Khóa luận tốt nghiệp: An empirical study on legal english major students’ perceptions at hanoi law university towards collaborative learning for the id-term assignment of group work presentations

MINISTRY OF JUSTICE MINISTRY OF EDUCATION AND TRAININGHANOI LAW UNIVERSITY NGUYEN PHAM HAILY 453222 AN EMPIRICAL STUDY ON LEGAL ENGLISH MAJOR STUDENTS’ PERCEPTIONS AT HANOI LAW UNIVERSIT

MINISTRY OF JUSTICE MINISTRY OF EDUCATION AND TRAINING

HANOI LAW UNIVERSITY

NGUYEN PHAM HAILY

453222

AN EMPIRICAL STUDY ON LEGAL ENGLISH

MAJOR STUDENTS’ PERCEPTIONS AT HANOI LAW

UNIVERSITY TOWARDS COLLABORATIVE

LEARNING FOR THE MID-TERM ASSIGNMENT OF

GROUP WORK PRESENTATIONS.

GRADUATION THESIS

Hanoi — 2024

MINISTRY OF JUSTICE MINISTRY OF EDUCATION AND TRAINING

HANOI LAW UNIVERSITY

NGUYEN PHAM HAILY

453222

AN EMPIRICAL STUDY ON LEGAL ENGLISH

MAJOR STUDENTS’ PERCEPTIONS AT HANOI LAW

UNIVERSITY TOWARDS COLLABORATIVE

LEARNING FOR THE MID-TERM ASSIGNMENT OF

GROUP WORK PRESENTATIONS.

NGHIÊN CỨU THỰC TIEN VE NHAN THỨC CUA SINH VIÊN CHUYEN NGÀNH TIENG ANH PHAP LÝ VE VIỆC HỌC CONG TÁC CHO BÀI TAP NHÓM THUYÉT TRÌNH

GIỮA KÌ TẠI TRƯỜNG ĐẠI HỌC LUẬT HÀ NỘI.

Major: Legal English

GRADUATION THESIS

Supervisor

Vu Van Tuan, Ph.D.

Hanoi — 2024

STUDENT DECLARATIONThereby state that I: Nguyen Pham Hai Ly — ID 453222, being a candidate for thedegree of Bachelor of Arts accept the requirements of the University relating tothe retention and use of Bachelor’s Graduation Paper deposited in the library.

In terms of these conditions, I agree that the origin of my paper deposited in thelibrary should be accessible for the purposes of study and research, in accordancewith the normal conditions established by the librarian for the care, loan orreproduction of the paper

Hanoi, May 13% 2024

Supervisor's confirmation Researcher's signature

VuVan Tuan, PhD Nguyen Pham Hai Ly

ACKNOWLEDGMENTUndertaking this graduation thesis is a valuable opinion and the proudestmilestone in my educational journey AsI embarked on the scientific research area,

I initially was inexperienced and unfamiliar with it, but this thesis was eventuallywell-finished, going beyond my expectations thanks to the assistance,encouragement, enthusiasm of my teachers, family, and friends Without their

support, I would not have been able to complete this study, so I would like to

express my sincere gratitude and appreciation to them

First of all, I would like to express my deepest gratitude to my supervisor,

Dr VuV an Tuan I am truly grateful and consider myself extremely fortunate to

have received his guidance throughout the entire thesis process His enthusiasm,

patience, and encouragement have been so meaningful and important for me to

perform well during the process His proficient knowledge and expert guidance

have undoubtedly contributed to the successful completion of this thesis

I would also like to thank the members of the thesis defence committee forspending their valuable time and immense professional knowledge Theirconstructive comments and suggestions have greatly contributed to theenhancement of this thesis In parallel, I have taken their favourable remarks intoconsideration and integrated them into the bookbinding of this thesis

I would also love to sincerely thank the students K46 and K47 for their

enthusiastic and committed participation in the research I profoundly appreciate

their investment of time and their efforts in seeking assistance from others to help

me complete the survey during the tough process, as well as their wishes for the

success of my thesis

Last but not least, I would like to express my heartfelt gratitude to my firmrear, my beloved family and friends, who are always behind me, supporting,encouraging, and giving advice whenever! need andno matter which path! choose

to adventure in

ABSTRACTCollaboration has traditionally occurred in various aspects of human life, as

it aids people in achieving desired goals with added resources, making work moreproductive and requiring less effort Particularly, in the educational field,collaborative learning is currently applied within diverse contexts and classactivities where it offers different advantages while also posing certain challenges.Thus, the study aims to investigate legal English major students’ perceptions ofcollaborative learning in group work presentations in terms of its benefits,

challenges, impact, and applied solutions The study was conducted on 96 legal

English major students who were in K46 and K47 at Hanoi Law University,employing a mixed method The findings implied that collaborative learning offersplentiful benefits, with participants pointing out key advantages, such as improvedteamwork, communicative and interactive skills, shared knowledge and enrichedunderstanding, honed critical thinking and problem-solving, exposure to peerperspectives, and improved adaptability to future workplaces Regarding thechallenges arising from the collaborative process, participants recognize severalsignificant issues, namely the unequal participation and contribution among teammembers, accountability and responsibility concerns, communication difficulties,different personality traits, and learning habits Given these drawbacks, the result

primarily highlights pressure issues among the other negative impacts.

Furthermore, some solutions that students may apply to resolve the challenges arealso discussed in this research Through the result, some limitations are identified,and implications are suggested for reference The study would benefit schooladministrators, legal English lecturers and students, and those who are interested

