Impact of Student-Centered Collaborative Learning on English Language Achievement in Macedonian High Schools
Keywords:
Collaborative learning, English language proficiency, high school students, North Macedonia, mixed-methods research
Abstract
Collaborative learning has increasingly been recognized as a student-centered pedagogical approach that enhances learner interaction, engagement, and communicative competence in English language education. This study investigates the impact of student-centered collaborative learning on English language achievement among Macedonian high school students. The research involved secondary school students and English language teachers and employed questionnaires, classroom observations, and achievement tests as data collection instruments. Quantitative data were analyzed using descriptive statistics and paired-sample t-tests to examine learning gains, while qualitative data provided additional insights into participants’ perceptions. The findings indicate that collaborative learning activities contributed to improvements in students’ vocabulary development, speaking fluency, and overall engagement in English classes. These results suggest that collaborative learning can serve as an effective instructional approach in secondary EFL contexts.
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References
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2. Anaktototy, K., & Lesnussa, I. (2022). Improving EFL students’ reading comprehension and critical thinking skills through directed reading thinking activity. Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra, 6(1), 244–255. https://doi.org/10.26858/eralingua.v6i1.244-255
3. Ait Hattani, H. (2024). Investigating the role of cooperative learning in fostering English for specific purposes students' learning skills and attitudes. Journal of English Language Teaching and Linguistics, 9(1), 1–14. https://doi.org/10.21462/jeltal.v9i1.1286
4. Chen, T. (2003). Reticence in class and online: Two ESL students’ experiences with communicative language teaching. System, 31(2), 259–281. https://doi.org/10.1016/S0346-251X(03)00024-1
5. Cevik, Y., & Spahiu, I. (2015). An assessment of teacher training in English preparatory programs: A sustainable solution. ANGLISTICUM. Journal of the Association-Institute for English Language and American Studies, 1(3–4), 44–50.
6. Fajriyah, I. (2025). Enhancing reading comprehension and critical thinking skills among non-EFL undergraduate students. Journal of Higher Learning Research Communications, 15(2), 1–10. https://doi.org/10.3389/feduc.2021.757285
7. Gillies, R. M. (2016). Cooperative learning: Review of research and practice. Australian Journal of Teacher Education, 41(3), 39–54. https://doi.org/10.14221/ajte.2016v41n3.3
8. Johnson, D. W., Johnson, R. T., & Smith, K. A. (2014). Cooperative learning: Improving university instruction by basing practice on validated theory. Journal on Excellence in College Teaching, 25(3–4), 85–118.
9. Kaowiwattanakul, S. (2021). Using literature to enhance EFL students' reading skills and critical thinking. LEARN Journal: Language Education and Acquisition Research Network, 14(2), 1–15. https://doi.org/10.13140/RG.2.2.17479.23209
10. Klosi, I., Bezhani, E., & Spahiu, I. (2024). Applying critical discourse analysis in translating the IUCN restoration opportunities assessment methodology (ROAM) documents into Albanian. KNOWLEDGE-International Journal, 65(5), 571–576.
11. Kryeziu, N. (2021). Grammatical mistakes of Albanian students in learning English as a foreign language. Linguistics and Culture Review, 5(S3), 1–12. https://doi.org/10.21744/lingcure.v5nS3.1250
12. Menaka, G., & Sankar, G. (2019). The language learning assessment using technology for the second language learners. International Journal of Linguistics, Literature and Culture, 5(4), 1–6. https://doi.org/10.21744/ijllc.v5n4.674
13. Mowlaie, B., & Rahimi, A. (2010). The effect of teachers’ attitude about communicative language teaching on their practice: Do they practice what they preach? Procedia - Social and Behavioral Sciences, 9, 1524–1528. https://doi.org/10.1016/j.sbspro.2010.12.359
14. Nguyen, T. K., Le, D. T., & Nguyen, N. V. (2021). Cooperative learning in English language classrooms: Teachers’ perceptions and practices. Journal of English Language Teaching and Linguistics, 6(2), 1–14. https://doi.org/10.21462/jeltal.v6i2.1316111
15. Shatri, K., & Kelmendi, J. (2023). Exploring perspectives: The virtual classroom's impact on student achievement from the viewpoints of both students and teachers. Journal of Social Studies Education Research, 14(3), 236–257.
16. Slavin, R. E. (2011). Instruction based on cooperative learning. In R. E. Mayer & P. A. Alexander (Eds.), Handbook of research on learning and instruction (pp. 344–360). Routledge.
17. Spahiu, I., & Nuredini, Z. (2024). The existentialism in the novels of Jean-Paul Sartre by Dëfrim Saliu. PALIMPSEST/ПАЛИМПСЕСТ, 9(17), 247–253.
18. Suryasa, I. W., Sudipa, I. N., Puspani, I. A. M., & Netra, I. M. (2019). Translation procedure of happy emotion of English into Indonesian in Kṛṣṇa text. Journal of Language Teaching and Research, 10(4), 738–746. https://doi.org/10.17507/jltr.1004.18
19. Vermes, A. (2010). Translation in foreign language teaching: A brief overview of pros and cons. Eger Journal of English Studies, 10(1), 83–93.
20. Xiu, P., & Xeauyin, L. (2018). Human translation vs. machine translation: The practitioner phenomenology. Linguistics and Culture Review, 2(1), 13–23. https://doi.org/10.21744/lingcure.v2n1.8
21. Nuredini, Z. (2021). The receptivity and adaptability of borrowings in the Albanian language. KNOWLEDGE-International Journal, 49(6), 1209–1211.
22. Nuredini, Z. (2022). A book at the service of teachers. International Journal of Human Sciences, 10(17–18), 95–97.
23. Zadeh, L. A. (1983). A computational approach to fuzzy quantifiers in natural languages. In Computational linguistics (pp. 149–184). Pergamon. https://doi.org/10.1016/B978-0-08-030253-9.50016-0
Published
2026-03-23
How to Cite
Spahiu, I., & Zeqiri, A. (2026). Impact of Student-Centered Collaborative Learning on English Language Achievement in Macedonian High Schools. European Scientific Journal, ESJ, 22(38), 41. https://doi.org/10.19044/esj.2026.v22n38p41
Section
Special Editions
Copyright (c) 2026 Isa Spahiu, Agron Zeqiri
This work is licensed under a Creative Commons Attribution 4.0 International License.
