The benefits of collaborative learning have been proven by previous research across disciplines, contexts, and levels of education. The present study aims to validate these benefits perceived by 76 English-as-a-foreign-language (EFL) learners who experienced online-collaborative learning via group work activities in English translation classes at a local university, South Vietnam during the Covid-19 pandemic. Surveying these learners at the end of the course via a questionnaire and analyzing their reciprocal assignment discussion recordings were carried out. The survey results uncovered that the learners highly appreciated online collaborative learning because they perceived that it was beneficial to their future life, career, cognition, and social communication strategies. Their positive view on collaborative learning benefits was deemed to engage them in online group work activities while interacting with partners to complete shared assignments. Furthermore, the empirical discussion recordings analysis documented their sound engagement via a range of group work interactive acts. It is believed that these online purposeful interactions make learning occur, knowledge acquired, and social skills reinforced by the learners. As a result, the present study not only validates the robust benefits reported in previous studies, but also it could be used as a guidance to implement collaborative learning in teaching other subjects other than English translation. 

Keywords: benefits; collaborative learning; EFL learner; engagement; group work  

Alfares, N. (2017). Benefits and difficulties of learning in group work in EFL classes in Saudi Arabia. English Language Teaching, 10(7), 247-256. http://dx.doi.org/10.5539/elt.v10n7p247

Azkarai, A., & Imaz, A. A. (2015). Negotiation of meaning strategies in child EFL mainstream and CLIL settings. TESOL Quarterly, 50(4), 844-870.

Barkley, E. F., Cross, K. P., & Major, C. H. (2014). Collaborative learning techniques: A handbook for college faculty. Jossey-Bass John Wiley & Sons Inc.

Barron, B. (2000). Achieving coordination in collaborative problem-solving groups. Journal of the Learning Sciences, 9, 403–436. http://dx.doi.org/10.1207/S15327809JLS0904_2

Bast, F. (2021). Perception of online learning among students from India set against the pandemic. Front. Educ. 6, (Article 705013), 1-8. http://dx.doi.org/10.3389/feduc.2021.705013

Breivik, J. (2016). Critical thinking in online educational discussions measured as progress through inquiry phases: a discussion of the cognitive presence construct in the Community of Inquiry Framework. International Journal of E-Learning & Distance Education, 23(1), 1-16.

Bester, S. (2021). Self-directed learning as a method for future education. Alternative Horizon Platform, June Edition, 1-5.

Bhattacherjee, A. (2012). Social science research: principles, methods, and practices. Scholar Commons.

Chen, W., & Hapgood, S. (2019). Understanding knowledge, participation and learning in L2 collaborative writing: A metacognitive theory perspective. Language Teaching Research, 25(2), 256-281. https://doi.org/10.1177/1362168819837560

Council of Europe. (2020). Common European Framework of Reference for Languages: Learning, teaching, assessment – Companion volume. Council of Europe Publishing, Strasbourg. Retrieved December 9, 2020, from www.coe.int/lang-cefr

Do, M. H., & Le, N. L. (2019). English majors’ perceptions of group work and English use in group activities at Dong Thap University. Arab World English Journal, 10(4), 374-386. https://dx.doi.org/10.24093/awej/vol10no4.27

Dobao, A. F. (2014). Attention to form in collaborative writing tasks: Comparing pair and small group interaction. The Canadian Modern Language Review, 70(2), 158–187. https://doi.org/10.3138/cmlr.1768

Farrell, T. S. C., & Jacobs, G. (2020). Essentials for successful English language teaching (2nd edition). London: Bloomsbury.

García Mayo, M. P., & Lázaro-Ibarrola, A. (2015). Do children negotiate for meaning in task-based interaction? Evidence from CLIL and EFL settings. System, 54, 40-54. https://doi.org/10.1016/j.system.2014.12.001

Gillies, R. (2007) Cooperative learning. Integrating theory and practice. Sage Publications.

Gillies, R. (2016). Cooperative learning: Review of research and practice. Australian Journal of Teacher Education, 41(3), 39-54. http://dx.doi.org/10.14221/ajte.2016v41n3.3

Gillies, R. & Boyle, M. (2010). Teachers’ reflections on cooperative learning: Issues and implementation. Teaching and Teacher Education, 26, 933-940.

Golub, J. (1988). Introduction. In J. Golub (Ed.), Focus on collaborative learning: Classroom practices in teaching English (pp. 1-2). National Council of Teachers of English.

Hung, B. P. (2019). Impacts of cooperative learning: A qualitative study with EFL students and teachers in Vietnamese colleges. Issues in Educational Research, 29(4), 1223-1240.