in collaborative learning in higher education

1 Rationale for study

2 Aims and objectives of the study

2.1 Aims of the study

2.2 Objectives of the study

3 Research questions

4 Scope of the study

5 Significance of the study

1.1.1 Understanding of collaborative leaning

112 Collaborative learning benefits

1.1.3 Collaborative learning practices

1.2 The relationship between collaborative learning and group work

1.2.1 Types of group work

1.2.2 The relationship between collaborative leamng and group

CHAPTER 3 RESULTS AND DISCUSSION

3.1 Demographic information of the respondents

3.2 Participants’ perceptions towards collaborative learning in group

work presentations

3.2 1 The analysis of the benefits of collaborative learning in group

work presentations for enhancing students‘ learning experience

3.2.2 The analysis of the benefits of collaborative learning in group

work presentations for preparing learners’ fide professional

envirorments

323 The analysis of the challenges while participating in

collaborative learning in group work presentations

324 The analysis of the impacts of the challenges on students*

overall learning experience

3.3 Potential solutions and strategies for challenges during

collaborative learning in group work presentations

3.4 Summary

PART III CONCLUSION

CHAPTER 4 CONCLUSION

4.1 Summary of the main findings

41.1 Legal English major students’ perceptions towards the

benefits of collaborative learning in grow work presentations

412 Legal English major students’ perceptions towards the

challenges of collaborative learning in group work presentations

413 Legal English major students’ perceptions towards the

impacts of the challenges on their overall learning experience

414 Legal English major students’ perceptions towards the

potential soltfions/strafegies for the challenges during collaborative

learning in group work presentations

4.2 Implications

42.1 Implications for students

422 Implications for instructors

4.3 Limitations and suggestions for further research

Appendix B THE SEMI-STRUCTURED INTERVIEW FOCUSING

ON COLLABORATIVE LEARNING IN GROUP WORK

PRESENTATIONS,

48

LIST OF TABLES

Table 1 Demographic information of the respondents

Table 2 Participants’ perceptions towards collaborative learning in

group work presentations

Table 2.1 The benefits of collaborative learning in group work

presentations for enhancing learning experience

Table 2.2 The benefits of collaborative leaning in group work

presentations for preparing learners’ future professional environments

Table 2.3 The challenges while participating in collaborative

learning in group work presentations

Table 2.4 The impacts of the challenges on students’ overall

learning experience

Table 3 Comparison of Gender with Perceptions towards collaborative

learning in Group work Presentations

Table 4 Comparison of Courses with Perceptions towards

collaborative learning in Group work Presentations

Table 5 Potential solutions and strategies

Page2425

30

34

38

LIST OF ABBREVIATIONS

: Collaborative Learning

: Group work

: Zone Proximal Development

: English for Specific Purposes: Hanoi Law University

PART I.INTRODUCTIONThis part provides the context of the research by explatring the rationale, aims

of the study, research questions, significance, and scope of the study, along with thestructure of the paper

1 Rationale for study

With the aim of promoting education, many schools and universities haveprioritized enhancing teaching quality through the implementation of effectivestrategies for reforming their curricula during the education and training processes.Among the various pedagogical approaches, collaborative learning has gainedsignificant popularity as an effective method to enhance students studyingcapabilities and foster teamwork awareness In recent times, collaborative leamingstrategies have been widely adopted by teachers and university lecturers in academicenvironments across the globe (Zheng et al., 2014)

Engaging in collaborative work provides students with valuable opportunities

to develop their communication skills, work harmoniously with their team members,and take responsibility for their partial role in one group Collaborative learningserves as a bridge and fosters a connected sense of community where individuals willlearn to support each other and consider their peers’ learning process (Ibrahim et al.,2015) Moreover, cooperative learning, a specific form of collaborative learning thatinvolves face-to-face interaction in a smaller group without consideration of aspecific teaching method and learning, can create a relaxed atmosphere, reducestudents’ anxiety, and empower their self-confidence (Han, 2015) Furthermore, it isevident that collaborative learning plays a pivotal role in sharpening English majorstudents’ cooperative skills and qualifications in their chosen field of study not onlyfor their activities within schoolhmiversity settings but also for their futureprofessional workplace Specifically, cooperative learning can strengthen studentproficiency in communication and English listening skills (Han, 2015) Similarly, asstated by Namaziandost et al (2019), employing a cooperative approach, leamers’speaking skills, and internal learning motivation are enhancedremarkably According

to Normavwati et al (2023), collaborative learning has been positively perceived by

students as it can strengthen their comprehension, motivation, cooperation,confidence, and communication skills, which leads to enhancing their overall studyexperience

As an integral component of collaborative learning group work presentationsare immensely conducted by students, this learning activity has become a dispensabledimension for assessing their qualifications However, when examining students’perceptions of group work presentations, it is imperative to approach this aspect bycomprehending the strengths and weaknesses that arise during the performance ofsuch presentations In terms of benefits, oral presentations delivered by a group have

a positive impact on the students’ speaking skills and language proficiency, whileother forms of cooperative learning activities foster students’ motivation for learning(Chou, 2011) Additionally, thanks to the shared workload among peers, thecollective ideas and resources, technological assistance, member feedback, andmutual support in addressing audience questions, students are able to overcome

challenges associated with a lack of ideas and materials, individual limitations in

technology, and consolidating their pronunciation, computer skills, presentation

skills, and relevant knowledge (Nguyen, 2013) As reported by Ghavifekr (2020),

conducting group presentations also offers numerous benefits including enhancedassistance from team members, the opportunity for opinion sharing, and increasedsocialization among peers Conversely, challenges potentially arise during thecollaborative process, largely stemming from issues such as poor communication,lack of clarity regarding assigned workloads, and a lack of individual responsibilityand engagement (Kawamura, 2019) Furthermore, the presentation performed bygroups also addresses some obstacles related to presenters’ anxiety, as they may find

it timid and stressful to express themselves orally in front of an audience(Hayasiibara, 2023) In the same way, their anxiety during presentations is furthercompounded when performing in a foreign language, which originates from eitherinternal factors such as fear of failure and criticism, and negative experience, or

external factors like presentation room condition, and physical factors (N guyen et al.,

2023) In the opinion of Razawi et al (2019), student anxiety might be rooted in a

variety of factors such as personality traits, preparation, audience interest and

language ability Due to students’ diverse backgrounds which trace back to their

different personality traits and learning styles, their confidence levels will strongly

affect their performance while doing their presentations Typically, this is commonly

demonstrated by low self-esteem students who would experience heightened pressure

during presentations In the same way, Marcus and Leong (2015) assert that

inadequate preparation, language ability, and psychological factors are predominantcontributors to students’ anxiety when delivering oral presentations

Optimizing collaborative learning is always a priority strategy in enhancingstudents’ effectiveness in acquiring communication and cooperative skills, as well astheir motivation in learning (Ibrahim et al, 2015) Specifically, group work

presentations, a widely practiced form of collaborative learning strategies, are

normally undertaken by many students, which has shown pros and cons This isespecially true for ESP classes, where presentations serve as an assessment ofstudents’ language proficiency Hence, it is crucial to delve deep into studentsperceptions of collaborative learning for group work presentations for the purpose ofgeiming valuable information that can be useful for instructional practices or

curriculum development Moreover, understanding how students perceive

collaborative learning for group work presentations can help educators teilor their

teaching approaches to better support student engagement and learning outcomes

(Rao, 2019; Werseh et al., 2021) By exploring students perspectives, educators are

able to identify any misconceptions, challenges, or areas of improvement related to

the practice of collaborative learning Based on this knowledge, educators mightcome up with some resolutions to guide the implementation of targeted interventionsand strategies to address these concerns and enhance the overall effectiveness ofgroup work presentations Furthermore, investigating students perceptions towardscollaborative learning approaches provides educators with resourceful informationabout student feedback and standpoints in order to design collaborative learningactivities which are appropriate for students needs, preferences, and learning styles

