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Abstract 1 ABSTRACT 1. Introduction Language plays a vital role in our daily lives. People use language despite their differences in race, creed, and region. Language permits us to express our ideas, feelings, and wishes and communicate with the world around us. English is spoken as the first language in many countries. It is used in many fields such as education, medicine, engineering, and business. Nowadays, English is the most popular means of communication between people. Communication is one of the most significant human needs in daily life. There are numerous forms and methods of communication that have evolved with the advancement of knowledge and technology, beginning with primitive man’s use of symbols, sounds, sign language, drawing, and body language to achieve what is now known as technological communication, with its numerous forms. Nowadays, change is an ongoing process that involves all aspects of human life and necessarily includes the most essential aspects of human communication, which is one of the most important skills of the twenty-first century. Griffin (2012) stated that communication is an art and a relational process of generating, demonstrating, and sharing ideas. These ideas are called messages that elicit a reaction or response. The richness of these ideas is the basis for the success of communication. Prabavathi and Nagasubramani (2018) defined oral communication as ”the transfer of information from the sender to the receiver by means of verbal and visual stimuli. Examples of oral communication include presentations, speeches, discussions, etc.” (p. 30)2 According to Nakate (2012), the oral communication process takes place through spoken words. He added that oral communication is the effective interpretation, composition, and presentation of information, ideas, and values to a specified audience. Elenein (2019) pointed out that oral communication is the essential mediator of culture, the way where children set themselves in the world. Essentially, oral communication is about communicating with other people. It includes the process of utilizing knowledge and skills to listen and speak successfully. Alrowayeh (2017) indicated that oral communication has an essential role in the learning process, and no one can deny that. When communication is effective, both the learner and the teacher benefit. Oral communication makes the learning process easier, enables learners to achieve the required educational goals, increases chances for expanded learning, strengthens the connection between the learner and the teacher, and creates an overall positive experience. Farag (2017) defined oral communication skills as the ability to transfer information orally through getting the listened message correctly and speaking accurately, fluently, and interactively. Brown (2001) defined oral communication skills as the interaction between listening and speaking. Interaction happens between the two skills in the conversation. Aydoğan and Akbarov (2014) stated that listening comprehension is the receptive skill in the oral mode. Listening focuses on understanding what is heard. Speaking is the most productive skill in the oral mode. It is more complex than it seems at first and involves more than just pronouncing words. Speaking is often connected with listening. For example, two-way communication makes up for the lack of communicative capability in traditional learning.3 Suleimenova (2013) pointed out that although speaking is important in an educational setting, many students feel anxious and restless when having to speak in a second or foreign language. Oral communication skills can be developed by giving the students the chance to participate in the classroom oral tasks and activities. Pupils need to develop their EFL oral communication skills through various methods and techniques. An important method of these is collaborative online learning (COL). Laal (2013) illustrated some definitions of collaborative learning as follows: 1. Collaborative learning (CL) is an educational approach to teaching and learning that includes groups of learners working together to resolve a problem, complete a task, or create a product . 2. Collaborative learning (CL) is an instruction method in which learners at several performance levels work together in small groups toward a common goal. Chandra (2015) also showed some benefits of collaborative learning as follows: Development of higher-level thinking, oral communication, selfmanagement, and leadership skills, promotion of student-faculty interaction, increase in student retention, self-esteem, and responsibility, exposure to and an increase in understanding of diverse perspectives, preparation for real life social and employment situations. (p.4:5) Technology gives us the chances for interaction in different forms in the various disciplines in general and in education in particular. It plays an important role in education. It enables learners to use chat rooms for discussion, sharing documents, audio files, videos, and images from any place instead of meeting in formal places like the library or classrooms.4 Zhan (2008) stated that collaborative online learning is an educational approach that focuses on the interaction between the instructor and learner via the internet. Lee (2008) defined collaborative online learning as using computing software and networked computer hardware to achieve interaction between groups in the learning process. McCollum (2020) defined collaborative online learning (COL) as an active learning pedagogy that focuses on learning through collaborative interactions among learners mediated via Internet-connected information and communication technologies. Wang (2010) asserted that collaborative online learning enhances critical thinking, knowledge construction, and collaborative support. Learners can share their ideas in a safe and democratic environment. Thompson (2008) indicated that collaborative online learning is the main reason for the stimulation of interaction, participation, and creativity. Collaborative online learning allows learners to be more responsible for their own learning and interact with native speakers by using online tools such as chat rooms or emails to learn the language and culture. He added that collaborative online learning is an efficient way to focus more, whereas learners no longer have the excuse of conflicting schedules. Zhan (2008) mentioned that online instructors should be cognitive supporters for learners who give questions to get higher-level thinking. Online instructors should be technical supporters who help learners solve technical problems. Online instructors should be emotional supporters who encourage learners to learn. It is evident that collaborative online learning (COL) has several advantages in listening and speaking classes. Badr (2020) illustrated some benefits of collaborative online learning on developing EFL speaking skills as follows:5 1. Collaborative online learning tasks push learners to collaborate and practice their speaking skills actively. 