TEACHERS’ PERCEPTIONS ABOUT COLLABORATIVE LEARNING STRATEGIES FOR IMPROVING ENGLISH LANGUAGE PROFICIENCY SKILLS IN HIGHER EDUCATION INSTITUTIONS

Abstract

This study explores the perceptions of the teachers about collaborative learning strategies (CLS) on enhancing English language proficiency skills among students at the higher education institutions from a pedagogical perspective. Recognizing the global importance of English as a lingua franca, the study investigates how collaborative techniques impact students’ reading, writing, and listening skills. Adopting a quantitative survey design, data were collected from 125 teachers across seven public universities. A structured questionnaire based on a five-point Likert scale was used to measure teachers’ views regarding the implementation, benefits, and challenges of collaborative learning in university classrooms. Descriptive and inferential statistical analyses were employed to interpret the data. The findings revealed that most teachers hold positive perceptions toward collaborative learning, recognizing its potential to improve students’ communication, critical thinking, and problem-solving skills. However, some respondents highlighted challenges such as large class sizes, uneven student participation, and limited institutional support, which hinder the effective application of these strategies. The study concludes that promoting collaborative learning requires professional development, smaller class structures, and supportive institutional policies to maximize its pedagogical benefits in higher education. Recommendations also emphasize the enhancement of digital infrastructure and resource availability to facilitate technology-assisted collaboration.