Abstract

This research aims at exploring the attitude of students towards collaborative group work and learning in language classrooms by adopting a mixed-method strategy that combines questionnaires and interviews. To be conducted at the Institute of Management Sciences Peshawar, the research focuses on undergraduate students, who are pursuing the second semester of BS Accounting & Finance and BS-English programs. A total of 56 respondents were selected for the survey who were familiar with some group work activities, and further interviews with English instructors strengthened their understanding of collaborative learning dynamics. Research methods included semi-structured interviews with a Sony Voice Recorder and the Smart Learning Platform (Frog O. S. ) for administering and collecting survey data. The survey consisted of only six brief questions intended to spark immediate replies among the students. Using precise recording and accurate transcription of interviews, the researcher went through the process of carefully analyzing the participants’ attitudes to group work.

The results revealed that students greatly appreciated group work in their English classes. Collaborative activities were well received by the survey respondents with 75% stating they were happy with the activities and 88% indicating that their motivation and engagement had gone up. Notable results of the collaborative learning were revealed through in-depth interviews which pointed out the development of better language skills, active participation, and the creation of a supportive learning environment. This study reveals the importance of introducing cooperative learning methods in the language teaching classroom. Implementation of collaborative learning exercises by educators is an ongoing process. Assignments should be customized to each student to get the best learning experience. Future research should be focused on bigger and more heterogeneous groups so that we can make our comprehension of student opinions about group work activities in language classrooms more profound.