EFFECT OF COLLABORATIVE LEARNING STRATEGIES TO STUDENTS’

SPEAKING SKILLS AND LANGUAGE LEARNING ANXIETY

An Action Research

Presented to
The Faculty of the College of Teacher Education
University of Northern Philippines
Vigan City, Ilocos Sur

In partial fulfillment of the Degree

Bachelor of Secondary Education
Major in English

ANIPOT, ROMELA JANE T.

BELLON, FRANCES KAYE P.
GARDON, DEJAN P.
IBE, VALERIE
VILLALOBOS, CARL A.

2023
 ii

CERTIFICATION

This action research is entitled “EFFECT OF COLLABORATIVE LEARNING

STRATEGIES TO THE STUDENTS’ SPEAKING SKILLS AND ENGLISH

LANGUAGE LEARNING ANXIETY,” prepared and submitted by Romela Jane T.

Anipot, Frances Kaye P. Bellon, Dejan P. Gardon, Valerie Ibe, and Carl A. Villalobos,

in partial fulfillment of the requirements for the degree Bachelor of Secondary Education

major in English, has been examined and is recommended for acceptance and approval

for Oral Examination.

MARIA THERESA V. FORNEAS, PhD

Statistician

JAMAICA V. GARCIA, PhD

Adviser
 iii

APPROVAL SHEET

Approved by the Panel of Examiners on Oral Examination with a grade of

______________.

JENNY LOU R. TAAN, PhD

Chair

MARK LOUIE TABUNAN, MA WINNIE T. CALIBOSO, PhD

Member Member

Accepted and approved in partial fulfillment of the requirements for the degree,

Bachelor of Secondary Education major in English.

MA. TERESA SUSAN L. MANZANO, EdD

Dean, College of Teacher Education

Date: May 31, 2023

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ACKNOWLEDGMENT

The researchers would like to extend their sincerest gratitude to the following

individuals for their valuable efforts, assistance, and cooperation that contributed to the

completion of the study.

Dr. Ma. Teresa Susan L. Manzano, Dean of the College of Teacher Education,

for her wholehearted support, concern, and untiring effort in giving constant reminders for

the completion of the study;

Dr. Jamaica V. Garcia, their research adviser, for her motherly concern,

commendable efforts, full guidance, scholarly suggestions, and all-out support from

conceptualization to reviewing and providing inputs and finalizing the manuscript that led

to the final form of the study;

Dr. Maria Theresa V. Forneas, their statistician, for her untiring support, and

valuable time and effort for the completion of the study;

Dr. Jenny Lou R. Taan, the Chairman of the Panel of Examiners, for her

constructive criticisms, remarkable support, and most precious time in giving reminders

during the conduct of the study;

Dr. Winnie T. Caliboso and Mr. Mark Louie Tabunan, their panel members,

for their constructive comments and suggestions which led to the refinement of the research

project and manuscript;

Mrs. Rose Jean Comilang, their validator, for her pieces of advice and suggestions

that improved the instruments used in the study;

Grade 9-Diamond, their respondents, for their enthusiasm and willingness to

participate in the conduct of the study;

 v

Mrs. MaryJane V. Medina, the school principal, for giving the researchers

permission to conduct this study at Bantay National High School;

Mr. Allen B. Bolesa, Mr. Abe Jerome Gacad, Ms. Rowena P. Cortez, Mrs.

Mary Joy Aubrey A. Utrera, and Mrs. Catherine C. Radam the researchers’

Cooperating Teachers, for their understanding, words of wisdom, and motivation, full

guidance, and untiring support during the conduct of the study;

Their parents, friends, and relatives, for their inspiration, words of

encouragement, love and moral, spiritual, emotional, and most of all financial support to

the researchers, and

Above all, to Almighty God, for His countless and bountiful wisdom and blessings

that He showered to the researchers, through Him nothing is impossible.

R.J.T.A
F.K.P.B
D.P.G
V.I
C.A.V
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DEDICATION

I dedicate this research to the unwavering support and love of my parents and my

siblings who have been my pillars of strength throughout my academic journey.

To my research adviser, Dr. Jamaica V. Garcia, I am deeply thankful for her invaluable

mentorship and guidance throughout this research endeavor.

I would also like to acknowledge and express my heartfelt appreciation to my professor,

Dr. Jenny Lou Taan, who served as my class adviser. Her genuine love for teaching and

continuous guidance have played a vital role in my academic and personal growth.

I extend my gratitude to my friends and churchmates for their continuous prayers, words

of encouragement, and unwavering support.

I dedicate this research to the students who experience language anxiety. May this work

serve as a testament that despite the challenges we face, with determination,

perseverance, and the support of those around us, we can overcome our fears and

accomplish great things. You are not alone, and I hope this research inspires you to

embrace your unique voice and shine brightly in your academic pursuits.

Lastly, I offer my deepest gratitude to the Almighty God for His infinite love, guidance,

and blessings throughout this research journey. His grace has been the foundation upon

which I have built my aspirations and achievements.

Carlos
 vii

DEDICATION

I humbly and mirthfully dedicate this piece of work to the people who helped me complete

this endeavor.

The following are the people who extended their arms to me:

To my parents, Mr. Salvador Gardon and Mrs. Janeth Gardon, who work hard for me,

for your unceasing support and encouragement for the success of this work.

To our research adviser, Dr. Jamaica V. Garcia, who constantly guides and teaches us to

make this study even better.

To our class adviser, Dr. Jenny Lou R. Taan, for her motherly concern and the

knowledge she had been imparted to me from the start to finishing this craft.

To my cooperating teacher, Mr. Allen Bolesa, for his fatherly concerns, comments and

suggestions in the duration of conduct of our study.

To the school principal of BNHS, Mrs. MaryJane V. Medina, for her warm welcome and

guidance and consideration in the duration of our study.

To the students of Grade 9-Diamond of Bantay National High School, for your

enthusiasm and meaningful engagement in the conduct of our study.

Lastly, I offer this work to the Almighty God, who gives me strength, wisdom, guidance,

power of thinking, security, good health, and humbleness while doing this. I lift

everything up to glorify you.

Dehan
 viii

DEDICATION

This humble achievement is dedicated to my family, to my adorable parents; Mamang

Gerly and Papang Greg, thank you for unreservedly supporting me throughout the years

and for letting me experience the beauty of the world.

To my adings and ate Valen, thank you for motivating and inspiring me to go through it

all, for the simple and corny jokes just to make me smile.

I also dedicate this to my college friends, Romela, Criselle, Kyla, Jolysa, and Argee.

Thank you for the outrageous escapades that we've shared, for the endless and senseless

chitchats, and for those clever words of wisdom.

To my Bordek and Jelica, thank you for being there; always motivating me in many ways.

For the willingness to lend a shoulder to cry on when I taught of giving up.

To Ma'am Jam, our research adviser, I thank you for your unending support and patience

since day one.

To my research mates, I thank you all for the patience, sacrifice and hard work just to

finish this research study.

And above all, to our Father Almighty who is the anchor and finisher of our faith, in

giving us full strength and wisdom to do this work.

Val
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DEDICATION

Throughout these trying times, the kindness of those around me has become a light shown

for me, and that light brightens the bleaker things in the darkness of my path, allowing

me to keep going despite the uncertainties. Hence, I would like to take this opportunity to

express my deepest appreciation and heartfelt gratitude to the exceptional people who, in

one way or another have been instrumental in the success of our research endeavor.

To my parents, Rodel Anipot and Imelda Anipot, as well as my siblings, Krista Shaine,

and Fatima, for their unwavering love, support, and understanding, which gives me the

strength to weather any storm that comes my way.

To Klein Stuart, my constant, I can’t thank him enough for being there for me every step

of the way, acknowledging my progress and being proud of my small triumphs.

To Dr. Jenny Lou R. Taan, our incredible adviser, for her unwavering dedication to her

profession and incalculable understanding to us.

