الفهرس 
Context of the ProblemOnly 14 pages are availabe for public view
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Abstract
1
ABSTRACT
1. Introduction
Language plays a vital role in our daily lives. People use language
despite their differences in race, creed, and region. Language permits us
to express our ideas, feelings, and wishes and communicate with the
world around us. English is spoken as the first language in many
countries. It is used in many fields such as education, medicine,
engineering, and business. Nowadays, English is the most popular means
of communication between people.
Communication is one of the most significant human needs in daily
life. There are numerous forms and methods of communication that have
evolved with the advancement of knowledge and technology, beginning
with primitive man’s use of symbols, sounds, sign language, drawing, and
body language to achieve what is now known as technological
communication, with its numerous forms. Nowadays, change is an
ongoing process that involves all aspects of human life and necessarily
includes the most essential aspects of human communication, which is
one of the most important skills of the twenty-first century.
Griffin (2012) stated that communication is an art and a relational
process of generating, demonstrating, and sharing ideas. These ideas are
called messages that elicit a reaction or response. The richness of these
ideas is the basis for the success of communication. Prabavathi and
Nagasubramani (2018) defined oral communication as ”the transfer of
information from the sender to the receiver by means of verbal and visual
stimuli. Examples of oral communication include presentations, speeches,
discussions, etc.” (p. 30)2
According to Nakate (2012), the oral communication process takes
place through spoken words. He added that oral communication is the
effective interpretation, composition, and presentation of information,
ideas, and values to a specified audience. Elenein (2019) pointed out that
oral communication is the essential mediator of culture, the way where
children set themselves in the world. Essentially, oral communication is
about communicating with other people. It includes the process of
utilizing knowledge and skills to listen and speak successfully.
Alrowayeh (2017) indicated that oral communication has an
essential role in the learning process, and no one can deny that. When
communication is effective, both the learner and the teacher benefit. Oral
communication makes the learning process easier, enables learners to
achieve the required educational goals, increases chances for expanded
learning, strengthens the connection between the learner and the teacher,
and creates an overall positive experience.
Farag (2017) defined oral communication skills as the ability to
transfer information orally through getting the listened message correctly
and speaking accurately, fluently, and interactively. Brown (2001)
defined oral communication skills as the interaction between listening
and speaking. Interaction happens between the two skills in the
conversation. Aydoğan and Akbarov (2014) stated that listening
comprehension is the receptive skill in the oral mode. Listening focuses
on understanding what is heard. Speaking is the most productive skill in
the oral mode. It is more complex than it seems at first and involves more
than just pronouncing words. Speaking is often connected with listening.
For example, two-way communication makes up for the lack of
communicative capability in traditional learning.3
Suleimenova (2013) pointed out that although speaking is
important in an educational setting, many students feel anxious and
restless when having to speak in a second or foreign language. Oral
communication skills can be developed by giving the students the chance
to participate in the classroom oral tasks and activities.
Pupils need to develop their EFL oral communication skills
through various methods and techniques. An important method of these is
collaborative online learning (COL). Laal (2013) illustrated some
definitions of collaborative learning as follows:
1. Collaborative learning (CL) is an educational approach to teaching
and learning that includes groups of learners working together to
resolve a problem, complete a task, or create a product .
2. Collaborative learning (CL) is an instruction method in which
learners at several performance levels work together in small
groups toward a common goal.
Chandra (2015) also showed some benefits of collaborative
learning as follows:
Development of higher-level thinking, oral communication, selfmanagement, and leadership skills, promotion of student-faculty
interaction, increase in student retention, self-esteem, and responsibility,
exposure to and an increase in understanding of diverse perspectives,
preparation for real life social and employment situations. (p.4:5)
Technology gives us the chances for interaction in different forms
in the various disciplines in general and in education in particular. It plays
an important role in education. It enables learners to use chat rooms for
discussion, sharing documents, audio files, videos, and images from any
place instead of meeting in formal places like the library or classrooms.4
Zhan (2008) stated that collaborative online learning is an
educational approach that focuses on the interaction between the
instructor and learner via the internet. Lee (2008) defined collaborative
online learning as using computing software and networked computer
hardware to achieve interaction between groups in the learning process.
McCollum (2020) defined collaborative online learning (COL) as
an active learning pedagogy that focuses on learning through
collaborative interactions among learners mediated via Internet-connected
information and communication technologies. Wang (2010) asserted that
collaborative online learning enhances critical thinking, knowledge
construction, and collaborative support. Learners can share their ideas in
a safe and democratic environment.
