Exploring the Effects of Collaborative Learning Strategies on English Language Proficiency Skills at Higher Education Institutions: A Pedagogical Perspective

Abstract

This study explores the effects of collaborative learning strategies (CLS) on enhancing English language proficiency among students at higher education institutions from a pedagogical perspective. Recognizing the global importance of English as a lingua franca, the study investigates how collaborative techniques influence students’ reading, writing, and listening skills. Using an experimental design, the research was conducted across public sector universities in South Punjab, Pakistan. The study employed a pre-test, post-test-one group experimental approach involving 40 students to evaluate the effectiveness of interventions of collaborative learning strategies in English language classroom. A standardized English proficiency test adapted from the Vietnam National University English Proficiency Test (VNU-EPT) was administered as both, the pre-test and post-test throughout the fall semester of 2024. Findings revealed that CLS significantly improved students’ language proficiency, particularly in writing and speaking. Teachers reported increased involvement, confidence, and peer learning benefits among students. The study highlighted the need for institutional support, including professional development programs, reduced class sizes, and integration of peer assessments to promote a collaborative learning environment. Recommendations also emphasize the improvement in digital infrastructure and resource availability to facilitate technology-assisted collaboration. This research contributes valuable insights into modern, student-centered teaching approaches that can elevate English language learning in higher education settings. It also provides a foundation for policymakers, educators, and curriculum developers to adopt and promote collaborative strategies in language instruction, both locally and globally.