To Dr. Jamaica V. Garcia, our research adviser, whose guidance, expertise, and

mentorship have been instrumental in shaping this thesis.

To all the researchers and scholars whose work has laid the foundation for our own, I am

indebted to their contributions.

Above all, to God our Almighty Father, for the gift of life and blessings he bestowed upon

me. For the strength and comfort, which lifted me up when I had lost hope. By His grace

and presence, he never failed me in any way, in spite of all my shortcomings.

Melang
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DEDICATION

It is with profound gratitude and a sense of profound purpose that I dedicate this

research to those who have been instrumental in shaping my journey.

I am eternally grateful to my parents, Esmeraldo and Flordeliza Bellon, for giving me

inspiration throughout my journeys. Thank you, mang and pang, for your unflinching

love, support, sacrifices, and everlasting faith in my skills.

I will always be grateful to my seven loving siblings. Your unfailing

encouragement, support, love, and unbreakable bond have strengthened my will to strive

more.

To my research adviser, Dr. Jamaica V. Garcia, your mentorship has been

invaluable throughout this research endeavorI am grateful for the opportunity to learn

from you and for your continuous support.

To my professor, Dr. Jenny Lou R. Taan, your wisdom, passion for knowledge,

and dedication to teaching have ignited a flame within me.

To my knight in shining armor, Jeffrey Pascua, your loving presence gave me

more motivation in reaching my goals. I’m grateful to have you as my 4 in 1: a believer,

supporter, listener, and encourager.

Above all, I thank and praise The Almighty Father God for His never-ending

grace and love. He is always there to give me strength, love, and light to continue and

strive. I’m beyond grateful.

Panseh
 xi

TABLE OF CONTENTS

Preliminaries Page

Certification…………………………………………………..……… ii

Approval Sheet…………………………………...………..…...……. iii

Acknowledgment……………………………………..……………… iv

Dedication………………………………………………...………...... vi

Abstract………..…………………………...……….………………... xvi

Chapter

I. THE PROBLEM

Introduction……………………………………………………………. 1

Statement of the Problem……………………………………………… 4

Scope and Delimitation………………………………………………... 4

Significance of the Study……………………………………………… 5

Operational Definition of Terms………………………………………. 6

Hypothesis……………………………………………………………... 7

Assumptions……………………………………………………………. 7

II. REVIEW OF RELATED LITERATURE

Theoretical Framework……………………………......………………. 8

Conceptual Framework………………………………..………………. 17

III. METHODOLOGY

Research Design…………………………………..……..……………. 18

Subjects of the Study...……………………………..……..…………... 18

Data Gathering Instrument………………………………..…….…….. 18

Data Gathering Procedure………………………….………...……….. 20

 xii

Statistical Treatment of Data……………………….……….................. 22

IV. PRESENTATIONS, ANALYSIS, AND INTERPRETATION OF

DATA

Students’ Level of Speaking Skills Along the Subskills:

Pronunciation; Language Use; Fluency; and Comprehension………… 23

Students’ Level of Speaking Skills Before and After their

Exposure to Collaborative Learning Strategies………………………… 25

Significant Difference in the Students’ Speaking Skills Between

the Pretest and Posttest Mean Scores of the Students…………….…… 28

Students’ Level of Language Learning Anxiety Before and After

their exposure to Collaborative Learning Strategies…………………... 29

Significant Difference in the Students’ Language Learning Anxiety

Between the Pretest and Posttest Mean Scores of the Students……….. 32

Students’ Perceptions on Language Learning…………………………. 33

V. SUMMARY, FINDINGS, CONCLUSIONS, AND

RECOMMENDATIONS

Summary…………………………………………………………….… 39

Findings………………………………………………………………... 39

Conclusion……………………………………………………………... 40

Recommendations…………………………………….……………….. 41

REFERENCES……………………………………………………..………… 42

APPENDICES

A. Letter of Request………………………………..………………… 45

B. Letter for Validation…………………………………….………… 57

C. Survey Questionnaire for Content Validation…………...………… 59

D. One-minute Speaking Test Rubric for Content Validation……….. 60

E. Speaking Skills Rubric and Rating Sheet………………….……… 61

F. Foreign Language Classroom Anxiety Scale (FLCAS)……...…… 63

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G. Focus Group Discussion Guide Questions……………..…………. 65

H. Students’ Perceptions On Language Learning………………..…… 66

I. Sample Lesson Plan…..…………………………………………… 68

J. Documentation…………………………………………….………. 78

CURRICULUM VITAE…………………………………….......……..……... 86
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LIST OF FIGURES

Figure Page

1 The Research Paradigm…………………………………..…………….. 17

2 The Research Design……………………….……………..……………. 18

3 Students’ Level of Speaking Skills Before and After their

Exposure in Collaborative Learning Strategies………………………… 25

4 Students’ Level of Speaking Skills Before their Exposure

in Collaborative Learning Strategies…………………………………… 26

5 Students’ Level of Speaking Skills After their exposure in

Collaborative Learning Strategies……………….…………………….. 26

6 Students’ Level of Language Learning Anxiety Before and

After their Exposure to Collaborative Learning Strategies……………. 29
7 Students’ Level of Language Learning Anxiety Before their
Exposure to Collaborative Learning Strategies………………………… 30
8 Students’ Level of Language Learning Anxiety After their
Exposure to Collaborative Learning Strategies……………………….... 31
9 Simulacrum on the Students’ Perceptions on Language Learning…….. 33
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LIST OF TABLES

Table Page

1 Students’ Level of Speaking Skills Along the Subskills:

Pronunciation; Language Use; Fluency; and Comprehension…………. 23

2 Students’ Level of Speaking Skills Before and After their

Exposure to Collaborative Learning Strategies.….……………………. 25

3 Significant Difference in the Students’ Speaking Skills Between

the Pretest and Posttest Mean Scores of the Students………………….. 28

4 Students’ Level of Language Learning Anxiety Before and After

their exposure to Collaborative Learning Strategies…………………… 29

5 Significant Difference in the Students’ Language Learning Anxiety

Between the Pretest and Posttest Mean Scores of the Students………... 32
 xvi

ABSTRACT

Anipot, Romela Jane T., Bellon, Frances Kaye P., Gardon, Dejan P., Ibe, Valerie,
Villalobos, Carl A., 2023. EFFECT OF COLLABORATIVE LEARNING
STRATEGIES TO STUDENTS’ SPEAKING SKILLS AND ENGLISH
LANGUAGE LEARNING ANXIETY. An action research, College of Teacher
Education, University of Northern Philippines, Tamag, Vigan City, Ilocos Sur

Research Adviser: JAMAICA V. GARCIA, PhD

This study investigates the effect of collaborative learning strategies on the

speaking skills and English language learning anxiety of students. It utilized a pretest and

posttest research design with 44 students as subjects. A survey-questionnaire and rubric

were used to determine the effect of collaborative learning on the students' speaking skills

and English language learning anxiety. Moreover, a focus group discussion was conducted

to further understand the participants' perceptions of their language learning anxiety. Mean,

standard deviation, and t-tests were used to analyze the data gathered.

The results of the study show the overall level of speaking skills is good while their

degree of language learning anxiety is under the moderate category. The are no significant

differences in the students’ speaking skills and language learning anxiety before and after

their exposure to collaborative strategies. The focus group discussion revealed three

emerging themes, including an increased sense of confidence in language learning,

opportunities for learning language with and from peers, and the value of learning a new

language.

Based on the findings, it is concluded that the use of collaborative strategies did not

have a positive effect on the speaking skills and language learning anxiety of students. The

study recommends that teachers integrate collaborative learning strategies into their

instruction for a more extended period to increase students' confidence in speaking and

learning the English language. Additionally, students' engagement with their peers can help
 xvii

reduce their anxiety when speaking in English. Future research should employ both

qualitative and quantitative methods to further investigate language anxiety among

students. Overall, collaborative learning strategies hold promise in improving speaking

skills and reducing language anxiety among students.