While there is a considerable number of studies (e.g, Ibrahim et al, 2015;

Han, 2015, Normawati et al., 2023, Ramzan et al., 2023) on the utilization and

effectiveness of collaborative learning methods to enhance English major students’

linguistic learning, such as speaking and listening skills, vocabulary, learningautonomy, not many studies have specifically investigated students’ viewpoints of

applying collaborative learning strategies in the context of group work presentations

Notably, at Hanoi Law University (HLU), not only legal English major students but

also students in other majors are frequently required to perform group presentations

to deepen their learned knowledge in their respective majors Recognizing the

magnitude of examining legal English major students’ feelings and attitudes on the

issue of collaborative learning along with the aim of filling in the research gap, theresearcher determines to explore this research deeper within the context of mid-termgroup work presentations The research findings would provide useful referentialresources for educators, teachers, students and individuals who are concerned aboutthe practical implementation and seeking effective strategies to maximizecollaborative learning in class

2 Aims and objectives of the study

2.1 Aims of the stndy

The study oninvestigating students’ perception towards collaborative learningfor mid-term assignment of group work presentations is conducted with the followingaims:

- To explore the perceptions of students regarding collaborative learningutilization during their performance on mid-term assignments of groupwork presentations

- To investigate the advantages and disadvantages that students face whenengaging in collaborative learning activities throughout the process ofimplementing group work presentations for mid-term assignments

2.2 Objectives of the stndy

- To administer a survey questionnaire and conduct interviews in order togather data and obtain answers regarding students attitudes, beliefs, and experiences

in terms of collaborative leaming for mid-term assignments involving group workpresentations

- To analyze the collected data and oral answers in order to identify the factors

contributing to positive outcomes and potential obstacles that students mainly

encounter during their group work presentation performance, associated with this

learning approach

3 Research questions

The study aimed to explore students’ perceptions of collaborative learrrrng inthe context of mid-term group work presentations, with the expectation of

establishing a foundation for enhancing learning outcomes among legal English

major students Moreover, the study sought to identify effective methods that

promote students’ knowledge qualification and interactive competence Therefore,

the study focused on addressing the following research questions:

1 What are the perceptions of Legal English major students at Hanoi Law

University towards collaborative learning for mid-term assignments of group work

presentations?

2 What are the benefits and challenges of collaborative learning for mid-termgroup work presentations among Legal English major students at Hanoi LawUniversity?

4 Scope of the study

The study was conducted with the legal English major students at HLU fromK46 and K47 It aimed to ascertain the perceptions of these students regardingcollaborative learning strategies employed during their group work presentationsthroughout the first term of the 2023-2024 academic year

5 Significance of the study

The findings of this empirical study offer significant contributions by shedding

light on the perceptions of legal English major students at HLU concerning

collaborative learning in the context of mid-term group work presentations Gaining

a comprehensive understanding of their perspectives in terms of collaborativelearning in group work presentations can be resourceful for educators and institutions

to reform their effective strategies and approaches to enhance the collaborative

learning experience within the realm of legal education Moreover, this research not

only has the potential to advance the existing body of knowledge on collaborativelearning, specifically within the domain of legal English education, but it also mayserve as a referential resource for future research and exploration in this promising

area Ultimately, these insights can facilitate the cultivation of students

communicative capabilities and contribute to their overall academic success andprofessional growth

6 Methodology

The study employed a descriptive mixed-methods approach with a survey

questionnaire and semi-structured interviews Through the administration of a

carefully designed questionnaire survey, the study aimed to investigate legal Englishmajor students perspectives on collaborative learning strategies and theirimplementation during their performance of group presentations The survey datawere analyzed to identify the benefits and challenges legal English major studentsexperienced while doing collaborative work for group work presentations.Furthermore, conducting semi-structured interviews with selected participants gained

a more precise and subjective understanding of students viewpoints Thiscomplementary approach strengthened the study's overall findings and insights

7 Structure of the study

The study is structured into 3 primary parts, including:

Firstly, Intreduction, involves clarifying the research’s rationale, aims,research questions, scope, methodology, and the importance of the study are putforward

Secondly, Develop ment, is subdivided into the following chapters:

Chapter 1 Literature Review, provides the theoretical background by

reviewing related research, exploring benefits, challenges and practices whileengaging in collaborative learning and the connectedness between collaborativelearning and group work

Chapter 2 Methodology, outlines the collection instruments, data collection

procedures, and data analysis procedures employed in the study

Chapter 3 Results and Discussion, present a detailed analysis of the survey'sresults, specifically analyzing the benefits, challenges, and impacts and discussingproposed solutions related to collaborative learning in group work presentations

Lastly, Conclusion, summarizes the studys findings, along withacknowledging its limitations and giving suggestions for future research

PART Il DEVELOPMENTCHAPTER 1 LITERATURE REVIEW

In this chapter, the focus lies on an in-depth analysis of the theories related tocollaborative learning and group work, as well as their relationship In addition, thebenefits derived from collaborative learning and its potential challenges faced in thepractical implementation of group work are thoroughly examined The knowledgeacquired through this investigation serves as the foundational theoretical frameworkfor the research

1.1 Collaborative learning

1.1.1 Understanding of collaborative learning

Regarding the theoretical background, Lasmawan and Budiarta (2020) alludethat the collaborative learning (CL) theory derives from the theory of zone proximal

development (ZPD) developed by the renowned Russian psychologist, Vygotsky

during the late 1920s In Vygotsky's influential work "Mind in Society® (1978, p 84),

he enquires into the concept of ZPD as an educational psychology theory, whichfocuses on the gap between a child's problem-solving level in supported conditions(with assistance from adults and peers) and unsupported conditions (relying solely onself-resilience)

In other words, students abilities are probably categorized into two distinctlevels: the actual level of development and the potential level of development Theactual level of development is determined by a child's ability to independently solveproblems or complete tasks, whereas the potential level of development is recogmizedwhen children demonstrate their abilities under the guidance and aid of teachers,parents, or peers who possess more advanced competencies (Lasmawan & Budiarta,2020) According to Vygotsky's perspective, learning is considered a social processthat is activated through the ZPD, which is also known as the sociocultural theory(Amalia, 2018) Likewise, Amalia (2018) and Chowdhury (2015) further explain thatVygotsky's theory is inextricably intertwined with the CL theory as it posits thatpersonal cognitive development is possibly enhanced through collaboration withknowledgeable individuals In essence, Vygotsky's concept elucidates learning as an

inherently social act that occurs within the context of collaborative interactions with

capable peers, collective problem-solving endeavors, and inquiries to comprehend

the world (Lasmawan & Budiarta, 2020)

