Creative Education, 2020, 11, 2280-2292

https://www.scirp.org/journal/ce
ISSN Online: 2151-4771
ISSN Print: 2151-4755

Students’ Perceptions on Collaborative

Speaking Tasks in ESL Classrooms

Manimegalai Govindasamy1, Parilah Md. Shah2

1
Sekolah Menengah Kebangsaan Bandar Baru Sentul, Sentul, Malaysia
2
Universiti Kebangsaan Malaysia, Bangi, Malaysia

How to cite this paper: Govindasamy, M., & Abstract

Shah, P. Md. (2020). Students’ Perceptions on
Collaborative Speaking Tasks in ESL Class- Speaking is important in learning and teaching of a second language. This
rooms. Creative Education, 11, 2280-2292. paper aims to investigate students’ perceptions on collaborative speaking
https://doi.org/10.4236/ce.2020.1111167 tasks in ESL classrooms by conducting pair work speaking activities. This
survey was conducted with 100 Form Three students in a secondary school in
Received: September 22, 2020
Accepted: November 15, 2020 Sentul Zone, Federal Territory of Kuala Lumpur. Pair work speaking activi-
Published: November 18, 2020 ties were conducted for five weeks in English language classes in the school,
to explore students’ views on collaborative speaking tasks. All the students
Copyright © 2020 by author(s) and
were asked to answer a five-point Likert Scale Questionnaire via Google
Scientific Research Publishing Inc.
This work is licensed under the Creative Form, as the instrument to collect the data for this research. The data was
Commons Attribution International analysed based on two research questions: RQ1: What are the students’ per-
License (CC BY 4.0). ceptions on collaborative speaking tasks? And RQ2: Is there a significant dif-
http://creativecommons.org/licenses/by/4.0/ ference between males and females with the respect to their perceptions on
Open Access
the collaborative speaking tasks? The data was analysed by frequency for RQ1
and t-test for RQ2. The findings revealed that the majority of the students
prefer pair work speaking tasks as an effective technique to encourage them
to speak confidently during their speaking lessons. The positive feedback of
their perceptions showed that they can enhance their speaking skill with their
peers and the role of their language teachers is only minimal. This study
would provide some ideas for teachers to conduct speaking lessons referring
to the findings obtained from the students’ feedback.

Keywords
Collaborative Learning, Pair Work Speaking Tasks, ESL Classrooms

1. Introduction
English, as a second language in Malaysian Education System continues to be a
compulsory subject taught in all Malaysian educational institutions. The Com-

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 M. Govindasamy, P. M. Shah

mon European Framework of Reference for Languages (CEFR), a globally rec-

ognized framework that was introduced in Malaysia in 2018, was a reformation
in the English language education in Malaysia. According to Bueno, Madrid, and
McLaren (2006), speaking is one of the most difficult skills language learners
must face. Therefore, English classrooms became the basic ideal platform for
students to acquire good communication skills to face the era of globalization
valiantly. Derakhshan et al. (2015) stated speaking skills have been developing
over the past four decades in teaching and learning English as a second language.
Teachers need to motivate and inspire students to speak in English during classes.
Peer interaction is one of the most important elements in promoting the second
language learning (Fitria, 2016). Rao S. P. (2019) states that teachers have to con-
sider the learners’ need and interest while selecting topics that can lead the learners
to work on the given topics with interest and enthusiasm. Pair work activities are
more effective and private compared to group activities in coaching students to
speak fluently with their partners (Jones, 2007). According to Moore and Hansen
(2011), classroom tasks can engage students in acquiring speaking skills as in a
model of the real environment. According to Westbrook (2011, in Achmad &
Yusuf, 2014) stated that students are more comfortable to get engaged in speak-
ing tasks with their pairs and are free to communicate and perceive mistakes
between them rather than be coordinated and corrected by their teachers.
Generally, acquiring language skills specifically in speaking skill includes vo-
cabulary, pronunciation, fluency and appropriate grammar. As L2 learners, this
skill can be gained through regular spoken interactions with others by empha-
sizing on the speaking skill elements. According to Keyi (2006), speaking is the
most important skill in learning and teaching a language. Boonkit, K. (2010)
cited Zaremba (2006) and Zhang (2009) supported Keyi (2006) agreed among
the 4 skills in a language, speaking is the most important skill needed in com-
munication. In this study, most of the students are not fluent and unable to nar-
rate and describe the topics assigned to them because of limited vocabulary,
shyness, less motivation and have the idea that L2 is not important for their fu-
ture. In Malaysian education policy, the students are exposed to English lan-
guage for about 11 years, yet some are unable to speak fluently. This study was
investigated when the speaking skills of the researchers’ Form 3 students were
unsatisfactory. These students will be sitting for Fo, a new way of rerm Three
Assessment (PT3) examination. Through observation and experienceaching the
students to speak had to be done and collaborative learning was found to be ef-
fective. In Malaysia, very few studies had been conducted regarding students’
perceptions on collaborative speaking tasks in ESL classrooms. Therefore, the
purpose of this study is to investigate students’ perceptions on collaborative
speaking tasks in ESL classrooms and to distinguish their perception according to
gender. In accordance to this, the research questions that guided this study are:
1) What are the students’ perceptions on collaborative speaking tasks?
2) Is there a significant difference between males and females with the respect
to their perceptions on the collaborative speaking tasks?