 Chapter I

THE PROBLEM

Introduction

Language learning is an essential aspect of education in a globalized world

especially where English has become the lingua franca. Proficiency in the English language

is a valuable skill that can offer students greater opportunities in education, employment,

and social interaction. As Rao (2019, p 65) explained, English “plays a dominant role in

almost all the fields in the present globalized world”. Aside from this, English is the

primary language of the Internet and for students to enjoy the vast information available

online, they must be familiar with the language (Ilyosovna, 2020).

Given the unquestionable significance of English in the present world, students

must be exposed to quality language learning so that they effectively learn and use English

in various contexts. However, studies show that language learning can instill anxiety in

students, which can hinder the achievement of learning outcomes. Grant (2020) found that

foreign language anxiety can have a negative impact on language achievement and that

both motivation and individual differences contribute to this relationship. Similarly, Liu

(2019) found that English as Second Language (ESL) learners with higher levels of anxiety

often struggle to achieve their learning outcomes due to a lack of confidence and focus,

Language learning anxiety is a negative emotional response experienced during

language learning activities, such as speaking in front of a group. This anxiety can impede

their ability to learn and use the language effectively. Ferdous (2012) considers anxiety as

a crucial variable in English language learning that involves non-conformity in the physical

and emotive state. Second language anxiety could make students feel insecure when they

do not attempt to lower it. Teachers are advised to consider the emotional factors of their
 2

students to lessen such anxiety as a low-anxiety atmosphere will help students achieve a

smooth learning experience. In the Philippines, English is widely used, and many students

engage in activities that will help them improve their language and communication skills

in English. Nevertheless, some students still experience anxiety as they acquire and use the

English language.

Studies reveal that the language anxiety of Filipinos is often attributed to students’

inhibition and fear of speaking. According to Jugo (2022), behaviors such as speaking,

error correction, and communication with English speakers are sources of high anxiety

among Filipino learners. Labicane (2021) found that among the macro skills, speaking

resulted in the highest level of anxiety among high school students. Furthermore, high

school students in Metro Manila claim that their language anxiety is especially caused by

their lack of language skills. They have inhibitions towards the language because when

they speak, they fear that they would commit errors in grammar (Giray et al., 2022)

Given these findings, Barrot et al. (2021) stated that it is critical to address language

learning anxiety as a problem encountered by the Filipino learner. There have been various

interventions employed by teachers and experts around the world to lessen the anxiety and

improve the speaking skills of learners. One of these solutions is the use of collaborative

learning strategies in the classroom.

Collaborative learning is a process wherein students work together in groups to

achieve a common goal. Utilizing this strategy promotes social interaction, which can

reduce anxiety, and encourages students to practice their speaking skills in a supportive

environment. Collaborative learning has been thoroughly researched and has been proven

to augment language learning outcomes, including speaking skills and decreasing language

learning anxiety.
 3

Furthermore, studies conducted in the United States have shown positive effects of

collaborative learning on students' speaking skills and language learning anxiety. When

students were subjected to collaborative learning, college students have reduced their

speaking anxiety levels (Houston et al., 2019). Collaborative learning is also found to

slightly alleviate foreign language anxiety and improve the speaking performance of young

Vietnamese ESL learners (Ha et al., 2022); and that group work contributed to reducing

grade schoolers’ anxiety and promoting their confidence and autonomy (Liu et al., 2018).

Collaborative learning strategies have also been found effective in the Philippines,

particularly in enhancing the speaking skills of English language learners. Filipino high

school students have enhanced their speaking skills and reduced their anxiety level because

of collaborative learning (Japzon & Palacpac, 2019). Hidalgo and Taberna (2018) studied

the effects of collaborative learning on the speaking proficiency of Filipino high school

students. They observed that collaborative learning significantly improved students'

speaking skills and increased their confidence in speaking English.

Given these findings, there is still a need for further research on the effectiveness

of collaborative learning strategies in reducing language learning anxiety and improving

speaking skills. While previous studies have shown positive effects of collaborative

learning strategies, there is still a need to investigate its effectiveness in different contexts,

such as in language institutes and with different student populations.

While there is an adequate amount of literature on collaborative learning, there

remains a scarcity of published studies investigating the relationship between collaborative

learning and English language learning anxiety, particularly in the Philippine high school

context. To address this gap, this study sought to explore the effect of collaborative learning

strategies on language learning anxiety and speaking skills among Grade 9 students at
 4

Bantay National High School. The study found that teachers at the secondary level may be

informed of the effect and possible integration and utilization of collaborative learning

strategies in teaching English, especially in lowering the language anxiety of students.

Statement of the Problem

This study aimed to explore the effect of collaborative learning strategies on

students’ language anxiety and speaking skills for Grade 9 students at Bantay National

High School for the SY 2022-2023.

Specifically, the study sought to answer the following questions:

1. What is the students’ level of speaking skills before and after their exposure to

collaborative learning strategies along the following criteria:

a. pronunciation;

b. language use;

c. fluency; and

d. comprehension?

2. Is there a significant difference in the students’ speaking skills after their

exposure to collaborative learning strategies?

3. What is the students’ level of language learning anxiety before and after their

exposure to collaborative learning strategies?

4. Is there a significant difference in the students’ language learning anxiety after

their exposure to the collaborative learning strategies?

5. How do the students describe their language learning experience after being

exposed to collaborative learning?

Scope and Delimitation

This study aimed to explore the effect of collaborative learning strategies on the
 5

language anxiety and speaking skills of Grade 9-Diamond at Bantay National High School

SY 2022-2023. It was delimited to a total of 44 subjects. The students were exposed to

collaborative learning strategies in a span of 2 weeks.

Significance of the Study

This study is beneficial to the following:

Teachers. This study encourages teachers to be aware of their students’ level of

anxiety in learning English, enabling them to design the most appropriate collaborative

learning activities that will help students ease their language learning anxiety.

Students. It enables students to use the target language through collaborative

learning. It creates communication with others in the language which creates an

environment for stimulating classroom activities and gives variety to language learning.

Administrators. The result of this study can serve as an eye-opener to

administrators to be more responsive to the SLA issues in the school so that the quality of

language learning will stand despite the situation.

Future Researchers. The result of the study can be further researched by other

researchers in other areas or other subjects than English.

Operational Definitions of Terms

In order to facilitate understanding, the following terms are hereby defined as they

are used in the study.

Language Learning Anxiety. It encompasses the feelings of worry and negative,

fear-related emotions associated with learning or using the English language that is not an

individual’s mother tongue.

Speaking Skills. It is the ability to orally convey and exchange thoughts and ideas

using correct pronunciation, use of vocabulary and grammar, fluency, and comprehension
 6

of students.

Pronunciation. It refers to the ability to articulate sounds, words, and phrases in a

language with clarity and accuracy.

Language use. It is the ability of students to effectively communicate

themselves orally, using a variety of appropriate vocabulary and grammar

structures.

Fluency. It is the ability to communicate in a language with ease, accuracy,

and coherence as it enables learners to communicate effectively in real-life

situations.

Comprehension. It refers to the ability to demonstrate a thorough

understanding of the topic/task and responds appropriately to questions and

prompts.

Collaborative Learning Strategies. These are group-based strategies that

emphasize social interaction and cooperation among learners in their goal of achieving

specific learning competencies.

Brainstorming. It is a collaborative learning strategy that is used for

gathering thoughts and ideas contributed by the members of the group on a

particular concept or question.

Role Play. It is a simulative activity that allows students to assume different

roles and characters in a particular context.

Think-Pair-Share. It consists of two members sharing and discuss their

thoughts or ideas and opinions with one another on a certain concept, idea, or

question.

Debate. It is a communicative task that allows students to exchange

opposing
 7

opposing arguments on a particular issue.

Hypothesis

The study tested the hypothesis at 0.5 critical of level of significance, which states

that there is no significant difference in students’ speaking skills and language learning

before and after their exposure to collaborative learning strategies.