Regarding the terminological dimension, CL is a broadly used term thatcomprises various instructional approaches applied by a learning group with multi-activities of mutual work and interaction (e.g, Ezekoka & Gertrude, 2014; Laal,2013) The phrase “umbrella term", which refers to a terminology covering a broadrange of functions and items that fall under a common category, is used to depict theessence of CL When describing students working and learning together, a widerange of terms are employed, namely cooperative learning, group work, peer learning,team learning, and group-based learning To include all of them under a singleumbrella term, it is broadly accepted to use CL (Meijer et al, 2020) Inthe same vein,Richards and Schmidt (2010; p 94) claim that "Collaborative learning is a generalterm for an approach to teaching and learning which makes use of leamers to work

together in small groups A form of collaborative learning that involves specific roles

and responsibilities for group members and the use of group-based activitiesis known

as cooperative learning" Likewise, CL is regarded as an educational approach

involving students working together in groups, where they join hands to amplify their

learning outcomes It might include some forms, such as peer-to-peer interactions or

larger group activities

Briefly, CL belongs to the corpus of the student-centered approaches thatprioritize students responsibility and accountability for not only their own academicsuccess but also their peers’ learning as well as their active engagement andcontribution to achieve mutual goals (Chowdhury, 2015 Normawati et ai, 2023).Moreover, this learning approach also places emphasis on the acknowledgment andappreciation of peers’ contributions and abilities, while providing support to oneanother in order to successfully accomplish tasks, solve complex problems, andachieve desired objectives (Kahn, 2017; Lane, 2016; Rao, 2019)

1.1.2 Collaborative learning benefits

Ghavifekr (2020) examines students perceptions of the benefits associatedwithCL and classifies them into three main groups: academic benefits; lifelong skills,

and social benefits Hence, in this research, it is pivotal to approach these benefits

‘based on the learners perceptions in order to discern how they perceive the valuable

merits delivered by CL and inform future educational practices

Regarding academic benefits, the activities implemented in CL foster the

development of a solid knowledge foundation and the acquisition of updated

information through dynamic discussions and the exchange of ideas (Rao, 2019)

When students participate in GW, they bring their unique perspectives and personal

experiences, thereby promoting diverse understanding and mutual learning amongpeers (Ramzan et al., 2023) As claimed by Robinson et al (2017), thanks to poolingknowledge among peers, learners intellectual performance is more productive andeffective in collaborative settings compared to working in isolation In the same vein,Rao's investigation (2019) signifies that even backward students, who may strugglewith their independent learning, are able to excel in fulfilling their given tasks whenworking collaboratively with their fellows

Since CL facilitates students to actively participate in discussions and

contribute ideas, their self-confidence is cultivated together with their strengthened

learning autonomy (Rao, 2019) Indeed, Chowdhury (2015) and Normawati et al

(2023) unveil that CL entails a learner-centered approach that is profoundly

embedded with mutual acquisition, collective monitoring, and self- autonomy Thisis

because learners taking part in CL activities are expected to negotiate, share, andcommunicate knowledge as well as information obtained by each member’s self-study and exploration of materials At that time, lecturers/teachers, whose roles shiftfrom solely providing guidance and information to facilitators of their CL practices(Nœrmawati et al, 2023; Mandusic & Blaskovic, 2015) As a result, unlike inconventional learning methods, students are no longer passively lectured andacquired Alternatively, they are requested to take an active role in seekinginformation, engaging in discussions, and constructing knowledge by themselves(Nœrmawati et al, 2023)

CL environment serves as a prime motivator, nourishing interest throughout

students’ learning journeys This is because they not only take responsibility for their

own learning but also for the academic success of their teammates (Hei et al, 2015;

Torahim et al., 2015; Mandusic & Blaskovic, 2015) When a student notices his/her

teammates busily doing their tasks, a sense of motivation and self-discipline are

generated, inspiring them to leam with more willingness and confidence (brahim et

al., 2015; Rao, 2019) Thus, this peer collaboration plays a crucial role in training

learners’ responsible attitudes, as they are not accountable for not only themselves

but also others Besides, when students collaborate with their peers, feelings ofloneliness are reduced, and a sense of belonging is overthrown, which has a positiveeffect on their emotional development (Mandusic & Blaskovic, 2015) Thisconnected and embracing atmosphere produced by CL promotes the overall well-being of students, allowing them to learn and acquire knowledge at their best mentalstate Besides, students normally cannot detect and identify their shortcomings untilsomeone brings them to their attention By receiving constructive feedback,evaluation, and guidance from their classmates, students gain awareness of their own,errors and weaknesses, which helps them make essential improvements (Ghavifekr,

2020)

Normawati et al (2023) further assert that during CL, learners invest

significant time in learning, brainstorming ideas, making plans, working on re-check

and revising the task quality (e.g, spelling punctuations, format, content, and

grammar) more than they when performing tasks individually Especially, in the

context of group presentations, students gain substantial experience in collaborativework and collective support (Nguyen, 2013) In detail, Nguyen’s research (2013)yields several advantages of group- delivered oral presentations, including the pooling

of ideas and resources to reinforce content knowledge and deliver informativepresentations, peer learning and support in shouldering workload utilizingtechnology for effective visual presentations and addressing audience queries, as well

as the development of presenters’ self-confidence

Regarding lifelong merits, CL equips learners with numerous values thatextend beyond the immediate educational settings Especially, CL helps fosterlearners’ thinking abilities by establishing situations where all group membersattempt to jointly accomplish uphill tasks or overcome obstacles (Brush et al., 2021)

It is true that CL strategies promote critical study skills such as critical thinking,

đecisior-making, problem-solving, and higher-order metacognitive skills (Han &

Ellis, 2021; Mandusic & Blaskovic, 2015) Thanks to social and intellectual

connectedness, and collective efforts generated throughout the CL process, learners”

comprehension is enriched, as well as their innovative, creative, and critical thinking

are empowered (Kusumawati et al, 2019) Remarkably, this learning method also

enhances cognitive development as students actively engage in thoughtful arguments,exercise their reasoning, and sharpen their metacognitive skills (Warsah et al., 2021).These valuable skills contribute to students overall cognitive growth, fostering them

to surmount future challenges with confidence and adaptability

Interestingly, CL not only facilitates higher-level thinking skills in students,but it also exerts a beneficial influence on their memory compared to studyingindependently As reported by Rao (2019), engaging in group discussions andnegotiations through CL, where ideas are clarified and evaluated, leads to betterretention of information in the long-term memory of learners Amilia (2018) alsoupholds that such oral communicative activities truly activate students’ mentalfunctions to optimize their thinking, reasoning, and problem-solving abilities which

can reinforce their storage of knowledge

Regarding the social aspect, performing well in CL models enables students

to thrive in their interactive competence and facilitates relationship building (H aataja,

