Cooperative learning strategies for enhancing English speaking skills among basic education students at a public institution in Loja city

Abstract

This study investigated the effectiveness of cooperative learning strategies for enhancing English speaking skills among basic education students at a public institution in Loja city during the 2024–2025 academic year. Using a mixed-methods approach, the study employed pre-and post-tests to measure improvements in English speaking skills and a questionnaire to gather students’ perceptions about the strategies applied. The intervention focused on applying cooperative learning strategies such as Think-Pair-Share, Roleplay, and Jigsaw over eight weeks. Results showed significant improvements in vocabulary, grammar, pronunciation, and interactive communication, with the mean total score increasing from 6.47 to 8.87. Statistical analysis using paired t-tests and Wilcoxon signed-rank tests confirmed the significance of these results (p< 0.001). Pronunciation displayed the greatest improvement, indicating the benefits of peer modeling and interaction. Questionnaire data revealed that students perceived cooperative learning strategies positively, particularly in positive interdependence, communication skills, and critical thinking. However, some challenges were noted, such as in individual accountability. These findings demonstrated the effectiveness of the strategies while expanding the evidence base to younger learners in resource-limited contexts. The study concludes that cooperative learning strategies are effective for enhancing English speaking skills and promoting a collaborative classroom environment. Recommendations include refining role assignments and exploring the integration of technology to enhance critical thinking and equal participation. These insights provide valuable contributions to the field of language education, particularly in resource-constrained settings.