Assumptions

This study is anchored on the following assumptions:

1. The rubrics that were utilized for the pretest and posttest are valid and reliable.

2. The students' responses reflect their accurate perception of their language

learning experiences.
 8

Chapter II

REVIEW OF RELATED LITERATURE

Theoretical Framework

This presents a brief review of related literature exploring collaborative learning

strategies and language learning anxiety. These related literature were used to gain insights

into the conceptualization and conduct of the study.

Socio-Cultural Theory

Vygotsky's Socio-Cultural Theory (SCT) emphasizes the importance of social

interaction in learning and development. According to this theory, learning occurs through

collaborative interactions with more knowledgeable others, such as teachers or peers

(Vygotsky, 1978). Assistance can be offered in the form of direct and explicit instructions,

such as those happening in schools or educational institutes; or indirect and implicit

instruction, such as those occurring in the case of everyday unreflective activity. On the

other hand, development can take place only when that assistance is adopted and

internalized, which enables individuals to function independently and apply and extend

what they have acquired to broader contexts (Fahim & Haghani, 2012).

In the context of language learning, socio-cultural theory believes that language can

be acquired easily by allowing the students to socialize and interact either with other

learners or with the speakers of the language they are learning. The interaction should also

be within the context of the language being learned. Ideally, SCT suggests that the best

way to acquire a language is to learn it from the place it is being used and to interact with

native speakers. In the context of the classroom, SCT in second language acquisition can

be practiced through social activities that simulate the cultural context of the language.

Aside from the classic role-playing, there are other activities for strengthening the
 9

communication skills of second language learners based on SCT (Aimin, 2013).

Collaborative Learning

Collaborative learning is a well-known approach to language learning that

promotes students' active engagement and social interaction, resulting in enhanced

language acquisition and reduced anxiety. A study by Kim et al. (2017) in South Korea

investigated the effectiveness of collaborative learning in reducing English language

anxiety among Korean ESL university students. The study revealed that collaborative

learning significantly decreased language anxiety among students and improved their

communicative competence, indicating the potential of this approach in improving

language learning outcomes.

Similarly, an international study conducted by Ng and Yew (2019) in Malaysia

examined the effects of collaborative learning on English language anxiety among Chinese

international students. The study found that collaborative learning activities, such as group

discussions and presentations, resulted in a significant reduction in language anxiety levels

among the participants. Moreover, students' confidence and motivation to learn English

improved as they became more comfortable in expressing their opinions in a group setting.

One study supporting the notion of the benefits of learning English with peers is

the Content-based Second Language Instruction study of Brinton et al. (1989). The authors

discovered that learners who participated in content-based instruction with peers

manifested greater improvement in their English language skills than those who received

instruction based on traditional grammar-based methods. The study unequivocally

concluded that involving learners in activities that necessitate communication and

collaboration with their peers positively influences the acquisition of language skills. A

study by Huang and Van Der Meijden (2019) shows that peer interaction in a classroom
 10

setting leads to greater development in second language (L2) skills. The quantity and

quality of exposure to L2 in different classroom pair-work settings were explored. The

study found that more peer interaction resulted in greater L2 development, highlighting the

benefits of learning with peers. This supports the idea that opportunities to learn with peers

can effectively improve language skills.

In the Philippines, a local study by Cabahug and Alibuyog (2019) investigated the

effectiveness of a collaborative learning approach in reducing English language anxiety

among Filipino college students. The study revealed that collaborative learning activities,

such as group discussions and peer editing, significantly reduced students' anxiety levels

and improved their oral communication skills. Moreover, the study found that collaborative

learning helped students build confidence in their language abilities, resulting in more

positive attitudes towards English language learning.

These studies have shown that collaborative learning is an effective approach in

reducing English language anxiety among students from different countries, including the

Philippines. The collaborative learning approach's social interaction aspect fosters a

positive learning environment and encourages students to participate actively, enhancing

language acquisition and confidence in expressing their opinions in the English language.

Therefore, incorporating collaborative learning activities in English language classrooms

can be beneficial in improving language learning outcomes and reducing language anxiety

levels among students.

Collaborative Learning Strategies

Collaborative learning strategies have gained increasing attention in recent years as

effective approaches for enhancing students' learning outcomes. One study by Lee and

Kwon (2018) explored the effect of collaborative learning strategies, including group work,
 11

peer feedback, and problem-based learning, on students' academic achievement and

satisfaction in a Korean university context. The study found that collaborative learning

strategies significantly improved students' academic achievement and satisfaction,

highlighting the effectiveness of these strategies in enhancing learning outcomes.

Another study by Huang et al. (2020) investigated the use of collaborative learning

strategies, including group discussions, peer feedback, and team-based projects, on

students' engagement and academic performance in a Chinese ESL context. The study

found that collaborative learning strategies had a significant positive effect on students'

engagement and academic performance, indicating the effectiveness of these strategies in

promoting active learning and enhancing academic outcomes.

Other studies have identified additional collaborative learning strategies, such as

reciprocal teaching, cooperative learning, and collaborative writing, as effective

interventions for enhancing learning outcomes. For example, a study by Hadi and Marefat

(2019) found that reciprocal teaching, a collaborative learning strategy that involves peer

teaching, had a significant positive effect on Iranian EFL students' reading comprehension

skills. Similarly, a study by Niu and Wang (2018) showed that cooperative learning, which

involves students working together to complete a task, had a positive impact on Chinese

university students' speaking skills.

In the study of Guo and Zhang (2019), they noted that group activities can be

particularly effective when they are designed to promote student interaction and

collaboration. Some examples of effective group activities include role-playing exercises,

debates, group discussions, and collaborative projects. By engaging in these activities on a

regular basis, students can improve their speaking skills and develop the ability to

communicate effectively with others. It collaborates with the study of Akpan and Umoren
 12

(2017), they found out that collaborative learning strategies such as brainstorming, think-

pair-share, role playing, and jigsaw have been found to be effective in enhancing students'

academic achievement, critical thinking skills, and motivation in various disciplines.

According to Yilmaz (2017), the use of think-pair-share and brainstorming

techniques improved students' self-confidence, interdependence, and engagement while

reducing their anxiety levels. Furthermore, the study found that students with high levels

of English language anxiety demonstrated significant improvements in their speaking and

writing skills following their participation in collaborative learning activities.

Similarly, a study conducted by Wu and Marek (2016) examined the effectiveness

of role-playing activities in reducing English language anxiety. The study revealed that the

use of role-playing activities improved students' motivation, participation, and engagement

in class while significantly reducing their anxiety levels. Additionally, the study found that

students who participated in these activities demonstrated significant improvements in their

speaking and listening skills, as well as their overall confidence in using the English

language.

These studies have shown that collaborative learning strategies have been found to

be effective approaches for enhancing students' learning outcomes across various contexts.

Group work, peer feedback, problem-based learning, group discussions, team-based

projects, reciprocal teaching, cooperative learning, and collaborative writing are among the

strategies identified as effective interventions for promoting active learning and enhancing

academic outcomes. These strategies can be used to create a collaborative learning

environment that fosters critical thinking, problem-solving, and communication skills

among students.
 13

Language Learning Anxiety

Language learning anxiety is a significant concern for many students worldwide,

impacting their language learning and overall academic performance. The Foreign

Language Classroom Anxiety Scale (FLCAS) is a widely used instrument for measuring

language anxiety levels among students.

The study conducted by Khaja and Krishnaswamy (2012) explored the relationship

between language anxiety and academic performance among non-native English-speaking

students in the United Arab Emirates. The study found that students who experienced high

levels of language anxiety had lower academic performance and recommended that

educators address students' language anxiety in their teaching practices.

In an international study conducted by Yu and Watkins (2017), the authors

examined the impact of self-directed learning on reducing English language anxiety among

Chinese international students in the United States. The study found that students who

engaged in self-directed learning activities, such as online learning and independent

reading, experienced a reduction in their language anxiety levels. The authors suggested

that self-directed learning could be a useful strategy in addressing English language anxiety

and enhancing language learning outcomes.