2022) CL environments, which are certainly characterized by realistic scenarios andconversational interactions, provide fertile ground for the development of studentsoral communication skills (Zhang, 2010; Jescinskij et al, 2019) Throughout the CLprocess, students engage in both cognitive interactions (the process of analyzing,elaborating thinking and reasoning) and socioemotional interactions (an emotionalmotivation that allows individuals to relate to each other, show compassion and feelthe connected spirit) These dynamic interactions can further advance theirinterpersonal and communication skills which are essential for students futurecareers (Lu & Smiles, 2022) CL prepares learners with plenty of takeaways on their

professional paths, such as oral communication skills, leadership skills,

self-management skills, and employability skills, which are highly applicable in real-life

social and work environments Dewi et al., 2021; Lane, 2016) InCL settings where

similar real-life situations are illustrated and conversations take place, students’

speaking and oral delivering competence are stimulated (Zhang 2010 Jescinskij et al.,

2019) During discussions, debates, and negotiations, they have to speak, present, and

persuade their peers in different ways, even adjusting, customizing, and adapting theirlanguage to ensure their teammates understand their ideas and thoughts (Amalia2018) Moreover, when working in collaborative teams, students may inevitablyconfront disputes, controversy, and conflicts among peers During such dynamicissues, they must learn how to express disagreement respectfully and convincingly,

as well as develop strategies to reconcile with their fellow group members As aresult, learners are subconsciously accustomed to using appropriate language when

socially communicating (Amalia, 2018) These experiences contribute to the

development of their own set of good interactive behaviors before embarking on anovel domain or professional environment wherein diverse collaborative teamsoutperform (Lai et al., 2017)

1.1.3 Collaborative learning practices

Undoubtedly, CL strategies are widely employed in schools, universities, andcolleges, serving as an essential component to heighten students qualifications andoffer them multiple benefits and skills (Amalia, 2018; Kaur & Chowdhury, 2022; Lu

& Smiles, 2022; Normawati et al., 2023; Mandusic & Blaskovic, 2015) CL, however,

is frequently implemented without sufficient methodological support (Lescinskij etal., 2019) Lai et al (2017) suggest that students are clueless about collaborative

learning if they are not adequately educated and fully aware, so it is imperative for

students to be granted complete access to a wide spectrum of CL methodologies and

practices Moreover, because students are reportedly unable to naturally leam and

acquire collaborative skills on their own, along with the lack of regular feedback on

their performance in CL, they are more likely to fall directionless (Lai et al., 2017)

Thus, the effectiveness of this approach unexpectedly tums out to be a failure They

need evaluation from their classmates and teacher/lecturer to identify what incorrect

and correct affairs they have done On account of this, Lai et al (2017) give weight

to the roles of educators in intensifying students’ collaborative attempts They implythat student participation alone is not enough for the development of CL, but

thoughtful consultation and proper guidance from teachers/lecturers are also

necessary to maximize student academic performance

1.2 The relationship between collaborative learning and group work

1.2.1 Types of group work

According to Johnson and Johnson (2018), under cooperative learning theory,

GW can be categorized into three types: informal learning groups, formal learninggroups, and cooperative-based groups

The first type, informal learning groups, refers to spontaneous and convenientcollaborations where leamers are paired with nearby individuals or team up withneighboring classmates to address teachers’ questions or enhance their understanding

of course material during the lesson This type of group primarily occurs whenlearners wish to achieve a temporary learning goal in a few mimutes of discussionwhere they are supposed to engage in intellectual affairs such as explaining andsummarizing materials, and taking turns to express ideas and opinions learned equally

to find out the final answers As a result, learners are motivated to cognitively processthe materials by themselves

The second type, formal learning groups, involves purposefully formed teams

that work together to accomplish specific tasks such as conducting lab experiments,

writing reports, or delivering presentations This group requires a lot of structure and

coordination in terms of group size, composition, the topic worked on, group

members’ roles, instruction, guidelines, and other management issues Normally,

formal learning groups last in long time even several weeks, as they are expected to

complete assignments with larger-scale, higher requirements and assessments

compared to informal learning groups

The third type, cooperative-based groups, is more exceptional than the others

in which it embroils long-standing and steadfast membership, with a focus onadvancing inspiration to learn and providing mutual and enduring assistance.Typically, cooperative-based groups last for one semester or even several academicyears, as student form groups based on their firm and faithful friendships.Outstandingly, this type of group helps stimulate student learning enjoyment and

attendance, as they not only work under the teachers’ guidance and missions, but also

they voluntarily and genuinely aspire to Also, thanks to working and connecting withtheir close classmates over a long time, learners are able to develop both cognitivelyand socially in a healthy manner For this reason, having cooperative-based learning

in schools and universities is particularly crucial when dealing with challenging andintricate tasks, or conundrum

1.2.2 The relatiouship between collaborative learning and group work

As argued by Mandusic and Blaskovic (2015), CL is known by various names

such as cooperative learning learning in the community, team learning, and others

Although if considering them more particularly, there are differences exist among

these terms, but they all share the common characteristic of working in groups

Similarly, Johnson and Johnson (2018) claim that cooperative learning exists when

small groups of students share a mutual goal, and work to enhance peer learning andsupport In simpler terms, GW refers to a particular form of CL or a learning practicewherein CL and many other educational approaches (e.g, peer learning, cooperativelearning, and group-based activities) are applied (Meijer et al, 2020) Evidently, Laaland Ghodsi (2011) briefly explain the concept of CL as an instructional approachemployed in the teaching and learning process in which groups of learners areestablished and collaborate to solve a problem, complete a task, or create aproduct/project In advocacy, Rokhaniyah (2016) infers that CL refers to aneducational method that involves grouping and pairing students with diverse

performance levels in a small group for the purpose of achieving learning goals It is

reasonable to reaffirm that whether CL is successfully implemented relies heavily on

the establishment of GW settings

Nevertheless, GW itself is not merely a facilitator of CL, but rather it isrecognized as a distinct teaching approach, just like the other instructional methods

In higher education, GW is extensively utilized as a pedagogical instrument in theclassroom, and it is considered to be on par with any other approach, including CL(Chiriac, 2014) Because of its several distinct characteristics, a study carried out byBaker (2015) points out that not all instances of GW refer to either CL or cooperative

learning, highlighting the nuanced relationship among these educational approaches.