2. Collaborative online learning tasks give learners opportunities to collaborate and speak English in a non-threatening environment, where participants had enough time to search for information, vocabulary, and phrases, check their structure, and check their pronunciation before they had to engage in discussion with their peers. 3. Collaborative online learning provides participants with enough opportunities to evaluate their fellow team members and other peers, which could promote self-reflection as well. 4. The online collaborative learning environment was a safe environment wherever students practiced speaking through sharing their ideas and opinions without being afraid of making mistakes or receiving negative feedback. 5. Collaborative online learning develops some EFL speaking skills such as fluency, coherence, accuracy, vocabulary, structure, and interaction as a communication strategy. Couvaneiro and Pedro (2015) asserted that collaborative learning using tablet develops oral communication skills especially communicative competence and oral production skills. Liu, Chen and Hwang (2018) indicated that there is a high effect of using collaborative online learning on developing listening comprehension skills whereby collaborative online learning encourages learners to learn and practice actively and constantly. It also helps learners retain the knowledge they have learned.6 It is evident that collaborative online learning (COL) has several advantages in listening and speaking classes. Given the benefits of collaborative online learning (COL) for ESL / EFL learners, the researcher was encouraged to use it for enhancing primary school pupils’ oral communication skills. 2. Context of the Problem The problem of the current study was derived from several resources: First, through the researcher’s experience as a teacher of EFL, she has observed that there are some weaknesses in primary pupils’ oral communication skills. Pupils cannot communicate with each other in English and they cannot listen or understand what they are listening to. They are unable to express themselves or share their ideas accurately and fluently. Second, reviewing the previous literature and studies revealed that there is a weakness in EFL learners’ oral communication skills (Kassem, 2006; Shehata, 2015; Mohammed, 2011; Amer, 2014; Farag, 2017). Third, the researcher conducted a pilot study to confirm and document the problem. The researcher prepared an oral communication skills test to test (30) sixth year primary pupils from Misr EL-Hura Integrated Official Language School in Kafr El-Mesalha, Menoufia Governorate during the first semester of 2018-2019 academic year. The pilot study test comprised two parts: The listening component and the speaking component. The listening skills part consisted of two short passages that were recorded. Pupils were asked to listen to the recorded passages and then answer multiple choice questions and some other whquestions based on the passages. The listening skills test score was 20.7 The speaking skills part was an oral recorded interview that included three sections which were fluency, accuracy, and comprehension ability. Pupils were asked to answer some wh-questions and describe two pictures in five sentences orally. The speaking skills test score was 15 marks. Findings revealed that most of the pupils (70%) had problems in listening skills. They did not have the ability to listen for gist (the main idea) or scan (listening for details), listening for specific information and discrimination between words. Most of the pupils (73.34%) had problems in speaking skills. They hesitated and did not speak at the sentence level. They did not have the ability to speak accurately or fluently. Results of the pilot study are presented in the following table: Table 1 Results of the Pilot Study Test in Listening Skills Category of marks Numbers of students Percentage ( 0-5 ) 10 33.33% ( 6-10 ) 11 36.67% ( 11-15 ) 5 16.67% ( 16-20 ) 4 13.33% Total 30 100% Table 2 Results of the Pilot Study Test in Speaking Skills Category of marks Numbers of students Percentage ( 0-5 ) 8 26.67% ( 3-5 ) 14 46.67% ( 6-8 ) 4 13.33% ( 9-10 ) 4 13.33% Total 30 100%8 3. Statement of the Problem Based on the findings of the pilot study, the problem could be stated in the weakness of primary school pupils’ EFL oral communication skills. That is why the researcher suggested that collaborative online learning (COL) be used to develop sixth year primary stage pupils’ EFL oral communication skills. 4. Questions of the Study The current study attempted to answer the following main question: What is the effect of using collaborative online learning (COL) on developing primary stage pupils’ EFL oral communication skills? This main question is divided into the following sub questions: 1- What is the effect of using collaborative online learning (COL) on developing primary stage pupils’ EFL overall listening skills? 2- What is the effect of using collaborative online learning (COL) on developing primary stage pupils’ each of English listening sub skills? 3- What is the effect of using collaborative online learning (COL) on developing primary stage pupils’ EFL overall speaking skills? 4- What is the effect of using collaborative online learning (COL) on developing primary stage pupils’ each of English speaking sub skills? 5. Hypotheses of the Study 1- There would be a statistically significant difference between the experimental and the control groups’ mean scores in overall oral communication skills posttest in favor of experimental group.9 2- There would be a statistically significant difference between the experimental and the control groups’ mean scores in overall listening skills posttest in favor of experimental group. 