A local study by Demetillo (2016) investigated the effects of teacher beliefs on

English language anxiety among Filipino college students. The study found that teacher

practices, such as creating a positive classroom environment, promoting student-centered

learning, and using interactive teaching strategies, were effective in reducing students'

language anxiety levels. The study suggested that teacher training programs should

emphasize the importance of addressing language anxiety in their teaching practices and

incorporate strategies that promote a positive learning environment.

 14

The review of related literature highlights the significant impact of English

language anxiety on students' language learning and academic performance. The FLCAS

instrument has been widely used to measure language anxiety levels among students, and

several studies suggest that addressing language anxiety through various strategies, such

as collaborative learning and self-directed learning, can be effective in reducing anxiety

levels and enhancing language learning outcomes. Furthermore, the findings of local

studies emphasize the need for teacher training programs to address language anxiety in

their teaching practices to create a positive learning environment for students.

Collaborative Learning, Language Anxiety, and Related Studies on Speaking Skills

Collaborative learning has become an increasingly popular teaching method in

language classrooms. Several studies have shown that collaborative learning can have a

positive impact on students' language learning outcomes, including their speaking skills.

However, some researchers have also explored the effect of collaborative learning on

students' language anxiety. One international study by Kao and Oxford (2014) examined

the relationship between collaborative learning, language anxiety, and speaking skills

among ESL students in Taiwan. The study found that collaborative learning had a

significant positive effect on students' speaking skills, but it also increased their language

anxiety levels. The researchers recommended that teachers use collaborative learning

strategies that also address language anxiety to create a supportive learning environment

for students.

Another study by Huang et al. (2019) explored the effects of collaborative learning

on L2 speaking skills and anxiety among Chinese ESL university students. The study found

that collaborative learning had a significant positive effect on students' speaking skills, and

it also reduced their language anxiety levels. The researchers suggested that collaborative
 15

learning could be a useful approach for reducing students' language anxiety and enhancing

their speaking skills. Meanwhile, Cacho (2015) found that it would be more beneficial if

students understand and learn to speak English through collaborative learning.

A local study by Banzon and Bernardo (2017) investigated the impact of

collaborative learning on Filipino ESL students' speaking skills and language anxiety. The

study found that collaborative learning had a significant positive effect on students'

speaking skills, but it did not significantly reduce their language anxiety levels. The

researchers recommended that teachers use a variety of strategies, including collaborative

learning and other anxiety-reducing techniques, to create a supportive learning

environment for students.

Despite the positive impact of collaborative learning on students' language learning

outcomes, including their speaking skills, some studies have shown that it can also increase

their language anxiety levels. This highlights the need for teachers to use collaborative

learning strategies that also address language anxiety and create a supportive learning

environment for students. Furthermore, collaborative learning should be used in

conjunction with other anxiety-reducing techniques to effectively reduce language anxiety

levels among students.

In conclusion, collaborative learning is a valuable approach for enhancing students'

language learning outcomes, particularly their speaking skills. However, its effect on

language anxiety levels can vary across different contexts and student populations.

Teachers should use a range of strategies, including collaborative learning and other

anxiety-reducing techniques, to create a supportive learning environment for students.

Further research is needed to explore the most effective ways to use collaborative learning

to reduce language anxiety and enhance language learning outcomes.

 16

The above-mentioned literature and studies point to the importance of paying more

on the students’ language anxiety. Therefore, the researchers explored the effect of

collaborative learning on the students’ English language anxiety and speaking skills.
 17

Conceptual Framework

Independent Variable Dependent Variable

Figure 1. The Research Paradigm

The figure shows the independent and dependent variables used in the study.

Collaborative learning strategies such as brainstorming, role play, think-pair-share, and

debate are the independent variables, while the speaking skills (pronunciation, language

use, fluency, and comprehension) and language learning anxiety are the dependent

variables. The researchers also looked into the perceptions of the students on language

learning after their exposure to collaborative learning strategies.

 18

Chapter III

METHODOLOGY

This chapter addresses the methodology adapted for this study. It presents the

research design, subjects of the study, research instruments, data gathering procedure, and

statistical treatment of data.

Research Design

This study employed the pretest-posttest design in determining the effect of

collaborative learning on the students’ English language anxiety of the grade 9-Diamond

students at Bantay National High School, S.Y. 2022-2023. The speaking skills and

language learning anxiety of students were determined before and after their exposure to

different collaborative learning strategies.

Intervention Posttest
Pretest

Focus Group Discussion

Figure 2. Research Design

Subjects of the Study

This study involved a total of 44 subjects Grade 9-Diamond students at the Bantay

National High School, S.Y. 2022-2023.

Data Gathering Instrument

This study utilized a survey questionnaire adapted from the Modern Language

Journal of Horwitz et al. (1986) entitled, “Foreign Language Classroom Anxiety” which

is an instrument to measure the level of foreign language anxiety. The survey consists of
33 questions scored with a five-point Likert scale ranging from strongly disagree to
strongly
 19

strongly agree

The norm for interpretation is as follows:

Scale Rating Range of Scores Item Descriptive Rating Overall Descriptive

5 4.20-5.00 Strongly Agree Very Low

4 3.40-4.19 Agree Low

3 2.60-3.39 Undecided Moderate

2 1.80-2.59 Disagree High

1 1.00-1.179 Strongly Disagree Very High

Moreover, this study utilized a rubric in gathering the speaking skills of the students

from a one-minute speaking test which are pronunciation, language use, fluency, and

organization. It was evaluated by experts to ascertain its validity.

The norm for interpretation of the overall speaking skills is as follows:

Range of Scores Descriptive Interpretation

96-100 Outstanding
86-95 Very Satisfactory
76-85 Satisfactory
75 & below Poor

The norm for the interpretation of pronunciation and language use is as follows:

Range of Scores Descriptive Interpretation

25-30 Outstanding
19-24 Very Satisfactory
13-18 Satisfactory
7-12 Poor
1-6 Needs Improvement
 20

While the norm for interpretation for fluency and comprehension is as follows:

Range of Scores Descriptive Interpretation

17-20 Outstanding

13-16 Very Satisfactory

9-12 Satisfactory

5-8 Poor

1-4 Needs Improvement

Data Gathering Procedure

Prior to the conduct of the study, the researchers sought permission from the School

Principal and Head Teacher of Bantay National High School to conduct the study. When

permission was granted, the researchers conducted the study through the following phases.

Phase 1: Pre-activities

The researchers administered the Foreign Language Classroom Anxiety Scale

(FLCAS) survey questionnaire to the Grade 9 - Diamond students before the students’

exposure to collaborative learning strategies. Their answers were tabulated after the

conduct of the pre-activities.

The researchers administered the pre-speaking test by answering the question

“What makes you happy? Why do you say so?” The students were isolated and given one

minute to speak. Two researchers served as evaluators in scoring the students’ speaking

skills based on pronunciation, language use, fluency, and comprehension.

Phase 2: Integrating Collaborative Learning Strategies

The researchers decided to employ collaborative learning strategies applicable to

the topics, and these were role-play, brainstorming, think-pair-share, and debate. The
 21

strategies were applied in the discussion and evaluation parts of the lesson in a span of two

weeks.

In the first week, two collaborative learning strategies were employed which were

role play and brainstorming. The collaborative learning strategy role play is employed in

the evaluation part of the topic Forming Decision. In groups of 5, students were tasked to

develop and perform five to seven minute role play on making solutions to address social

issues. The collaborative learning strategy brainstorming is employed in the motivation

and fixing skills of the topic Reading. In the motivation part of the lesson, students were

grouped into 5. Each group was given a picture to brainstorm about and come up with an

idea. In the fixing skills of the lesson, students used the same groupings. They are tasked

to create a concept map about reading and the importance of reading.

