Investigating ESL Students’ Perceptions of Collaborative Learning in Overcoming Oral Presentation Difficulties

Abstract

Speaking remains a primary source of anxiety for ESL learners due to low confidence and the fear of making mistakes. This study investigated how collaborative learning influences learners’ engagement and active participation during speaking activities. Guided by Vygotsky’s sociocultural theory and the principles of Communicative Language Teaching (CLT), the research explored how peer interaction reduces emotional barriers and promotes 21st-century skills. A quantitative survey design was employed, involving 50 students enrolled in English-related courses who were selected via convenience sampling. Data were collected using a structured five-point Likert scale questionnaire focusing on speaking anxiety, oral presentation difficulties, and perceptions of collaborative learning. The data were analysed using descriptive statistics (means and standard deviations) in SPSS. The findings revealed that while students experience moderate speaking anxiety (M = 3.66 for nervousness) and face challenges related to language proficiency (M = 3.76), they hold strongly positive perceptions of collaborative learning. Most items regarding collaborative activities recorded mean scores above 4.00, with students noting that working in groups increases their confidence (M = 4.18) and provides more opportunities to practice (M = 4.32). The study concludes that integrating group-based tasks into the ESL classroom creates a supportive environment that enhances motivation and oral communication competence.