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M. Govindasamy, P. M. Shah

This study which focuses on students’ perception on collaborative speaking

tasks in ESL classrooms, would provide useful feedback from the distributed
questionnaires for the teachers to plan, organize and strategies ways to help stu-
dents in enhancing their speaking skill through pair work activities. Awareness
of their students’ needs will be focused and practiced during teaching and learn-
ing in future. The study would also assist other researchers or teachers teaching
L2 in Malaysian schools to take the necessary steps in organizing pair work ac-
tivities in classrooms during speaking lessons. The findings will also further faci-
litate the curriculum developers in the Malaysian Ministry of Education to look
into the importance of collaborative speaking tasks in teaching and learning L2.
In short, this study will benefit the language teachers and the ESL learners to
teach and learn speaking in a different dimension.

2. Literature Review
2.1. Collaborative Based Tasks in Speaking
In this new era of education, collaborative based tasks are being implemented as
an important element in the educational approach in enhancing students’ lan-
guage skills. This approach engages them to work with each other on the as-
signed tasks where they must collaborate as a group to solve the given problems
and promote deeper learning. Moreover, the effectiveness, learning achievement
and learners’ satisfaction were supported in many studies conducted related to
collaborative learning. Laal and Ghodsi (2012) state collaborative learning
enables the learners to solve problems and complete given tasks by learning and
working in groups. Herrmann (2013) says all the group members will be inter-
dependent on one another. According to Linton et al. (2014), students in groups
achieved better understanding compared to students working individually be-
cause students of collaborative learning were provided with social skills needed
for their future. Vygotsky (1962) states that people learn through interactions
and communications with others and surveyed on how social environments in-
fluence the process of learning. According to Smith and MacGregor (1992), Vy-
gotsky’s social constructivism is an umbrella term for many approaches in the
field of education involving intellectual effort by students, teachers or both.
Therefore, implementing collaborative learning is important in enhancing stu-
dents’ language learning skills: listening, speaking, reading and writing. Accord-
ing to Laal & Ghodsi (2012) that has cited Yager and his colleagues (1985) men-
tioned collaborative learning helped students to enhance their oral communica-
tion skills. It should be carefully planned and ensure each student contributes
their knowledge, skills and personal experiences during the activities in class-
rooms. According to Roseth et al. (2008) in a meta-analysis enclosing of 80 years
of research stated that students participate actively and developed positive atti-
tudes towards other peers when they are working collaboratively.