In the second week, another two collaborative learning strategies were employed

which were think-pair-share and debate. The collaborative learning strategy think-pair-

share was used in the fixing skills of the topic The Death of a Salesman (Summary Act 2).

Students chose their pair, discussed the given questions with their pair for 10 minutes, then

shared their answers to the class for 2 minutes. The collaborative learning strategy debate

was used in the evaluation part of the topic Factual Information and Subjective

Information. The class was divided into two teams to debate on the question, “Which

modality is better for learning in hot weather conditions: face-to-face or modular

learning?” The first team assumed the affirmative role and defended the pros of the topic,

while the other team assumed the negative role and defended the cons of the topic.

Phase 3: Post-activities

The researchers administered the Foreign Language Classroom Anxiety Scale

(FLCAS) survey questionnaire to the Grade 9 - Diamond students after their exposure to
 22

collaborative learning strategies. Their answers were tabulated after the conduct of the

study.

The researchers administered the post-speaking test by answering the questions

“What do you feel when you speak English?” The students were isolated and given one

minute to speak. Two researchers served as the evaluators in scoring the students’ speaking

skills based on pronunciation, language use, fluency, and comprehension.

The researchers selected 10 students from Grade 9 - Diamond to join the Focused

Group Discussion. The students shared their language learning experience after their

exposure to collaborative learning strategies.

Statistical Treatment of Data

The data gathered in this study were treated statistically in the following manner.

Mean to determine the data on the anxiety level of the respondents.

Standard Deviation to determine the variability of how much variation there is

from the average mean.

t-tests to compare the means of the two sets of data.

 23

Chapter IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the results of the data gathered and the analysis and

interpretation of the data to determine the effect of collaborative learning strategies to the

students' speaking skills & language learning anxiety.

Students’ level of speaking skills along the subskills: pronunciation; language use;
fluency; and comprehension.

Table 1 presents the students’ level of speaking skills along the subskills

pronunciation, language use, fluency, and comprehension before and after their exposure

to collaborative strategies.

Table 1
Students’ Level of Speaking Skills Along the Subskills: Pronunciation; Language
Use; Fluency; and Comprehension Before and After their exposure to Collaborative
Learning Strategies

Pretest Posttest Over DI

Speaking Skills all %
̅
𝒙 % DI ̅
𝒙 % DI
̅
𝒙

Pronunciation 21.18 70.6 P 23.77 79.23 S 22.48 74.93 VS

Language Use 21.79 72.63 P 23.81 79.37 S 22.8 76 VS

Fluency 14.79 73.95 P 16.1 80.5 S 15.44 77.2 VS

Comprehension 17.22 86.1 S 17.3 86.5 S 17.26 86.3 E

Legend:
For pronunciation For fluency and Descriptive Interpretation
and language use comprehension
25-30 17-20 Outstanding
19-24 13-16 Very Satisfactory
13-18 9-12 Satisfactory
7-12 5-8 Poor
1-6 1-4 Needs Improvement

The table shows that the sub skill with the highest percentage in the overall mean
 24

(86.3) is Comprehension which is described as Excellent. The sub skill with the lowest

percentage (74.93) is Pronunciation which is described as Very Satisfactory. This means

that students demonstrated a thorough understanding of the question and responded

appropriately to questions and prompts while their enunciation of words, sounds, and

intonation is poorly exhibited after they are exposed to collaborative learning strategies.

The findings show that the highest percentage in the Pretest (86.1) is

Comprehension which is described as Satisfactory. The sub skill with the lowest percentage

in the Pretest (70.6) is Pronunciation which is described as Poor. This means that students

demonstrate understanding of questions and prompts before their exposure to collaborative

learning strategies. However, students had difficulty in pronunciation.

It reveals that the highest percentage in the Posttest (86.5) is Comprehension which

is described as Satisfactory. On the other hand, the lowest percentage in the Posttest (79.23)

is Pronunciation which is described as Satisfactory. This means that students have

enhanced their understanding of the topic they are given and developed their pronunciation

after their exposure to collaborative learning strategies.

Based on the findings, it implies that collaborative learning strategies have a

positive effect in improving students’ speaking skills along with pronunciation, language

use, fluency, and comprehension. This conforms to the study of Ozdener (2017) which

found that collaborative tasks on English as Second Language Learners (ESL) lead to

enhanced pronunciations and fluency, highlighting the positive impacts of collaborative

learning strategies on speaking skills.

 25

Students’ Level of Speaking Skills Before and After their exposure to Collaborative
Learning Strategies.

Table 2 presents the students’ level of speaking skills before and after their
exposure to collaborative strategies.

Table 2
Students’ Level of Speaking Skills Before and After their exposure to Collaborative
Learning Strategies

Pretest Posttest
Level
f % f %

Outstanding - - 3 6.82

Very Satisfactory 4 9.09 11 25.00

Satisfactory 14 31.82 18 40.19

Poor 26 59.09 12 27.27

TOTAL 44 100 44 100

Overall Mean (DR) 74.97 (Poor) 80.90 (Satisfactory)

Standard Deviation 7.46 8.52

PRETEST & POSTTEST

Students' Level of Speaking Skills Before and After their Exposure
to Collaborative Learning Strategies

74.97%
80.90%

Pretest Posttest

Figure 3. Students’ Level of Speaking Skills Before and After their exposure
in Collaborative Learning Strategies

The findings reveal that the overall mean of students’ level of speaking skills in

their pretest is 74.97 which is described as “Good” while the overall mean of students’
 26

level of speaking skills in their posttest is 80.90 which is also described as “Good”. This

means that the level of students’ speaking skills slightly improved after their exposure to

collaborative learning strategies as supported by the difference in the overall mean score

in the pretest and posttest.

Figure 4. Students’ Level of Speaking Skills Before their exposure in Collaborative

Learning Strategies

As the chart shows, the highest result in the pretest is 59.09% which is described as

“Needs Improvement” while the lowest result is 9.09% which is described as

“Satisfactory”. This means that the performance of majority of the students’ needs to be

improved. Many of the Grade 9 students showed poor performance in their speaking skills,

which implies the need to administer interventions.

POSTTEST
Students' Level of Speaking Skills After their Exposure to
Collaborative Learning Strategies
6.82%

27.27%
25%

40.19%

Excellent Satisfactory Good Needs Improvement

Figure 5. Students’ Level of Speaking Skills After their exposure in Collaborative

Learning Strategies
 27

On the other hand, the highest result in the posttest is 40.1% which is described as

“Good” while the lowest percentage in the posttest is 6.82% which is described as

“Excellent”. This means that most of the students’ level of speaking skills after their

exposure to collaborative learning strategies is “Good” while few students have achieved

the level “Excellent”. This shows improvement in the performance of students as evidenced

by the decreased frequency in Needs Improvement, increased frequency in Good and the

classification of students in Excellent category after they have been exposed to the

intervention.

The standard deviation of pretest is 7.46 while the standard deviation of posttest is

80.90. This means that the scores of the students in the pretest are closer to each other than

in the posttest.

Based on the findings about the level of speaking skills of the students, it implies

that the collaborative learning strategies used have a positive effect on the speaking skills

of students. The descriptive rating remained “Good”, but there is a small increase in the

overall mean even after the short span of exposing the students to the strategies.

It conforms the study of Huang et al. (2019) and Banzon and Bernardo (2017) that

collaborative learning strategies can help enhance students’ speaking skills. Other studies

have identified additional collaborative learning strategies, such as the use of think-pair-

share and brainstorming techniques that improved students' self-confidence,

interdependence, and engagement while reducing their anxiety levels (Yilmaz, 2017).

Similarly, a study conducted by Wu and Marek (2016) found that students who participated

in these activities demonstrated significant improvements in their speaking and listening

skills, as well as their overall confidence in using the English language.

 28

Significant Difference in the Students’ Speaking Skills Between the Pretest and
Posttest Mean Scores of the Students
The table shows the significant difference in the students’ speaking skills between

the pretest and posttest mean scores of the students.