Johnson, D. T., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational Researcher, 38, 365-379. http://dx.doi.org/10.3102/0013189X09339057

Katawazai, R., & Saidalvi, A. (2020). The attitudes of tertiary level students towards cooperative learning strategies in Afghan EFL context. International Journal of Learning, Teaching and Educational Research, 19(9), 301-319. https://doi.org/10.26803/ijlter.19.9.16

Kim, Y., McDonough, K. (2008). The effect of interlocutor proficiency on the collaborative dialogue between Korean as second language learners. Language Teaching Research, 12(2), 211–234. https://doi.org/10.1177/1362168807086288

Kopinska, M., & Azkarai, A. (2020). Exploring young EFL learners’ motivation: Individual versus pair work on dictogloss tasks. Studies in Second Language Learning and Teaching, 10(3), 607-630. http://dx.doi.org/10.14746/ssllt.2020.10.3.10

Lázaro-Ibarrola, A., & Azpilicueta-Martínez, R. (2015). Investigating negotiation of meaning in EFL children with very low levels of proficiency. International Journal of English Studies, 15(1), 1-21.

Listyani, L. (2021). Indonesian freshmen’s challenges in collaborative learning during COVID-19 pandemic: a reflection of a procedural writing class. Arab World English Journal, Special Issue on Covid 19 Challenges, 1, 307-31. https://dx.doi.org/10.24093/awej/covid.23

Lou, Y., Abrami, P., & d’Apollonia, S. (2001). Small group and individual learning with technology: A meta-analysis. Review of Educational Research, 71, 449-521. http://dx.doi.org/10.3102/00346543071003449

Luu, N. Q. H. (2021). Learners’ Perceptions towards online learning during the Covid-19 pandemic: A study at a center of foreign languages in Vietnam. Vietnam Journal of Education, 5(3), 84-90 https://doi.org/10.52296/vje.2021.124

Panhwar, A., Gopang, A, Chachar, Z. & Baloch, S. (2017). Differentiating cooperative learning and collaborative learning: What is fit for Pakistani higher education? International Journal of English Linguistics, 7(5), 119-126.

Pham, T. T. H., & Tran, T. N. G. (2019). The revolution in online learning and implication in Vietnamese universities. Journal of Science, Ho Chi Minh City Open University, 9(3), 63-69.

Pladevall-Ballester, E., & Vraciu, A. (2020). EFL child peer interaction: Measuring the effect of time, proficiency pairing and language of interaction. Studies in Second Language Learning and Teaching, 10(3), 449-472. http://dx.doi.org/10.14746/ssllt.2020.10.3.3

Polat, O., Sezer, T., & Atis-Akyol, N. (2022). Collaborative learning with mind mapping in the development of social skills of children. Participatory Educational Research (PER), 9(1), 463-480. http://dx.doi.org/10.17275/per.22.25.9.1

Saadat, M., & Zahed Alavi, S. (2020). Variability in peer-peer scaffolding during writing tasks in L2 English. Iranian Journal of Language Teaching Research, 8(3), 99-120. http://dx.doi.org/10.30466/ijltr.2020.120936

Sills, C. (1988). Interactive learning in the composition classroom. In J. Golub (Ed), Focus on Collaborative Learning: Classroom Practices in Teaching English (pp. 21-27). National Council of Teachers of English.

Slavin, R. E. (1988). Cooperative learning and student achievement. Educational Leadership, 45(2), 31-33.

Slavin, R. E. (1995). Cooperative learning theory: Research and practice. Simon & Schuster, Inc.

Soozandehfar, M., & Sahragard, R. (2015). Sociocultural identity development scaffolded by collaboration-conducive strategies: A case of an Iranian EFL writing class. Journal of English Language Teaching and Learning, 15, 125-156.

Storch, N., & Wigglesworth, G. (2010). Learners processing, uptake, and retention of corrective feedback on writing: Case studies. Studies in Second Language Acquisition, 32(2), 303-334. https://doi.org/10.1017/S0272263109990532

Sundararajan, N., Adesope, O., & Cavagnetto, A. (2018). The process of collaborative concept mapping in kindergarten and the effect on critical thinking skills. Journal of STEM Education, 19(1), 5-13.

Taqi, H. A., & Al-Nouh, N. A. (2014). Effect of group work on EFL students’ attitudes and learning in higher education. Journal of Education and Learning, 3(2), 52-65. http://dx.doi.org/10.5539/jel.v3n2p52

Timonen, P., & Ruokamo, H. (2021). Designing a preliminary model of coaching pedagogy for synchronous collaborative online learning. Journal of Pacific Rim Psychology, 15, 1–22. http://dx.doi.org/10.1177/1834490921991430

Vietnamese Ministry of Education and Training (2010). Official document No.2196/BGDĐT-GDĐH, 22 April 2010 issued by the Vice Minister.

Vietnamese Prime Minister (2008). Decision No.1400/QD-TTg, 30 September 2008 issued by the Prime Minister.

Wang, J. (2021). Friendship group activities: Voices from Chinese EFL learners. English Language Teaching, 14(1), 140-151. https://doi.org/10.5539/elt.v14n1p140

Zhong, Q. M. (2021). Fostering group autonomy through collaborative learning in an online environment. Studies in Self-Access Learning Journal, 12(1), 79–91. https://doi.org/10.37237/120106