Collaborative Learning Practices: Benefits and Challenges as Perceived by Iraqi EFL Undergraduates
Abstract
Collaborative learning (henceforth, CL) receives strong advocacy in educational circles over the last 20 years. This western-style pedagogical instrument dramatically shifts the focus of interest from teacher-centered teaching methods to a learner-centered learning approach. Third-year EFL students at Imam Al-Kadhum University College were the target population of this study. They participated in a term-long CL-based intensive training course. This study sought to investigate their attitudes to explore its benefits, if any, and also the constraints that might impede its successful implementation. A mixed research methodology was adopted. To enhance the credibility and validity of the outcomes of this study, two data sets were used. They were a questionnaire and interview. The results obtained from their analyses were combined together in the findings section to address the two research questions. They revealed that a massive majority of the participants reported that CL intervention generated positive attitudes in them. However, the findings were mixed. Few participants declared their reservations toward CL. The findings were discussed with the relevant literature. The study closes with a conclusion.
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