3- There would be a statistically significant difference between the experimental and the control groups’ mean scores in each of the listening sub skills posttest in favor of experimental group. 4- There would be a statistically significant difference between the experimental and the control groups’ mean scores in overall speaking skills posttest in favor of experimental group. 5- There would be a statistically significant difference between the experimental and the control groups’ mean scores in each of the speaking sub skills posttest in favor of experimental group. 6. Aim of the Study The current study aimed at developing primary stage pupils’ EFL oral communication skills through collaborative online learning (COL). 7. Significance of the Study The current study is significant as it might help: 1- EFL pupils develop their oral communication skills in an easy accurate and fluent manner. 2- EFL teachers as it offers a new approach that can help them develop their pupils’ oral communication skills. 3- Curriculum designers as it directs their attention to the efficacy of using collaborative online learning in EFL curriculum for teaching not only for speaking and listening but also the others skills of teaching EFL.10 8. Delimitations of the Study This study was delimited to the following: 1- Some of EFL oral communication skills required for 6th year primary stage pupils which have been approved by the jury members. Listening sub skills: listening for the main idea, listening for details, listening for specific information, discriminating between sounds, recognizing grammatical word classes, recognizing cohesive devices in spoken discourse, recognizing the meaning of difficult words in context, predicting content, and summarizing content. Speaking skills: fluency, accuracy, and comprehensibility. 2- A group of sixth year primary pupils (n=60) divided into an experimental group (n=30) and a control group (n=30) in Misr ELHura Integrated Official Language School in Kafr El-Mesalha, Menoufia Governorate. 3- The second semester of the academic year 2020-2021. 9. Variables of the Study The independent variable: Collaborative Online Learning (COL). The dependent variable: EFL oral communication skills. 10. Instruments and Material of the Study 1. An EFL oral communication skills checklist required for 6th year primary stage pupils. 2. An EFL oral communication skills pre-posttest comprising two parts: The listening component and the speaking component.11 3. An EFL speaking skills rubric required for 6th year primary stage pupils. 4. A teacher’s guide on using collaborative online learning to develop primary stage pupils’ EFL oral communication skills. 11. Definition of Terms 1- Collaborative Online Learning (COL) Zhan (2008) defined collaborative online learning as an educational approach that emphasizes the active and collective efforts of participation and interaction of both the student and the teacher through communication via the internet. Reeves, Herrington and Oliver (2004) defined collaborative online learning by dividing it into two types as follows: 1. Synchronous type means learners can learn anywhere and at the same time. There are many synchronous tools such as chat rooms or videoconferencing. 2. Asynchronous type means learners can learn anywhere and at any time. There are many asynchronous tools such as email and discussion lists. The common thing between the two types is using the internet between groups which may be formal or informal, small or large, homogeneous or heterogeneous to achieve communication, problemsolving, and articulation of solutions. In this study, the researcher defines collaborative online learning (COL) as an educational approach that depends on encouraging sixth year primary pupils to work in small groups and socialize via the internet through web-based application that was designed by the researcher. The interaction takes place in two types (synchronous through collaborative12 work at school and asynchronous through individual assignments at home). 2- Oral Communication Skills According to Farag (2017), oral communication skills are the ability to transfer information orally by receiving the listened message correctly and speaking accurately, fluently, and interactively. Brown (2001) defined oral communication skills as the interaction between listening and speaking. Interaction happens between the two skills in the conversation. In the current study, oral communication skills are operationally defined as sixth year primary stage pupils’ ability to transmit information orally through receiving and understanding the listened message correctly and expressing their thoughts and ideas in English accurately and fluently to achieve the main functions of communication. In this study, the term is used in the current study to refer to listening and speaking skills. 12. Results of the Study Findings showed that there is a statistically significant difference at 0.01 level between the experimental and the control groups’ mean scores in overall oral communication skills posttest, overall speaking skills, and overall listening skills in favor of the experimental group, and there is a statistically significant difference at 0.01 level between the experimental and the control groups’ mean scores in each of the speaking sub skills posttest and listening sub skills in favor of the experimental group. 13. Recommendations Based on the results of the present study and its conclusion, the following recommendations are suggested:13 1. EFL oral communication skills should be given more attention, more time, and more effort to develop the main skill and its sub-skills. 2. Pupils should be offered the opportunity to participate in real situations or online activities that help in developing EFL oral communication skills. 3. Collaborative online learning is recommended to be implemented in teaching oral communication skills to primary stage pupils and other stages, taking into consideration pupils’ age, interests, and linguistic proficiency levels. 4. Collaborative online learning could be used as an approach with its activities to develop primary stage pupils’ EFL oral communication skills. 5. More attention should be given to use online learning and technological education in the field of education, especially in the primary stage. |