2.2. Enhancing Pair Work in ESL Classrooms

Encouraging students to speak in English through the concept of pair work tasks

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 M. Govindasamy, P. M. Shah

with their partners is more active compares to individual or group activities be-
cause sometimes better students would dominate the discussions and the rest
would be passive listeners (Jones, 2007). Nowadays, pair work interactions are
used in English language classrooms to motivate students to communicate with
their peer as their partners. According to Scrivener (2005), pair work is a class-
room interaction involving a student to work with another student by discussing
and giving feedback during communicative activities. Students in pairs are capa-
ble of doing many tasks (Harmer, 2007). McDonough (2004) explained in
learning a foreign language the effectiveness of pair work is better than group
tasks. Pair work activities actually assist students to share and exchange ideas
during discussions. Touhid T. (2018) had cited Bercikova (2007: 12) explaining
that pair work is a form of interaction in classrooms where students communi-
cate during discussions to share their opinions. Furthermore, pair work activities
need to be organised in classrooms to see the effectiveness among students in
speaking. Main focus of pair work in speaking is not only to mould students to
be proficient in the language but also to communicate continuously and think
critically. Learning to think critically in pair work tasks can be an important
knowledge in students’ lifelong journey. Baines, Blatchford and Kutnick (2016)
explains the assigned pair work tasks would encourage “critical thinking through
analyzing, synthesizing and evaluating ideas”. Touhid T. (2018) cited Abdull
(2011) about his study that uses pair work technique in improving communicative
skills of young learners in UEA and found out the strategy was effective in ESL
classroom because it gives the learners to learn the language in a meaningful way.
Based on the references above, Malaysia’s decision to adopt CEFR framework
(2013) in teaching and learning English language in the primary and secondary
education is a good choice because the activities designed for the language skills
in the textbooks encourage students to communicate with their pairs or group
members to complete the given tasks. The interaction between the students
during the speaking activities should be enhancing students speaking skills. En-
hancing pair work in ESL classroom is not an easy task to be conducted. Thus,
teachers and students should work together in making it a success. Teachers or
educator’s role is to have an overview picture of their lesson that would benefit
the students and help them to achieve the objective of their lesson.

3. Methodology
3.1. Population and Sample
Purposive sampling, which based on Creswell et al. (2011), is involving identi-
fied individuals or groups of individuals that are knowledgeable or experienced
with the phenomenon of interest, was chosen as the sampling method for this
study.
This study was conducted in a government secondary school in the federal
Territory of Kuala Lumpur in an urban area. The classes chosen for this research
are four Form 3 classes and the students in these classes are mixed ability stu-

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M. Govindasamy, P. M. Shah

dents. There was a total of 100 students of Form 3 consisting of 44 male students
and 56 female students. Researcher prepared these students for their PT3
Speaking Assessment under CEFR. The students were evaluated in pairs to answer
general questions, talk about a picture story and discuss about a topic in front of
the assessor. Students should have the language proficiency, vocabularies and flu-
ency to deliver points and involve in arguments to make decision with their pairs.
The teacher assigned to conduct the collaborative (pair work) speaking task is
teaching in the same school and handles all the four classes. She is a BA (English
Language Studies) Hons from a local university and has a Diploma in Education
in English. She has been teaching English language for Form 3 students for sixteen
years. This teacher was selected because she is one of the trained teachers for 21st
century learning. This study was divided into two parts. The first part of data col-
lection was conducting the pair work tasks with the students during their speaking
lessons in the English language room. The second part would be answering the
questionnaire regarding their perceptions on collaborative speaking tasks in
ESL classrooms at the school’s computer lab and students will be shared the
link.

3.2. Instrument: Questionnaires

For this study, the researcher used the online questionnaire as the instrument for
this qualitative research. The questionnaire was created using google doc and the
link was shared with the respondents to answer via online. Murgan, M.G. (2015)
explained that questionnaires are always designed to refer to questions that are
related to studies to investigate general opinions of a situation. Furthermore, Li-
kert scale items can show high validity and reliability to measure attitudes if the
researcher could create items based on strong theoretical assumptions and the
rating scales items (Moussu, 2006). The researcher adapted the questionnaire on
Effectiveness of Pair Work in ESL Classrooms developed by Touhid (2018), for
this study. The five-point Likert-scale was used to structure 23 closed-ended
items in the questionnaire. As for the validity, the questionnaire has been re-
viewed and analysed by Dr. Parilah Mohd Shah, the supervisor for the research-
er. The questionnaire for this study is divided into Section A that describes the
respondents background and Section B, which analyses the students’ perceptions
on collaborative speaking tasks in ESL classrooms.

