Enhancement of English Oral Production in Eighth-Grade Students by Implementing Cooperative Strategies

Abstract

This qualitative study examines the impact of Cooperative Learning on the oral production of secondary school students in Costa Rica. It is grounded in collaborative pedagogy (Nguyen & Oanh, 2025; Johnson et al., 2014) and the principles of the Common European Framework of Reference for Languages (CEFR). The sample included 24 eighth-grade students, their English teacher, and the academic coordinator of a private school in Heredia. The purpose was to describe how these strategies promote the development of oral skills in English as a Foreign Language (EFL). Data were collected through semi-structured interviews, questionnaires, participant observation, and the analysis of recorded classes. The data were analyzed using a thematic approach that identified patterns of participation, emotional barriers, and language use. Triangulation reinforced the validity of the findings by highlighting convergences and contrasts between self-reports and classroom observations. The results reveal that, although Cooperative Learning supported the oral production of some students, participation remained uneven. Learners with higher levels of proficiency participated actively, whereas those with lower proficiency often resisted participation. Fear of making mistakes and limited vocabulary restricted their willingness to speak, a trend confirmed across recordings, interviews and questionnaires. The conclusions emphasize that collaborative strategies create significant opportunities for interaction but require adaptations to address diverse proficiency levels. Teachers are encouraged to assign specific roles in group work, provide individualized support, and integrate digital tools to foster equitable participation. At the institutional level, the study underscores the importance of creating inclusive and motivating learning environments that strengthen oral production in both face-to-face and virtual contexts.