A Social-Constructivist Analysis of Collaborative Speaking and Writing as Pathways to Social Skills Development Among University EFL Students.

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Bibliographic Details
Title:	A Social-Constructivist Analysis of Collaborative Speaking and Writing as Pathways to Social Skills Development Among University EFL Students.
Authors:	Fallatah, Rajaa M.¹ rmfalltah@uqu.edu.sa
Source:	Journal of Language Teaching & Research. Jul2026, Vol. 17 Issue 4, p1375-1384. 10p.
Subject Terms:	Collaborative learning, Higher education, Limited English-proficient students, Written communication, *Zone of proximal development, Social skills, Social constructivism
Abstract:	Collaborative learning has long been employed in language classrooms to enhance learners' academic performance and linguistic skills. The aim of this study is to examine the attitudes of Saudi university English as a Foreign Language (EFL) students toward collaborative writing and speaking (N = 132), with particular attention to the social skills dimensions of collaborative learning. The data were collected using an online questionnaire. Descriptive statistics were obtained to analyze the data. Results revealed that students held highly positive attitudes toward the benefits of collaboration, including its role in strengthening critical thinking, idea generation, and editing skills in writing, as well as promoting negotiation of meaning, confidence, and increased learning opportunities in speaking tasks. Despite these positive perceptions, students also identified challenges related to dominance, unequal participation, and anxiety. The results indicate that well-designed collaborative learning can foster peer scaffolding, meaning negotiation, and higher-order thinking within each learner's Zone of Proximal Development (ZPD). However, its benefits are not automatic--teachers must actively balance participation and support vulnerable students, and curricula should explicitly foreground and assess social skills (communication, cooperation, conflict resolution) alongside linguistic competence. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Collaborative learning has long been employed in language classrooms to enhance learners' academic performance and linguistic skills. The aim of this study is to examine the attitudes of Saudi university English as a Foreign Language (EFL) students toward collaborative writing and speaking (N = 132), with particular attention to the social skills dimensions of collaborative learning. The data were collected using an online questionnaire. Descriptive statistics were obtained to analyze the data. Results revealed that students held highly positive attitudes toward the benefits of collaboration, including its role in strengthening critical thinking, idea generation, and editing skills in writing, as well as promoting negotiation of meaning, confidence, and increased learning opportunities in speaking tasks. Despite these positive perceptions, students also identified challenges related to dominance, unequal participation, and anxiety. The results indicate that well-designed collaborative learning can foster peer scaffolding, meaning negotiation, and higher-order thinking within each learner's Zone of Proximal Development (ZPD). However, its benefits are not automatic--teachers must actively balance participation and support vulnerable students, and curricula should explicitly foreground and assess social skills (communication, cooperation, conflict resolution) alongside linguistic competence. [ABSTRACT FROM AUTHOR]
ISSN:	17984769
DOI:	10.17507/jltr.1704.23