3.3. Data Collection Procedure

The chosen teacher conducted collaborative speaking tasks with 100 students for
5 weeks. Each week 2 lessons. Only after exposing students to the speaking task
in pair work during the lessons, the questionnaire was distributed to the students
of this survey to know their perceptions and analysed the effectiveness of pair
work. After the activities were completed by the teacher in charge, only then the
researcher distributed the questionnaire to the students to find out their percep-
tions of the pair work speaking tasks. The questionnaire was answered by the
students in the school’s computer lab.

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 M. Govindasamy, P. M. Shah

4. Findings
4.1. Findings on Research Question 1
Table 1 shows the students’ perceptions on collaborative learning specifically on
pair work tasks in ESL classrooms.
Item 1 to 3 in Table 1 represents the subtopic on students’ opinions regarding
pairing strategies during pair work speaking tasks. Analysis of Item 1 shows that
students 100% agreed to work in pairs than individually. This shows their positiv-
ity in participating in pair work activities for their speaking lessons. Respondents
believe in pairs they could exchange ideas in solving a task together confidently. In
Item 2, all the respondents agree (33.3%) and strongly agree (66.7%) in choosing
their own pairs during collaborative speaking tasks as they will not feel shy to
speak with a person they know. For Item 3, 16.7% of the students disagree to work
with a pair that is higher than them, 26.7% agree to the statement and majority
strongly believe in working with the higher-level partners. The student’s prefe-
rence for a better partner can be seen in this item. Therefore, this subtopic can
be concluded that most of the students agree to work in pairs, choose their own
pairs and prefer working with pair that is higher level than them.

Table 1. Respondents’ perceptions on collaborative speaking tasks.

Strongly Disagree Not Sure Agree Strongly Agree

ITEM
Disagree (%) (%) (%) (%) (%)
1 100.0
2 33.3 66.7
3 16.7 26.7 56.7
4 30.0 43.3 26.7
5 40.0 60.0
6 33.3 26.7 40.0
7 30.0 70.0
8 16.7 60.0 23.3
9 16.7 43.4 40.0
10 10.0 53.3 36.7
11 33.3 66.7
12 20.0 66.7 13.3
13 10.0 16.7 73.3
14 43.3 56.7
15 83.3 16.7
16 6.7 43.3 50.0
17 100.0
18 86.7 13.3
19 26.7 56.7 16.7
20 100.0
21 56.7 43.3
22 100.0
23 40.0 60.0

