IMPACT OF COLLABORATIVE LANGUAGE LEARNING APPROACH ON ACADEMIC ACHIEVEMENT OF 10TH GRADE STUDENTS IN ENGLISH LANGUAGE TEACHING

Abstract

 The current study looked at how a collaborative approach to language learning affected the academic performance of pupils in the tenth grade when learning English. The study was carried out at Mardan, Khyber Pakhtunkhwa, at the Mardan Lyceum School. This was an experimental investigation. They employed a pretest-posttest design. To create a control and experimental group, a pretest was created and given to pupils in the tenth grade.  Control and experimental group were divided into 30 students (both girls and Boys). The control group was taught using the traditional way (book reading), while the experimental group was taught using collaborative language learning tools. For the assessment, the two analytical rubrics i:e the Analytic Rubric for Oral Performance and the Generic Analytic Speaking Rubric developed by Schultz and Bartz and Fairfox Country Public Schools, respectively, were applied. Language experts validated the initial versions of both tests.  After 45 days of instruction, the results of the pretest and posttest were compared. Both the independent and paired sample t-tests were employed. The study found that students who received instruction using the collaborative language learning approach score better results as compared to those who received traditional method of teaching in terms of speaking and listening abilities.