This study examines the effectiveness of cooperative and collaborative learning methodologies in

enhancing oral English communication skills, particularly in real-life situations within the classroom.

It focuses on the practical benefits of these approaches in developing L2 learners' oral proficiency

through mutual support and interaction. Conducted with 49 11th-grade students from a public high

school, the research involved an educational intervention that applied cooperative and collaborative

improving L2 oral proficiency. In conclusion, the research highlights the value of these methodologies

in creating opportunities for students to engage in real-life communication, strengthening their oral

skills, and empowering them to communicate more effectively in English.

del aula. Se centra en los beneficios prácticos de estos enfoques para el desarrollo de la competencia

oral de los estudiantes de L2 a través del apoyo mutuo y la interacción. Realizado con 49 estudiantes

de 11.º grado de una escuela secundaria pública, la investigación incluyó una intervención educativa

que aplicó estrategias cooperativas y colaborativas, como juegos de roles, discusiones, debates y

proyectos grupales. Estas actividades proporcionaron a los estudiantes diversas entradas lingüísticas y

estrategias comunicativas adecuadas a su nivel de inglés. Además, la recopilación de datos incluyó una

lista de verificación de observación antes y después de la intervención, así como una encuesta que

analizó las experiencias colaborativas de los estudiantes, los desafíos que enfrentaron y las estrategias

para superar las barreras al hablar el idioma. Se encontró que tanto el aprendizaje cooperativo como el

colaborativo fomentaron la participación, la interacción entre compañeros y la comunicación auténtica,

The communicative language teaching approach is the most helpful approach to teaching English

because it helps learners communicate among themselves more effectively in natural stages in the

classroom. This study sought to contribute valuable insights to language educators and practitioners on

the benefits of cooperative learning for improving L2 communication. This study tried the efficacy of

group projects, collective problem-solving, and knowledge construction through shared dialogue,

according to their English level. Most students who study in public high schools are taught as receptors

of the English language where the English teacher is the only one who decides and gives all the

information that students need to learn in this language, not allowing them to interact in class or with

peers so students do not have developed the habit of speaking in the English classroom that is why

students do not consider that speaking in English at the school or outside is relevant to them. Therefore,

trying new teaching methodologies in the English classroom is necessary. Also, the author implemented

cooperative and collaborative learning strategies in the English classroom to ignite English-speaking

communication among students in an authentic school context. Cooperative learning strategies are

among the most effective approaches to work in authentic contexts. In conclusion, it is vital to highlight

Cooperative learning is a teaching method where students join forces in small groups to reach a shared

goal or accomplish a task together. Cooperative learning focuses on fostering interdependence,

communication, and mutual support among group members (Gillies, 2016). The main principles are:

Positive interdependence, where each member relies on the others to reach their shared goal; Individual

accountability, ensuring that each student takes responsibility for their contribution to the group's work;

and mutual connections. Both approaches are strictly linked to the current English teaching

methodology according to the curriculum launched by MINEDUC (2016), where the communicative

approach should be based on teaching and learning English. However, not all English teachers use

cooperative and collaborative strategies as a part of their lesson planning, following the soft skills that

are considered vital formative education in students, and they can be employed in the classroom,

especially in English classes where many factors might jeopardize the learning of the English skills.

Social skills development and Cooperative learning promotes teamwork and people skills. Meanwhile,

the process of acquiring a second language is dynamic, influenced by a range of factors such as age,

motivation, and the extent of exposure to the target language (Johnson & Johnson, 2009).

This project proposal looks to implement some theories that help A2 learners engage in their second

language acquisition using one of the most studied approaches, cooperative and collaborative learning.

In this study, I will mention some researchers who have studied second language acquisition, especially

English. Firstly, Vygotsky’s Zone of Proximal Development (ZPD) emphasizes the importance of social

language, enhancing their ability to understand and use the target language effectively.

This study is a mixed qualitative and quantitative research. It occurred in a public school in Ecuador;

the intervention was applied to the 11th students from a population of 131 students and to a sample of

a class of 49 students where cooperative and collaborative educational methodologies were applied.

This research was applied for three months with three hours of English class per week. The instruments

used to conduct this research were an observation checklist and a survey. The first observation checklist

was done after two weeks of the intervention; the last was done at the end. The observation checklist

used ten categories involving cooperative and collaborative methodologies; a rubric based on the

Common European Framework of Reference was used to evaluate the development of their English

performance during each classroom observation. It included ten categories to highlight the oral English

performance to cooperative and collaborative methodologies and answer the research and hypothesis

questions during the educational intervention stage. The final version included the following categories

and subcategories:

The categories from A to D are elements of cooperative learning, while the categories from E to J are

This research used qualitative methods such as observation checklists and quantitative analysis using a

survey tested using the SSPS program, which could obtain descriptive statistics such as frequencies and

percentages, valid percentages, and accumulated percentages and make a hypothesis to explain the

instruments' results. It aimed to find adequate descriptors to show that using cooperative and

collaborative educational strategies in the classroom can boost oral communication in English, proving

that this methodological approach enhances students in authentic contexts and strengthens the A2

English level in the 11th-grade public high school where the research was applied. The qualitative study

was based on an observation checklist for three months of intervention. At the end of the methodological

intervention in the first category, the students responded well to the cooperative methodologies

integrating and accepting the different roles; the groups were chosen randomly. The student struggled

reading books, and textbooks was reachable. In the collaborative stage, the problem-solving category

at the intervention's beginning showed some discrepancies when sharing information in English.

However, they could overcome that problem and started working collaboratively; in the category of

teaching solving, at the beginning, they requested the teacher's help most of the time, but at the end of

the intervention, they just needed minimal help from the teacher. Reflection and feedback were

challenging because they did not feel confident sharing their opinions. After the intervention, they

the last category of Engagement with English Language Content, students did not feel that collaborative

learning activities promoted engagement with English language content. Still, after the intervention,

they realized they could perform better in English language production because they used diverse

collaborative strategies. According to the observation checklist results analysis, cooperative and

collaborative learning strategies helped students work better and improve oral communication in

English in the classroom at the end of the intervention. To sum up, it determined that the students felt

eager and motivated to participate in the different activities related to the intervention and showed total

empathy for the methodologies used in this study. On the other hand, the survey was taken from the 49

students who participated in this study. They were asked five questions with three scales related to

cooperative and collaborative learning uses and a control question of yes and no. To verify the reliability

After using the Alpha of Cronbach, the reliability resulted in 0,940, which confirmed that the instrument

used to ask students about using cooperative and collaborative strategies to improve their oral English

skills in the classroom is reliable.

Koivuniemi, M., Järvenoja, H., & Järvelä, S. (2018). Teacher education students’ strategic activities in

MINEDUC. (2011). English National Curriculum. Quito: Ministerio de Educación del Ecuador.

MINEDUC. (2016). Currículo 2016, Lengua Extranjera. Quito: Ministerio de Educación del Ecuador.

Laal, M. (2013). Positive Interdependence in Collaborative Learning. Procedia - Social and Behavioral