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M. Govindasamy, P. M. Shah

Students perceptions on the effectiveness of collaborative speaking tasks are

the second subtopic for the RQ1. The researcher had chosen to focus on pair
work speaking tasks in the collaborative learning. Items 4 to 17 represent the ef-
fectiveness of pair work speaking tasks among the respondents of this study.
Item 4 and 5 are referring to the need of teachers during speaking lessons. A to-
tal of 70% of students agree and strongly agree that the assigned pair work activ-
ities give them the opportunity to work without teachers help and 30% of the
respondents are unsure of their decision whether they can learn better with their
peers or they need their teacher’s guidance. Item 5 shows all the respondents
60% strongly agree and 40% agree by stating discussing speaking tasks with their
partner is more effective than discussing with teachers. A total of 66.7%
respondents feel motivated to speak without tension with their peers and 33.3%
are unsure. Pair work speaking tasks helps all the respondents to be confident to
speak fluently and 83.3% are active in pair work speaking tasks during lessons.
16.7% admitted they were neither active nor feels responsible during speaking
lessons. The data identified 90.0% of responded were able to reduce their anxiety
during pair discussions.
Even though there were some unsure perceptions and disagreement of some
items, all the respondents agreed pair work speaking tasks enhanced their
speaking skill. The respondents’ view on uttering error free sentences with
proper grammar and vocabulary through the pairing speaking task reveals posi-
tivity as 66.7% agrees and 13.3% disagree. Although the frequency for Item 13
shows 73.3% of the students feel the given tasks helped them in receiving helpful
and useful feedbacks, 10.0% of respondents do not agree and leaving 16.7% were
under conflict of the benefit. Moreover, respondents’ views concerning their
improvement in pair work speaking classes by fostering knowledge, information
and experience were showing positivity from all of them. Furthermore, most of
the respondents agreed the task-based pair activities stimulated their critical
thinking, yet about 6.7% were not sure. Item 17 reveals, classroom interaction
motivates students to respond during class discussions 100%.
Students’ opinions related to negative aspects of pair work speaking tasks was
analyzed from Item 18 to 23. Misunderstanding occurs among the respondents
most of the time because the findings revealed 86.7% agree and 13.3% strongly
agree for the statement. They also find it difficult when their pair leads the dis-
cussion as 56.7% agree and 16.7% strongly agree. 26.7% respondents were not
sure. All the respondents strongly agree to the statement pair work will not be
effective for students who are introvert during the lesson. Besides that, 43.3% of
the respondents agree that students who are linguistically weak create anxiety.
However, at the same time 56.7% disagree to the statement above. Although,
every respondent agreed that pair work was not a waste of time and 40.0%
agreed their peers should guide them rather than their teachers but 60.0% of the
respondents were not sure whose role is more dominant in guiding them to
speak.

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 M. Govindasamy, P. M. Shah

As to conclude RQ1’s findings, above 50% of rate shows advantages compar-

ing to minimal disadvantages regarding students’ perceptions on collaborative
speaking tasks in ESL classrooms.

4.2. Findings on Research Question 2

An independent-sample t-test was analyzed to compare students’ perception
scores for male and female students for this study. The result is displayed in Ta-
ble 2.
Referring to the above result, an independent sample t-test was conducted to
compare the perceptions on collaborative speaking tasks among male and female
students. There were 30 respondents in this study, 13 male students and 17 fe-
male students. The finding indicates there was significance difference in the
score of pairing strategies for male (M = 13.31, SD = 1.109) and female (M =
14.35, SD = 0.862) conditions; t(28) = −2.908, p = 0. 007. Furthermore, the av-
erage score of male students is significantly lower than the average score of fe-
male students. Therefore, this result suggested that, female students were good at
pairing strategies compared to male students. However, study also revealed that
there was no significant difference in score of effectiveness with (t(28) = 0.979, p
= 0.336) and negative aspect (t(28) = 0.131, p = 0.897) among the gender.
Therefore, the score between male and female students towards effectiveness of
task-based pair speaking tasks and negative aspect is consistent.
In this study, the researcher had analyzed the respondents’ perceptions ac-
cording to gender to see each gender has the equal ability to grasp the speaking
skill through pair work speaking task or not. The results of the analysis revealed
that there isn’t any significant difference among male and female respondents in
coping with the collaborative speaking tasks in ESL classrooms. Therefore, the
results of the data give confidence for language teachers to apply this strategy in
enhancing students speaking skill during speaking classes.

5. Discussion, Conclusion and Recommendation

5.1. Discussion
The results of this study summarize that the students’ perceptions have positive
attitude towards practicing collaborative speaking tasks in their English language
classes. Pair work task helps to create a collaborative environment for the students

Table 2. Gender perceptions on collaborative speaking tasks.

