The Impact of Collaborative Learning on Motivation and Speaking Anxiety in the Young EFL Classroom

Sammanfattning: This study explores the influence of collaborative learning on motivation and speaking anxiety in the English as a Foreign Language (EFL) classroom for young learners. The study highlights a crucial research aspect by examining the role of collaborative learning in addressing speaking anxiety. The research question is explored by multiple investigators, and Lundahl's (2022) groundbreaking work particularly stands out, emphasising the vital role of collaborative learning in education. Building on this foundation, Fenyvesi's (2020) study on Danish learners aligns with these collaborative learning findings, emphasising the importance of fostering positive attitudes from the early stages of language acquisition. Kopinska and Azakari's (2020) study of collaborative reconstruction tasks provides a task-based perspective, illustrating the positive impact on motivation and a preference for collaboration. Nilsson's (2019) research reveals several triggers of speaking anxiety amongst Swedish learners, emphasising the role of classroom situations. Collaborative learning relieves speaking anxiety, as highlighted by Nilsson (2019) and supported by Bozkurt and Aydin's (2023) study involving 34 EFL students. Pladevall-Balusters (2019) study in Catalonia, Spain, compares motivation levels in traditional and Content and Language Integrated Learning (CLIL) settings, acknowledging the potential and challenges of CLIL. The result of this study shows that collaborative learning has a positive impact on young EFL learners' motivation and speaking anxiety in English classes. It reduces anxiety, increases confidence, and fosters a supportive classroom atmosphere, ultimately contributing to improved motivation and vocabulary acquisition.