To understand this distinction, it is necessary to scrutinize the notions of collaborative

and cooperative learning, and explore their differences According to Han (2015), and

Richards and Schmidt (2010), cooperative learning is considered a specific form ofcollaborative learning Cooperative learning however, demonstrates distinctcharacteristics that set it apart from CL approaches Chowdhury (2021) asserts thatstudents inCL focus on personal progress by working with their classmates to jointlyaccomplish assigned tasks, sought-after goals, or problem-solving whereas

cooperative learning underlines interdependence among learners, their assignedroles,

and responsibilities GW, therefore, sets up and operates differently within eachmethod In cooperative learning, under the direction of the teacher/lecturer, studentspair or team up to learn materials and answer questions, while in CL, a selected orrequired group of students is established to work on specific tasks such aspresentations, midterm assignments, or reports (Chowdhury, 2021)

Notably, considering the situation when students are appointed in small

groups, each individual is upheld in distinct subtasks, and they are allowed to work

individually from their groupmates Because of this independent division of work,

students are not necessarily required to frequently attend group meetings or

collectively solve problems (Baker, 2015) While CL requires high levels of

interaction, discussion, negotiation, and communication, GW can be conductedwithout such oral activities During these periods of individual work, their GW cannot

be considered CL To put it simply, GW emphasizes on the products only while CLemphasizes on both the processes and products In light of this, the term CL is notalways applicable to describe GW in certain cases (Baker, 2015)

In short, GW and CL are closely intertwined, as GW serves as a practicalsituation providing a platform for conducting CL Even so, sometimes GW also exitsand operates separately from CL because of its highly individualized performancecharacteristics and minimal interaction

1.3 Potential challenges of conducting collaborative learning in group work

As discussed above, CL is considerably advantageous to learners in many

academic, social, and competence dimensions Lu and Smiles (2022), however,

affirm that when students join a group, they are not able to produce and utilize CL by

themselves, which undeniably shows that usingCL in GW contexts still poses certainchallenges

External challenges concern objective factors that negatively impact theeffectiveness of student learning during the CL process InCL groups, these factorscan be illustrated by the group size, composition (e.g, age, gender), cultural heritage,etc Lu& Smiles, 2022; Sidorenkov et al., 2018) As stated by Ramzan et al (2023),students come from diverse backgrounds, possessing their own cultural values anddistinct learning habits so when they collaborate and form a group, intragroupconflicts and controversies regularly break out (Ramzan et al., 2023) Furthermore,groups with significant differences between members in terms of age and gender canlead to ineffective teamwork (Gidorenkov et al, 2018) In detail, the gender factortruly impacts how students will participate in collaborative work (Psaltis, 2011)Reportedly, less academically proficient male students collaborating with moreknowledgeable female students have fruitful and successful results in their GW (Sills

& Rowse et al, 2016) On the other hand when low-ability female students are pairedwith more competent male students, there is barely any improvement in their learningcollaboration (Sills & Rowse et al, 2016) Another factor that falls under externalchallenges is the types of designed activities and their appropriateness during the CLprocess If the difficulty level is too either easy or challenging to deal with, the GWcannot secure its initial purpose whichisto enhance student collaborative competence(Lyon et al., 2021)

Internal challenges indicate subjective factors, such as students’ academic

qualifications, cognition, emotions, and personality traits throughout the process of

working collaboratively with their teammates The cognition here may indicate

students’ enthusiasm and dedication in communicating organizing and managing

time in the group (Brannen et al., 2021) These factors can cause frustration and

pressure because each individual is involved with different levels of fluency, making

unequal contributions among peers, which leads to dissatisfaction for several groupmembers who are diligent and committed to the group Typically, neglectful andunmotivated individuals, in particular, tend to rely on their teammates and expect to

be free riders, while others are hardworking and persistently contribute efforts to the

team (Busch et al., 2021; Lyon et al., 2021; Ibrahim et al, 2015) Sometimes, they

might find it stressful to interact with strangers or those they are not familiar with

This is explicitly demonstrated by freshmen, as investigated by Popov et al (2012),

due to their lack of skilled CL at lower education levels, which restricts their effective

communication in new and higher education environments In addition, challenges incommunication with several students may stem from their anti-social attitude(brahim et al., 2015) Their negative behavior and attitude will cause a breakdown

in communication, and the bond between them and other group members collapses,

ultimately hindering task completion This further spotlights that the failure toconquer CL strategies largely arises from tremendous differences in each member'sindividual personality (Lu & Smiles, 2022) At times, individuals with low self-esteem might find themselves intimidated when it comes to voicing their opinions, asthey perceive their ideas to be not as good as, and surpassed by their fellows’ ideas

(brahim et al., 2015) They might also feel unsupported and rejected to verbalize

their opinions because they envisage disagreement from peers who hold contrasting

points of view, attitudes, and objectives from them (Kim & Lim, 2018) This might

lead to the dominance of the other group members, causing a situation where timidindividuals are overshadowed by those who are more assertive and vigorous (Ibrahim

et al, 2015)

1.4 Summary

This chapter is primarily encapsulated in a review of previous studiesconcerning CL and its associated benefits, as well as research focusing on GW” Thisaims to provide a thorough theoretical foundation that will substantially guide andsupport the researcher in conducting the study Overall, this chapter explores threekey parts, particularly, the first part offers an overview of the understanding andconceptualization of CL, touching on its benefits and pragmatical applications, the

second part deals with the knowledge surrounding GW and investigates the

relationship between GW and CL; and the third part focuses on the challenges thatarise during the implementation of CL within aGW context

CHAPTER 2.METHODOLOGYThis chapter deliberately discusses the research methods and techniques usedfor data collection The chapter begins with aresearch design that serves as a compassdirecting the researcher on the path of gathering the data It helps in determining thesample sizes, selecting proper research instruments, and establishing the proceduresfor acquiring relevant data Following that, a restatement of the research questions ispresented, which aids in clarifying the study’s focus and assuring that the obtaineddata is purposeful and targeted to the research objectives A concise description ofthe participants then was demonstrated in order to provide an insightful understanding

of the sample population Furthermore, this chapter also covers the researchinstruments, the data collection procedures, and the data analysis, of all which arenecessary for achieving the aspired outcomes

2.1 Research design

The study, adopting the mixed-methods approach, is conducted with theparticipants of 191 legal English undergraduates enrolled in K46 and K47 courses atHLU The current population of legal English major students at HLU is estimated to

be roughly 315 students However, due to practical constraints such as time andresource limitations, the researcher was unable to incorporate all the students into thestudy Therefore, by utilizing a straightforward sampling formula (known as Slovin’sformula), the findings revealed that 176 individuals were chosen to do the survey,while 15 participants were selected for oral interviews The questionnaire survey wasconstructed in Google form and sent to the email addresses of the respondents, with

a duration of three weeks for completion The semi-structured interviews wereconducted via phone calls, with participants granting their permission During the

interviews, detailed notes were taken to capture their responses accurately which

served merely for the research To process and analyze the data gathered from twoinstrumental sources, the two applications were employed Specifically, the IBMSPSS v.25 application was utilized to address the data from the questionnaire survey,while the NVivo v.12 IT application was used for the analysis of the semi-structured

interview data Thanks to the results obtained from two instrumental sources, the

validity of the research’s findings was further reinforced

2.2 Research questions restated

In this chapter, the research questions yield an instructional basis that greatlyhelps propel the development and execution of collecting data in the right direction.Moreover, to properly examine legal English students’ perceptions towardscollaborative learning in group work presentations, the following questions should be

specified as follows:

1 What are the perceptions of legal English major students at Hanoi Law

University towards collaborative learning for mid-term assignment of group work

presentations?