Gender

Variables Mean (SD) Sig. 95% CI of difference

t-stats
Male Female (2-tailed) Lower Upper

Pairing strategies 13.31 (1.109) 14.35 (0.862) −2.908 0.007 −1.782 −0.309

Effectiveness 60.62 (2.987) 59.59 (2.740) 0.979 0.336 −1.123 3.177

Negative aspect 19.54 (1.450) 19.47 (1.375) 0.131 0.897 −0.994 1.130

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M. Govindasamy, P. M. Shah

to enhance their speaking skill. This result was supported by Lightbrown and
Spada (2006) stating pair work strategy helps to develop student’s language pro-
ficiency in performing an activity successfully. All the students (100%) preferred
to work in pairs, not individually and mentioned it is not a waste of time in-
volving themselves in pair work activities. The statement aligns with the studies
by Harmer (2007) mentioned students in pairs are capable of doing many tasks
and Laal and Ghodsi (2012) stated collaborative learning enables the learners to
solve problems and complete given tasks by learning and working in groups.
Moreover, the findings revealed collaborative speaking tasks reduced students’
anxiety when they worked in pairs and it helped them in enhancing their speak-
ing skills. Jones (2007) supported the findings by mentioning students who are
calm and stress-free can learn a language better. Raja and Saeed (2012) in her
study reported students working with their pairs in completing a task feel ten-
sionless because they enjoy the strategy. This occurs maybe the peers could help
them to solve the problems which lead to understanding the tasks better. Har-
mer (2007) mentioned in pair work the learners could complete a task success-
fully without teachers’ guide.
Next, practicing collaborative speaking tasks using pair work technique brings
advantages to most of the pairs. First, 26.7% agree and 40.0% strongly agree this
learning motivates them to speak. Jones (2007) reports during pair work in-
creases the learners’ motivation as it reduces the monotony of learnings. Baleg-
hizadeh and Farhesh (2014) in their study stated classroom pair work participa-
tion encourages and motivates students. Second, students 100% feel that they
can solve and respond faster when opinions are requested during speaking les-
sons because they receive helpful feedbacks from their pairs as 73.3% strongly
agree to the statement in Item 13. Baleghizadeh and Farhesh (2014) stated stu-
dents were given the opportunity to share their knowledge and resources during
the activities. Third, a total of 93.3% students agree and strongly agree the colla-
borative speaking tasks stimulated their critical thinking (White and Pea, 2011;
Dillenbourg (1999); Ingleton et al., 2000). Mosley, et al. (2016) stated there are
many findings supported that collaborative learning was enhancing critical
thinking among students. Furthermore, in pairing up strategies’ students prefer
to work with the pair of their choice (agree: 33.3%, strongly agree: 66.7%) and a
total of 83.4% prefer to pair up with a higher-level pair. Generally, a higher-level
pair can share, guide and are more knowledgeable. Zohairy (2014) supports the
statement above as he mentioned in his studies stated learners prefer to involve
in higher level pairs because they can provide better knowledgeable resources.
Baines, Blatchford and Kutnick (2016) mentioned students like to pair up with a
better pair as some can put in less afford that leads to unequal performances.
From the findings 16.7% disagree to pair up with a better pair. Reasons could be
to avoid misunderstandings and creating a symmetrical relationship with their
pairs. Harmer (2001) stated pair work can cause problems when another pair is
linguistically weak. Zohairy (2014) supports to the findings mentioning misun-
derstanding between pairs occurs when the pair fails to participate actively. Do-

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 M. Govindasamy, P. M. Shah

mination occurs in pair work causing misunderstanding (Zohairy, 2014). An-

xiety among some students who are linguistically weak (43.3%) causes problem
in collaborative speaking tasks. This is similar to a study carried out by Tomlin-
son (2016) addressed pair work creates anxiety among linguistically weak stu-
dents. Problems arise in pair work when one of the pair becomes more relaxed
by remaining silence or reluctant to participate in interactive tasks (Chowdhury,
2005).
The research findings on Item 23 regarding teachers’ need to guide students to
speak fluently not their pairs show students can’t be totally independent without
teachers guide. 40% of the respondents disagree and 60% are not sure. Chu and
Nakamura (2010) stated students in Japan and Taiwan still preferred and mostly
wanted their teachers guide. Harmer (2001) stated weaker students needed extra
care and couching from their teachers. The students who gained benefits confi-
dently stated they can manage yet the 60% that are not sure might be the group
of respondents who faces problems with their peers or weak students that had
problem in pairing up. Storch and Aldosari (2013) support by stating if low pro-
ficiency student if paired with high proficiency students would cause asymme-
trical relationship. Therefore, here teachers play the role considering students’
abilities and suitable learning styles before involving them in collaborative
learning tasks. Overall, the findings in this study had helped students to achieve
both accuracy and fluency using proper grammar and vocabulary through col-
laborative speaking tasks. This finding supported with Richards and Bohlke,
(2011) mentioned continuous interaction in pair work develops ones both accu-
racy and fluency. Thus, Coskun (2011) adds fluency develops without teacher’s
interference during pair work tasks. The findings too showed students feel it’s
more effective when they discuss with their peers in Item 5. The researcher can
conclude stating that pair work as one of the elements in collaborative learning
can improve students’ speaking skill through collaborative speaking tasks.
Students proficiency in second language can improve students’ performances in
their CEFR Speaking Assessment in their PT3 examination among Form Three
students.

