A Social-Constructivist Analysis of Collaborative Speaking and Writing as Pathways to Social Skills Development Among University EFL Students.
Saved in:
| 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] |
| Copyright of Journal of Language Teaching & Research is the property of Academy Publication Co., LTD and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 195267845 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: A Social-Constructivist Analysis of Collaborative Speaking and Writing as Pathways to Social Skills Development Among University EFL Students. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Fallatah%2C+Rajaa+M%2E%22">Fallatah, Rajaa M.</searchLink><relatesTo>1</relatesTo><i> rmfalltah@uqu.edu.sa</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Language+Teaching+%26+Research%22">Journal of Language Teaching & Research</searchLink>. Jul2026, Vol. 17 Issue 4, p1375-1384. 10p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Collaborative+learning%22">Collaborative learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Limited+English-proficient+students%22">Limited English-proficient students</searchLink><br />*<searchLink fieldCode="DE" term="%22Written+communication%22">Written communication</searchLink><br />*<searchLink fieldCode="DE" term="%22Zone+of+proximal+development%22">Zone of proximal development</searchLink><br /><searchLink fieldCode="DE" term="%22Social+skills%22">Social skills</searchLink><br /><searchLink fieldCode="DE" term="%22Social+constructivism%22">Social constructivism</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Language Teaching & Research is the property of Academy Publication Co., LTD and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=195267845 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.17507/jltr.1704.23 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 10 StartPage: 1375 Subjects: – SubjectFull: Collaborative learning Type: general – SubjectFull: Higher education Type: general – SubjectFull: Limited English-proficient students Type: general – SubjectFull: Written communication Type: general – SubjectFull: Zone of proximal development Type: general – SubjectFull: Social skills Type: general – SubjectFull: Social constructivism Type: general Titles: – TitleFull: A Social-Constructivist Analysis of Collaborative Speaking and Writing as Pathways to Social Skills Development Among University EFL Students. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Fallatah, Rajaa M. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: Jul2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 17984769 Numbering: – Type: volume Value: 17 – Type: issue Value: 4 Titles: – TitleFull: Journal of Language Teaching & Research Type: main |
| ResultId | 1 |
