University Students’ Perceptions of Collaborative Learning in a Project-Based Language Learning Group Presentation

This study investigates university students’ perceptions of Collaborative Learning (CL) in an English as a Foreign Language (EFL) context using an extended Project-based Language Learning (PBLL) group presentation. The primary method for data collection was conducted using pre- and post-project surveys that consisted of five-point Likert-scale and open-ended questions. The first survey aimed to collect students’ preconceptions about CL, then after engaging in an 8-week group presentation project, a post survey was issued to determine how the experience affected students’ perceptions. In total, 61 advanced-level EFL Korean university students participated in this study. Data from the surveys were analyzed using descriptive statistics and qualitative thematic analysis. Findings revealed that students initially held positive views about CL’s potential for academic growth and language skill improvement but held reservations about potential issues that could arise. Upon completion of a structured PBLL group presentation project, results showed that students’ experience produced more favorable views about collaboration’s ability to support and enhance learning. Based on the findings, CL offers benefits such as improving students’ understanding of academic content, increased confidence, interpersonal skill development, and English language improvement. Implications about how to effectively implement CL in the EFL classroom are provided.