Table 3
Result of the t-test for Significant Difference in the Students’ Speaking Skills
Between the Pretest and Posttest Mean Scores of the Students

Pretest Posttest

Mean 74.97 80.90

Mean difference 5.93

Observations 44

df 43

Computed t-value 1.42

Computed Critical Value 2.02

Decision Accept Ho

As observed, it was noted that the computed t-value of 1.42 is less than the required

critical value of 2.02 at a 0.05 level of significance. Consequently, the study accepted the

null hypothesis, indicating that there is no significant difference in the students’ language

learning before and after their exposure to collaborative learning strategies (pretest and

posttest).

This implies that students need longer exposure to collaborative learning strategies

in order to significantly improve their speaking skills. This conforms to the study of Zhang

et. al (2020) that longer exposure of students to group activities, for at least 6 weeks, allows

students to practice and refine their speaking abilities. Furthermore, this is supported by

the claim of Barjesteh and Vahidyzadeh (2017) that group activities should be incorporated
 29

into the curriculum on a regular basis to allow students to practice and improve their

speaking skills over time.

Students’ Level of Language Learning Anxiety Before and After their exposure to

Collaborative Learning Strategies

Table 4 presents the students’ level of language learning anxiety before and after

their exposure to collaborative strategies.

Table 4
Students’ Level of Language Learning Anxiety Before and After their exposure to
Collaborative Strategies

Pretest Posttest
Level
f % f %
Very High 5 11.36 3 6.28
High 38 83.36 30 68.18
Moderate 1 2.27 10 22.73
Low - - 1 2.27
Very Low - - - -
TOTAL 44 100 44 100
Overall Mean (DR) 3.25 (Moderate) 3.11 (Moderate)
Standard Deviation 0.24 0.42

PRETEST & POSTTEST

Students' Level of Language Learning Anxiety Before and After their
Exposure to Collaborative Learning Strategies

3.11
3.25

Pretest Posttest

Figure 6. Students’ Level of Language Learning Anxiety Before and After their
exposure to Collaborative Learning Strategies
 30

The findings reveal that the overall mean of students’ language learning anxiety in

their pretest is 3.25 which is described as “Moderate”. On the other hand, the overall mean

of students’ language anxiety in their posttest is 3.11 which is also described as

“Moderate”. This means that students’ language learning anxiety slightly decreased as

supported by the difference in the overall mean score in the pretest and posttest.

PRETEST
Students' Level of Language Learning Anxiety Before their Exposure
to Collaborative Learning Strategies

2.27% 11.36%

83.36%

Very High High Moderate Low Very Low

Figure 7. Students’ Level of Language Learning Anxiety Before their Exposure to

Collaborative Learning Strategies

The chart shows that the highest result in the pretest is 83.36% which is described

as “High” while the lowest result is 2.27% which is described as “Low”. This means that

the majority of the students have a high language learning anxiety before their exposure to

collaborative learning strategies. Therefore, there is a need to apply intervention in

lessening the language learning anxiety of the students.

 31

Figure 8. Students’ Level of Language Learning Anxiety After their Exposure

to Collaborative Learning Strategies
POSTTEST
Students' Level of Language Learning Anxiety After their Exposure to
Collaborative Learning Strategies
2.27% 6.28%

22.73%

68.18%

Very High High Moderate Low Very Low

The chart shows that the highest result in the posttest is 68.18% which is described

as “High” while the lowest result is 2.27% which is described as “Moderate”. This means

that some students have decreased their language learning anxiety after being exposed to

collaborative learning strategies. The standard deviation of pretest is 0.24 while the

standard deviation of posttest is 0.42. This means that the data gathered in the pretest are

closer to each other than in the posttest.

Based on the findings about the language learning anxiety of the students, it implies

that the collaborative learning strategies have a positive effect in lessening the language

learning anxiety of some students. The descriptive rating remained “Moderate”, but there

is a slight decrease in the overall mean after the short span of exposing the students to the

strategy.

The result corroborates the research study of Cabahug and Alibuyog (2019) which

concluded that collaborative learning activities, such as group discussions and peer editing,

significantly reduced students' anxiety levels, and built confidence in their language

abilities, resulting in more positive attitudes towards students’ language learning.

 32

Significant Difference in the Students’ Language Learning Anxiety Between the

Pretest and Posttest Mean Scores of the Students

The table shows the result of the t-test for significant difference in the students’

language learning anxiety between the pretest and posttest mean scores of the students.

Table 5
Result of the t-test for Significant Difference in the Students’ Language Learning
Anxiety Between the Pretest and Posttest Mean Scores of the Students

Pretest Posttest

Mean 2.93 3.12

Mean difference .13

Observations 44

df 43

Computed t-value 0.012

Computed Critical Value 2.02

Decision Accept Ho

As observed, the computed t-value is 0.88 which is less than the required critical

value of 2.02 at a 0.05 level of significance; thus, the study accepted the null hypothesis

that there is no significant difference in the pretest and posttest scores of the students’

language learning anxiety.

The data implies that language anxiety is difficult to lessen or eliminate because

some students do not feel comfortable in expressing their ideas within their group.

Therefore, this suggests that a longer duration of exposure may lead to greater benefits

because the longer they are exposed to these strategies, the more they practice speaking

comfortably with their group mates. This supports the study of Alqurashi and Schwarzer
 33

(2017) that group activities can show significant reduction in language anxiety, within the

16-week conduct, showing slightly better improvement.

Students’ Perceptions on Language Learning

This section presents the students’ language learning experience after being

exposed to collaborative learning strategies. There were three themes that were identified

through the responses of students during the focus group discussion namely: increased

confidence in learning the language, acquired opportunities to learn language with and

from peers, and realized the value of learning language.

STUDENTS’ PERCEPTIONS
ON LANGUAGE
LEARNING

Figure 9. Simulacrum on the Students’ Perceptions on Language Learning.

The simulacrum presents the summary of themes that emerged from the focus

group discussion with the participants of the study as regards to the students’ language

learning experience after being exposed to collaborative learning.

A. Increased Confidence in Learning the Language

Along the theme increased confidence in learning the language, the respondents

narrated how collaborative learning transformed their speaking skills. Student A stated that
 34

collaborative activities made it more comfortable for them to use the English language with

their group mates and it is manifested in the following lines:

“Yes, sir. I think the group activities helped me to become more

confident and comfortable using the English language kase mas
komportable nak (because I am more comfortable) in speaking in English if
I know that my classmates or group mates are speaking using English as
well.”

This proves that collaborative activities had a positive effect on their behavior such

as the increase in their self-confidence and they became more comfortable. This was agreed

upon by Student B, who stated the following lines:

“Yes, sir. I think or I feel like that when we all speak using the
English language, it makes me feel na (that) I am not being left out or nag-
iisa (left alone). When we do some activities, it improves my accent and my
grammar in speaking English.”

Majority of the participants concurred that collaborative learning enables students

to speak fluently in English while experiencing minimal fear. This finding conforms to the

study of Cabahug and Alibuyog (2019) which found out the efficacy of collaborative

learning strategies in mitigating English language anxiety among college students in the

Philippines. The study demonstrated that group discussions and peer editing, as

collaborative learning activities, substantially decreased students' anxiety levels whilst

enhancing their abilities in oral communication.

Student C affirmed, “Sir, yes because by doing some activities we

can help each other to be more confident in speaking English language
because by communicating with each other sir we can share our own ideas
and by those activities it became a practice for us to speak in using the
English language with correct grammar because as a group, sir. Of course,
we need to (ahhh)...have help each other so if the other member have a hard
time in speaking English we can help them or teach them, sir, and…..if their
correct our grammar we should not get makagura (mad), sir, because by that
situation we can improve our skills in speaking English, sir.”