2 What are the benefits and challenges of collaborative learning for mid-term

group work presentations among legal English major students at Hanoi Law

University?

2.3 Participants

The participants were chosen from two courses, namely K46 with 193 legal

English major undergraduates, and K47 with 122 Since group presentation is a

mandatory component across many subjects at Hanoi Law University, these students

have garnered significant experience in this practice over two to three academic years

Therefore, they were well-equipped to give the most practical and precise perceptions

regarding collaborative learning in group work presentations Because of the vast

population and limitations of time andresources, the researcher employed the randomsampling technique, Slovin’s formula with e = 5%, to anticipate the appropriatesample size and choose the equivalent samples from each course

N

n= T+ Ne

n= number of samplesN= total popilation

@ = error tolerance

The result reflected that 93 legal English major students out of 193 were

selected for K46, while $3 students out of 122 were chosen for K47 In total, 176

participants agreed to fill out the questionnaire survey, and 15 individuals voluntarily

attended the semi-structured interviews Hence, the research was expected to be

carried out with the involvement of 191 legal English major students at HLU

2.4 Research instruments

The research administered two instruments, namely questionnaires and

semi-structured interviews, to comprehensively investigate legal English major students’

perceptions towards the utilization of CL in GW presentations The questionnaire

survey was well-designed, based on the five-point Likert scale, and included 35

statements, divided into four groups These groups were centered on examining the

benefits of CL in relation to the leaming experience and future professional

environment, the challenges faced during CL in GW presentations, and the impact of

them on leamers’ overall learning journey The students were expected to indicate

(1) Strongly Disagree, (2) Disagree, (3) Neutral, (4) Agree, and (5) Strongly Agree

In addition, another question proposed some potential solutions or strategies foraddressing the identified challenges, allowing participants to choose multiple optionsbased on their personal opinions and experiences Simultaneously, the semi-structured interviews were conducted with 15 individuals and involved threequestions To ensure content validity, the questionnaire form undervent an internalreview by the supervisor, who is eminently proficient in the English language Upon

reaching confirmation of the content, the questionnaire survey was implementedin a

dry run among 20 students to make essential adjustments for enhancing its validity

The researcher retained the statements according to the confidence level (œ = 0.87,

fairly high, Cronbach, 1951) The final survey consisted of 35 items categorized into

four groups: 13 statements on learning experience benefits, 6 statements on future

professional benefits, 10 statements on challenges encountered during CL in GWpresentations, and 6 statements on the impact of these challenges For semi-structured, a set of 3 questions was posed to further examine students perceptionstowards the application of CL in group presentation settings Eventually, the final

version of the survey was one more delivered back to the experts for the purpose of

reviewing and validating its liability

2.5 Procedures of data collection

After finalizing the preparation of the required research instruments andobtaining approval to proceed with the study, the researcher utilized the Google Formtool to create an online questionnaire survey which was then sent to the participantsthrough email The survey form is attached with a plain and concise explanation of

the study’s objectives and significance, instructions, and a withdrawal option, aswell

as ensuring the respondents’ anonymity The participants were requested to fill out

and submit the questionnaire survey within 10 days of receiving the email invitation

The researcher's contact number was also featured in case a participant had any

questions For the semi-structured interview, those, who agreed to take part in the

interview, were contacted via phone calls within around 15 minutes to confirm theiravailability The researcher employed a snowball sampling technique within the timeframe to select the sample size from two sources of the research instrument.Afterward, the researcher jointlyimplemented the data screening process to attain thedesired sample size During the data screening process, a smumber of invalid responseswere identified, and many students did not complete the questionnaire survey due totheir lack of interest and time As a result, a total of 96 participants engaged in thisstudy, with $1 questionnaire samples obtained out of the expected 176 samples, and

15 individuals providing interview responses The required data was then treated by

the applications IBM SPSS v.25 for the questionnaire responses and NVivo v.12 for

the recorded interviews

2.6 Data analysis

Descriptive statistics were used to collect, tabulate, scrutinize, and interpretthe data Specifically, frequency count and percentage were applied particularly toaddress the responder profile The means and standard deviations of each term can

be interpreted as follows: strongly disagree (1.0 - 1.80), disagree (1.81 - 2.60), neutral

(2.61 - 3.40), agree (3.41 - 4.20), and strongly agree (4.21 - 5.0), based on Likert

scale The frequency of the respondents’ perspectives in the semi-structured

interviews was processed by utilizing the NVivo v.12 tool to assess the reliability of

the qualitative data

2.7 Summary

Generally, this chapter lays stress on an inclusive description of the researchdesign, research questions, data collection instrument, participants’ profiles, datacollection procedures, and data analysis It is transparent that the questionnaire is aneffective and excessive tool to gather data for a quantitative investigation For the

purpose of treatment, the collected data, which were analyzed by exploiting the IBM

SPSS application V.25 and NVivo 12, can be used in statistical tools

CHAPTER 3 RESULTS AND DICUSSIONThis chapter aims to scrutinize and discuss the data collected through dataanalysis procedures of the questionnaire survey and interviews In parallel, thefindings were examined thoroughly and compared with the prior studies to have rich,complicated, multi- dimensional insights.

