores of both the experimental group and the control group. Yet, the experimental group who worked collaboratively outperformed those who were in the control group. Moreover, the qualitative analysis suggests that collaborative working strategy works as a motivational tool, anxiety reducer and it promotes in-class interactions which are essential for the development of communicative language. Thus, the researcher suggests the learning sessions should be integrated with both individual and collaborative learning strategie.