Thompson (2008) indicated that collaborative online learning is the
main reason for the stimulation of interaction, participation, and
creativity. Collaborative online learning allows learners to be more
responsible for their own learning and interact with native speakers by
using online tools such as chat rooms or emails to learn the language and
culture. He added that collaborative online learning is an efficient way to
focus more, whereas learners no longer have the excuse of conflicting
schedules.
Zhan (2008) mentioned that online instructors should be cognitive
supporters for learners who give questions to get higher-level thinking.
Online instructors should be technical supporters who help learners solve
technical problems. Online instructors should be emotional supporters
who encourage learners to learn. It is evident that collaborative online
learning (COL) has several advantages in listening and speaking classes.
Badr (2020) illustrated some benefits of collaborative online
learning on developing EFL speaking skills as follows:5
1. Collaborative online learning tasks push learners to collaborate and
practice their speaking skills actively.
2. Collaborative online learning tasks give learners opportunities to
collaborate and speak English in a non-threatening environment,
where participants had enough time to search for information,
vocabulary, and phrases, check their structure, and check their
pronunciation before they had to engage in discussion with their
peers.
3. Collaborative online learning provides participants with enough
opportunities to evaluate their fellow team members and other
peers, which could promote self-reflection as well.
4. The online collaborative learning environment was a safe
environment wherever students practiced speaking through sharing
their ideas and opinions without being afraid of making mistakes or
receiving negative feedback.
5. Collaborative online learning develops some EFL speaking skills
such as fluency, coherence, accuracy, vocabulary, structure, and
interaction as a communication strategy.
Couvaneiro and Pedro (2015) asserted that collaborative learning
using tablet develops oral communication skills especially
communicative competence and oral production skills. Liu, Chen and
Hwang (2018) indicated that there is a high effect of using collaborative
online learning on developing listening comprehension skills whereby
collaborative online learning encourages learners to learn and practice
actively and constantly. It also helps learners retain the knowledge they
have learned.6
It is evident that collaborative online learning (COL) has several
advantages in listening and speaking classes. Given the benefits of
collaborative online learning (COL) for ESL / EFL learners, the
researcher was encouraged to use it for enhancing primary school pupils’
oral communication skills.
2. Context of the Problem
The problem of the current study was derived from several
resources:
First, through the researcher’s experience as a teacher of EFL, she
has observed that there are some weaknesses in primary pupils’ oral
communication skills. Pupils cannot communicate with each other in
English and they cannot listen or understand what they are listening to.
They are unable to express themselves or share their ideas accurately and
fluently.
Second, reviewing the previous literature and studies revealed that
there is a weakness in EFL learners’ oral communication skills (Kassem,
2006; Shehata, 2015; Mohammed, 2011; Amer, 2014; Farag, 2017).
Third, the researcher conducted a pilot study to confirm and
document the problem. The researcher prepared an oral communication
skills test to test (30) sixth year primary pupils from Misr EL-Hura
Integrated Official Language School in Kafr El-Mesalha, Menoufia
Governorate during the first semester of 2018-2019 academic year. The
pilot study test comprised two parts: The listening component and the
speaking component. The listening skills part consisted of two short
passages that were recorded. Pupils were asked to listen to the recorded
passages and then answer multiple choice questions and some other whquestions based on the passages. The listening skills test score was 20.7
The speaking skills part was an oral recorded interview that included
three sections which were fluency, accuracy, and comprehension ability.
Pupils were asked to answer some wh-questions and describe two
pictures in five sentences orally. The speaking skills test score was 15
marks. Findings revealed that most of the pupils (70%) had problems in
listening skills. They did not have the ability to listen for gist (the main
idea) or scan (listening for details), listening for specific information and
discrimination between words. Most of the pupils (73.34%) had problems
in speaking skills. They hesitated and did not speak at the sentence level.
They did not have the ability to speak accurately or fluently.
Results of the pilot study are presented in the following table:
Table 1
Results of the Pilot Study Test in Listening Skills
Category of marks Numbers of students Percentage
( 0-5 ) 10 33.33%
( 6-10 ) 11 36.67%
( 11-15 ) 5 16.67%
( 16-20 ) 4 13.33%
Total 30 100%
Table 2
Results of the Pilot Study Test in Speaking Skills
Category of marks Numbers of students Percentage
( 0-5 ) 8 26.67%
( 3-5 ) 14 46.67%
( 6-8 ) 4 13.33%
( 9-10 ) 4 13.33%
Total 30 100%8
3. Statement of the Problem
Based on the findings of the pilot study, the problem could be
stated in the weakness of primary school pupils’ EFL oral communication
skills. That is why the researcher suggested that collaborative online
learning (COL) be used to develop sixth year primary stage pupils’ EFL
oral communication skills.
