PanSIG 2026 - Building Language Competencies through Community

Cooperative Learning and EFL Speaking Development

23 May 2026, 12:20

25m

0号building/8-808 (Chukyo University)

A. Research-oriented Oral Presentation (25 minutes) TYL: Teaching Younger Learners 808

Speaker

Cai-rong Rita Chen (Department of English Instruction at National Tsing Hua University)

Description

This study explores how cooperative learning affects Taiwanese primary EFL learners’ speaking fluency, anxiety, and willingness to communicate (WTC). Using Jigsaw and Think–Pair–Share in topic-based lessons, 9–11-year-old A1–A2 learners are studied via questionnaires, speaking assessments, and interviews. Findings are expected to show that structured peer interaction improves oral performance, reduces anxiety, and boosts WTC, offering practical guidance for communicative English instruction in primary classrooms.

Short summary

This study explores how cooperative learning affects Taiwanese primary EFL learners’ speaking fluency, anxiety, and willingness to communicate (WTC). Using Jigsaw and Think–Pair–Share in topic-based lessons, 9–11-year-old A1–A2 learners are studied via questionnaires, speaking assessments, and interviews. Findings are expected to show that structured peer interaction improves oral performance, reduces anxiety, and boosts WTC, offering practical guidance for communicative English instruction in primary classrooms.

Keywords

Cooperative Learning
TEYL
Speaking
Taiwan

Abstract

This study examines the effects of cooperative learning strategies on English as a Foreign Language (EFL) learners’ speaking fluency, speaking anxiety, and willingness to communicate (WTC) in Taiwanese primary classrooms. Although English instruction has been introduced at the primary level in Taiwan, classroom practices remain largely exam-oriented, limiting opportunities for meaningful oral interaction. Grounded in cooperative learning theory and the L2 willingness to communicate framework, this study explores whether structured peer interaction can simultaneously enhance oral performance and affective engagement among young learners.

Using a mixed-methods design, the study involves Taiwanese EFL learners aged 9–11 with A1–A2 proficiency. The instructional intervention integrates Jigsaw and Think–Pair–Share strategies into topic-based speaking lessons. Quantitative data are collected through pre- and post-questionnaires measuring speaking anxiety and WTC, as well as repeated speaking performance assessments. Qualitative data from classroom observations and semi-structured interviews provide complementary insights. The findings are expected to demonstrate that cooperative learning improves speaking fluency while reducing anxiety and increasing learners’ willingness to communicate.