3.1 Demograp hic information of the respondents

Table 1 illustrates the demographic information of participants who properlyfinished the research questionnaire form In particular, it presents the data on threefundamental aspects of the respondents, including gender, academic level, and studycourse In terms of student gender, most respondents filling out the questionnairewere female students, with 63 individuals, accounting for 77.8% of the sampleConversely, male respondents had a comparatively smaller involvement, with 16students, equivalent to 19.8% Regarding the academic level, the respondents werenearly equally distributed between the sophomore level with 40 students, and juniorlevel, with 41 students, representing 49 4% and 50.6% respectively As for their studycourse, the participants primarily came from k46 with 37 students, and k47 with 36students, accounting for 45.7% and 44.4%, respectively The rest of the respondentschose enormity, which amounted to only 8 students, equivalent to 9.9%

Table 1 Demographic information of the respondents

Valid CumulativeFrequency Percent Percent Percent

16 198 198 198

63 778 778 97.5

2 2:5 25 100.0

40 49.4 49.4 49.44I 50.6 50.6 100.0

37 457 457 457

36 444 444 90.1

§ 99 99 100.0

Total 81

3.2 Participants’ perceptions towards collaborative learning in group workpresentations

Table 2 depicts an examination of legal English major students’ perceptions

towards CL conducted in group presentation settings Firstly, the data indicate that

students actively engage in GW presentations, with a mean value of 4.06 and a

standard deviation of 871 Secondly, the participants agreed that GW presentations

should be a mandatory component of the curriculum, as reflected by a mean value of

393 and a standard deviation of 721% Lastly, they evaluated the support and

guidance received from their instructors/educational institution as useful inovercoming challenges while participating in CL regarding group presentation

100.0 100.0

contexts, as evidenced by a mean value of 3.74 and a standard deviation of 833%

Table 2 Participants’ perceptions towards collaborative learning in group

work presentation

Std Explanation

N Mean DeviationHow often have you participatedinGW 81 406 871 agreement

presentations during your academic

years?

Do you believe that GW presentations 81 393 721 agreement

should be a mandatory component of the

curriculum?

How do you assess any support or 81 374 833 agreement

guidance from your instructars or

educational institution to overcome

challenges you facedin CL for GW

presentations?

Valid (listwise) §I

To explore more thoroughly the participants’ perceptions towards CL

implemented in group presentation scenarios, the data are organized into four tables,

each corresponding to one of four desinged groups (A,B,C and D) in the survey

questionnaire The first two tables (Table 2.1 and table 2.2) examine students’perception of benefits associated with CL, focusing on the leaming experience andits applicability to future professional environments The remaining two tables (Table

2.3 and table 2.4) present students’ insights into the challenges during CL in GW

presentations and their impact on learners` overall learning experience

3.2.1 The analysis of the benefits of collaborative learning in group work

presentatious for enhancing students’ learning experience

Table 2.1 demonstrates the benefits that legal English major learners perceivedthroughout their studying progress and CL practices Almost all participants showedsignificant advocacy towards the identified advantages, indicating their positive

attitude and favorable perceptions towards the implementation of CL within group

presentation contexts

The findings reveal that students highly value CL conducted in GW

presentations for its effectiveness in fostering teamwork and collaboration skills Thisitem received the highest mean value of 4.16, with a standard deviation (SD)

of 843% Student further elaborated on how they actively enhanced their teamworkand collaboration skills throughout their responses during the interviews

“Inmy opinion, I strongly believe that group presentations allow me to learncollaboratively with my team members and exchange knowledge with them.Moreover, because of this sharing of knowledge, my teamwork abilities are alsoenhanced.”

“my collaboration and teamwork skills are promoted because I have

chances to communicate with my friends and learn how to work harmoniously with

many people.”

Following that, participants agreed that CL in GW presentations creates

opportunities for them to be exposed to their peers’ diverse perspectives (M = 4.09;

SD = 825%) They then ranked enhancing communication skills as the next item, as

presented by a mean value of 4.01 and SD of 814% Through communication,

interaction, and discussion within GW presentation, they are facilitated to approach

new and unique perspectives from their classmates, as demonstrated below:

“In my perspective, collaboration brings people together, allowing them to

work more effortlessly and efficiently Furthermore, working in groups allows us to

generate ideas together, discuss ow perspectives, and then identify our own flaws in

order to develop day-by-day“

#1 think CL is crucially beneficial to students in terms of enriching theirknowledge and perspectives because they are exposed to their friends’ ideas andthoughts diwing group communication, interaction, and guidance.”

“T think group presentations are beneficial to students because they facilitate

them to approach various ideas and perspectives from their peers during their

discussion and communication “

The fourth advantage identified by the participants was providingopportunities for peer learning and support, as well as enhancing creativity and

innovation Both items were given equal rankings, with a mean value of 4.00, andSD

of 922% and 866%, respectively When it comes to nurturing creative and

innovative abilities, participants emphasized during interviews that GW presentations

served as a helpful strategy for stimulating their cognitive prowess They attributed

this to engaging in meaningful discussions, effective communication practices, and

their autonomous learning in investigating materials, from which an array of ideas isbrainstormed

“For me, there are three primary benefits that grow presentations havebrought to me The first one, group presentations help me develop the ability to thinkcritically The second one, it helps me generate so many creative ideas duringdiscussions with my team ”

“I think thanks to engaging in group presentations, students can develop their

thinking abilities Particularly, when they participate in group meetings and

discussions, they are allowed to come up with a lot of creative and innovative ideas

thanks to the independent exploration of each member

Promoting a deeper understanding of the topic through discussion and sharing

ideas was rated as another notable benefit, with a mean value of 391 and SD

of 840% However, when students were asked in the interviews, nearly all of them

conceded that their understanding and knowledge of the topics during group

presentations were better For example:

“From my understanding I believe that group presentations can establish anenvironment in which students can collaborate with their friends and learn from theirSriends‘ knowledge which can help update and consolidate their information

“I consider that CL in GW presentations is usefti for students in enhancingtheir understanding of the subject matter Diaing their collaboration, they receiveexplanations and guidance from their friend to perform their tasks well which finallyconsolidates their knowledge involved in the subject topics *

#1 believe CL helps foster mutual learning and knowledge exchange among

team members When working in a group, students are required to take part in team

discussions At that time, there will be a wide range of knowledge and information

mentioned cmong members, and students will nahwally and easily acquire their

friends’ teaching *

“Inmy point of view, during the process of collaborating with my friends as a

presentation group, I found that my understanding of the presented topic was more

insightful and comprehensive Because of my members’ guidance and interpretation,Iunderstand and memorize the knowledge better ”

“SDiđmng CL in GW presentations, my acquisition of the lesson is moreprofound and productive Because when I work on my team presentation, I have tolearn the materials and other resources by myself I also have to present it again to

my team members So, eventually, I am proficient in the knowledge I have acquiredafter such periods Besides, I also build a close friendship with my team members,

gaining connections with them.”

Moreover, the students acknowledged that by taking part in CL during GW

presentations, their self-confidence and self-esteem experienced positive growth (M

=3.89; SD = 880%) Indeed, during their interviews, participants shared their

opinions regarding the impact on their confidence:

“In my opinion, group presentations promote my self-confidence, because I

have support from my team members I can rely on them when dealing with