The Power of Peers: A Study of Unlocking Students Potential through Collaborative Speaking and Motivation
DOI:
https://doi.org/10.65150/EP-jsshrs/V2E2/2026-09Keywords:
Cooperative learning, Motivation, Speaking abilityAbstract
This study examined the impact of cooperative learning on the speaking ability and motivation of English language learners. 100 students, selected based on their Oxford Placement Test scores, were randomly assigned to either an experimental group (N=50) or a control group (N=50). Both groups completed pre-tests assessing speaking proficiency and language learning motivation (using the Language Learning Orientations Scale). The experimental group then engaged in cooperative learning activities using the Number Heads Together (NHT) technique, while the control group received traditional instruction. Post-tests were administered to both groups to measure changes in speaking ability and motivation. Results revealed a statistically significant improvement in speaking ability for the experimental group compared to the control group. However, no significant difference was found in motivation levels between the two groups. These findings suggest that cooperative learning, specifically the NHT technique, can effectively enhance speaking skills in English language learners, but its impact on motivation may be less pronounced.
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