5.2. Conclusion
The findings of this research suggested that students believe in pair work speak-
ing tasks can strongly influence students’ speaking proficiency based on the
findings on students’ perceptions on this study. Enhancing speaking through
collaborative speaking tasks, students feel inspired, motivated, confident, re-
laxed, will be more critical and will show improvement in grammar and pro-
nunciation that leads to fluency. Teachers’ awareness and implementation of ac-
tivities based on the students’ ability and capability can lead to overcoming the
minor problems that had been encountered. A successful student-centred class-
room environment can be created with teachers being the moderator to enhance
speaking skills by implementing pair work speaking tasks in ESL classrooms.
However, there are some limitations even though students are positive towards

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M. Govindasamy, P. M. Shah

this strategy.
As to conclude, in the era of 21st century, teachers should adapt to the latest
changes in the world of education. Many strategies have been introduced and
practised to encourage students to acquire the skills in learning a target lan-
guage. As teachers, they should try to motivate and find strategies that can at-
tract them to show interest. As from this study, pair work speaking tasks have
proved that the majority of the students prefer to enhance their speaking skills
through activities by collaborating with their peers rather than teachers playing
their role. Teachers must adapt to the new way of educating students or else they
will be left behind, and it would reflect on their students’ achievement. There-
fore, students should be given the opportunities to communicate in the real-life
environment through collaborative speaking tasks.

5.3. Recommendation
For future studies, it is recommended for the other researchers to conduct
pre-test and post-test on this study before distributing the questionnaire to see
comparison from students’ perception and teachers’ observation for a better
view. Interviews or open-ended questions too should be included in the ques-
tionnaire to know students’ viewpoints for certain disagreements. Besides that,
researchers can combine other strategies or methods together with collaborative
learning strategy in enhancing students speaking skill. Therefore, each student
can benefit from the suggestions and gives opportunity to teachers to play their
role effectively.

Acknowledgements
First and foremost, my utmost gratitude to the God Almighty for His blessing
and kindness in rewarding me with good health, patience, strength and endur-
ance to complete my study. My sincere appreciation goes out to my supervisor,
Dr. Parilah Mohd Shah for her constant guidance, assistance and support
throughout the study. Her constructive advices and concern have helped me to
go through most of my difficult time in writing this research paper. Most im-
portantly, my deepest appreciation goes to my parents, En. Govindasamy A/L
Munusamy and Pn. Saraswathy A/P Ponnusamy, my parents in law, En Muthu-
samy Karuppanan and Pn Pavanambal Periathamby, who never stops believing
in me, guiding and supporting me throughout my studies. To my children, Mo-
hiith Murali and Mohinh Murali, one day you will see me in yourselves. To my
family, brothers, sisters, brother in laws and sister in laws, thank you for the en-
couragement and support when I need them around. I am very much thankful to
friends and colleagues for all their encouragement and support specially to Mu-
thu, Kala, Manju and Sugi. Last but not least, many thanks to the one and all
who, directly and indirectly, have helped me in this venture.

Conflicts of Interest
The authors declare no conflicts of interest regarding the publication of this paper.

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 M. Govindasamy, P. M. Shah

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