Research suggests that collaborative learning activities play a significant role in

enhancing students' confidence and proficiency in speaking the English language. As stated
 35

by student C emphasizing the benefits of such activities, stating that by engaging in group

activities, students can help each other and share ideas, thereby practicing English with

correct grammar and improving their speaking skills. This observation aligns with the

findings of Demetillo (2016), who emphasized the importance of creating a positive

classroom environment, promoting student-centered learning, and employing interactive

teaching strategies to reduce language anxiety levels among students. The study suggests

that addressing language anxiety and incorporating strategies that foster a positive learning

environment should be prioritized in teacher training programs.

Consistent with previous research, several studies have identified additional

collaborative learning strategies that have demonstrated positive effects on learning

outcomes. For instance, Hadi and Marefat (2019) investigated the impact of reciprocal

teaching, a collaborative learning strategy involving peer teaching, on Iranian EFL

students' reading comprehension skills. The study found a significant positive effect,

indicating that reciprocal teaching contributed to improved reading comprehension

abilities among the participants. Similarly, Niu and Wang (2018) conducted a study

examining the effects of cooperative learning, where students work together to accomplish

tasks, on the speaking skills of Chinese university students. The results indicated that

cooperative learning had a positive impact on enhancing speaking skills.

These findings collectively highlight the effectiveness of collaborative learning

strategies in language learning and suggest that incorporating activities promoting student

collaboration can lead to improved learning outcomes.

 36

B. Acquired Opportunities to Learn Language with and from Peers

Another theme that was derived based on the students' responses is acquired

opportunities to learn language with and from peers. According to a study by Kim and

Elder (2018), students who interact with their peers using the English language improve

their language abilities. Hence, opportunities to learn English language with peers were

found to be beneficial for learners. Student A said that:

“Medyo (slight), sir. Kase (because) we are able to understand our

group mates when they talk in English.”

One study supporting the notion of the benefits of learning English with peers is

the Content-based Second Language Instruction study by Brinton et al. (1989). The authors

discovered that learners who participated in content-based instruction with peers

manifested greater improvement in their English language skills than those who received

instruction based on traditional grammar-based methods. The study unequivocally

concluded that involving learners in activities that necessitate communication and

collaboration with their peers positively influences the acquisition of language skills.

Student B and Student C expressed that:

“Yes, sir because as a student like them…. uhm…. I need to be with them
in a good way, so that they are not mabain (shy) to say what they want to
say and I never said that what they said is wrong because I have no… right
for them to disagree with their thoughts, as long as I understand what they
are saying, there is no problem for me.”
- Student B

“Yes, sir… uhm… maybe when we are sharing our different ideas with our
group there’s always mistakes or wrong grammar that each of us commit.
Pero ikarkarigatan mi nga ibaga (but we try to say) or we try to express our
side and thoughts, sir so we can understand each other properly.”
- Student C

The perspectives shared by Student B and Student C highlight the significance of

positive peer interactions in language learning, emphasizing the importance of creating a

 37

supportive environment where students feel comfortable expressing their thoughts and

ideas. These insights align with the research study conducted by Huang and Meijden (2019)

which examined the impact of peer interaction on second language (L2) development in a

classroom setting. The study revealed that learners who engaged in increased peer

interaction experienced greater development in their L2 skills. These findings provide

empirical support for the notion that learning opportunities with peers can be highly

beneficial for improving language skills.

C. Realized the Value of Learning Language

Realizing the value of learning language also emerged from the participants.

Through engaging in collaborative activities, students are able to see the importance of

learning the English language. Student A said:

“Uhm for me, sir, it is important speaking the English language

because it is our international communication in all areas as help us to help
move opportunities in first of all our career, sir.”

This finding supports the study conducted by Oliver-Hoyo (2017) where she

emphasized that students recognized the benefits of learning a foreign language, such as

enhancing career opportunities, improving cognitive skills, and expanding cross-cultural

communication. In addition, according to Student B, learning the English language can

help them improve their cross-cultural communication.

Student C stated, “English is our international language, sir, that is

why it is very important for us to know and learn it. Example there are
tourists that are visiting our country and in coincident they see you and ask
you for direction, in that case you can easily answer and talk to them in
ahm…. a correct way because you know how to speak English and you can
talk to them properly. It’s also good for you,when you’re the one that will
travel and go to another country if you know how to speak English you can
talk confidently to other people because you have that mindset and ability
that you can speak English properly.”
 38

Student C highlights the importance of English language proficiency for

communication and opportunities, both locally and internationally. This perspective aligns

with the findings of a study conducted by Cacho (2015) which emphasized the significance

of English as a global language for enhancing employability and accessing better

educational prospects. The study revealed that students recognized the value of English in

gaining a deeper understanding of other cultures. Student C's viewpoint reinforces the idea

that collaborative learning, as demonstrated by the positive effects on speaking skills, can

contribute to the acquisition and mastery of English. Thus, the student's perspective and

the research study support the notion that learning and speaking English as Second

Language proficiently offer practical benefits and broader cultural understanding.

 39

Chapter V

SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter summarizes the study, the significant findings, the conclusions

drawn, and the recommendations forwarded.

Summary

This study aimed to determine the effect of collaborative learning strategies on

Grade 9-Diamond students’ speaking skills along pronunciation, language use, fluency,

and comprehension, and language learning anxiety. The researchers conducted a pre survey

in determining the language anxiety of the students and a pre speaking test in determining

their speaking skills before they are exposed to collaborative learning strategies. In

exposing students to collaborative learning strategies, the researchers used brainstorming,

role-play, think-pair-share, and debate to their English class for 2 weeks. After exposing

students to collaborative learning strategies, the researchers conducted a post survey in

determining the language anxiety of the students and a post speaking test in determining

their speaking skills. Moreover, Focus Group Discussion was administered to describe the

perception of students in their language learning experience upon their exposure to

collaborative learning strategies.

The results of the pretest and posttest were recorded, analyzed, and interpreted. The

frequency and percentage, mean, standard deviation, and t-test were used to interpret the

data gathered.

Findings

The results of the study reveal that:

1.1 The sub skill with the highest percentage in the Pretest (86.1) is Comprehension which

is described as “Satisfactory” while the sub skill with the lowest percentage in the Pretest
 40

(70.6) is Pronunciation which is described as “Poor”. The sub skill with the highest

percentage in the Posttest (86.5) is “Comprehension” which is described as Satisfactory

while the lowest percentage in the Posttest (79.23) is “Pronunciation” which is described

as Satisfactory.

1.2 The students’ level of speaking skills in their pretest is 74.97 which is described as

“Good” while the overall mean of students’ speaking skills in their posttest is 80.90 which

is also described as “Good”.

2. There is no significant difference in the pretest and posttest scores of the students’

speaking skills after being exposed to various collaborative learning strategies.

3. The students’ level of language learning anxiety in their pretest is 3.25 which is described

as “Moderate”. On the other hand, the overall mean of students’ language anxiety in their

posttest is 3.11 which is also described as “Moderate”.

4. There is no significant difference in the students’ language learning before and after their

exposure to collaborative learning strategies (pretest and posttest).

[Link] were three themes that were identified through the responses of students during

the focus group discussion namely: increased confidence in learning the language, acquired

opportunities to learn language with and from peers, and realized the value of learning

language.

Conclusion

The findings show that the use of collaborative strategies has no positive effect on

the speaking skills and language learning anxiety of the students. However, the students

expressed positive regard about the collaborative strategies they used especially in their

experience with English language learning.

 41

Recommendations

Based on the conclusion of the study, the following recommendations are

forwarded:

1. Future studies on investigating collaborative learning strategies and its effect to

students’ speaking skills and language learning anxiety might consider a longer

duration of exposure.

2. Teachers are encouraged to integrate collaborative learning strategies to their

instruction to build students’ confidence in speaking and learning the English

language.

3. Similar study may also be conducted using a qualitative-quantitative method to

validate the findings and address the effects of collaborative learning to the

improvement of student’s speaking skills using the English language.

 42

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