4. Questions of the Study
The current study attempted to answer the following main
question:
What is the effect of using collaborative online learning (COL) on
developing primary stage pupils’ EFL oral communication skills?
This main question is divided into the following sub questions:
1- What is the effect of using collaborative online learning (COL) on
developing primary stage pupils’ EFL overall listening skills?
2- What is the effect of using collaborative online learning (COL) on
developing primary stage pupils’ each of English listening sub
skills?
3- What is the effect of using collaborative online learning (COL) on
developing primary stage pupils’ EFL overall speaking skills?
4- What is the effect of using collaborative online learning (COL) on
developing primary stage pupils’ each of English speaking sub
skills?
5. Hypotheses of the Study
1- There would be a statistically significant difference between the
experimental and the control groups’ mean scores in overall oral
communication skills posttest in favor of experimental group.9
2- There would be a statistically significant difference between the
experimental and the control groups’ mean scores in overall
listening skills posttest in favor of experimental group.
3- There would be a statistically significant difference between the
experimental and the control groups’ mean scores in each of the
listening sub skills posttest in favor of experimental group.
4- There would be a statistically significant difference between the
experimental and the control groups’ mean scores in overall
speaking skills posttest in favor of experimental group.
5- There would be a statistically significant difference between the
experimental and the control groups’ mean scores in each of the
speaking sub skills posttest in favor of experimental group.
6. Aim of the Study
The current study aimed at developing primary stage pupils’ EFL
oral communication skills through collaborative online learning (COL).
7. Significance of the Study
The current study is significant as it might help:
1- EFL pupils develop their oral communication skills in an easy
accurate and fluent manner.
2- EFL teachers as it offers a new approach that can help them
develop their pupils’ oral communication skills.
3- Curriculum designers as it directs their attention to the efficacy of
using collaborative online learning in EFL curriculum for teaching
not only for speaking and listening but also the others skills of
teaching EFL.10
8. Delimitations of the Study
This study was delimited to the following:
1- Some of EFL oral communication skills required for 6th year primary
stage pupils which have been approved by the jury members.
Listening sub skills: listening for the main idea, listening for
details, listening for specific information, discriminating between
sounds, recognizing grammatical word classes, recognizing
cohesive devices in spoken discourse, recognizing the meaning of
difficult words in context, predicting content, and summarizing
content.
Speaking skills: fluency, accuracy, and comprehensibility.
2- A group of sixth year primary pupils (n=60) divided into an
experimental group (n=30) and a control group (n=30) in Misr ELHura Integrated Official Language School in Kafr El-Mesalha,
Menoufia Governorate.
3- The second semester of the academic year 2020-2021.
9. Variables of the Study
The independent variable: Collaborative Online Learning (COL).
The dependent variable: EFL oral communication skills.
10. Instruments and Material of the Study
1. An EFL oral communication skills checklist required for 6th year
primary stage pupils.
2. An EFL oral communication skills pre-posttest comprising two
parts: The listening component and the speaking component.11
3. An EFL speaking skills rubric required for 6th year primary stage
pupils.
4. A teacher’s guide on using collaborative online learning to develop
primary stage pupils’ EFL oral communication skills.
11. Definition of Terms
1- Collaborative Online Learning (COL)
Zhan (2008) defined collaborative online learning as an
educational approach that emphasizes the active and collective efforts of
participation and interaction of both the student and the teacher through
communication via the internet. Reeves, Herrington and Oliver (2004)
defined collaborative online learning by dividing it into two types as
follows:
1. Synchronous type means learners can learn anywhere and at the
same time. There are many synchronous tools such as chat rooms
or videoconferencing.
2. Asynchronous type means learners can learn anywhere and at any
time. There are many asynchronous tools such as email and
discussion lists.
The common thing between the two types is using the internet
between groups which may be formal or informal, small or large,
homogeneous or heterogeneous to achieve communication, problemsolving, and articulation of solutions.
In this study, the researcher defines collaborative online learning
(COL) as an educational approach that depends on encouraging sixth year
primary pupils to work in small groups and socialize via the internet
through web-based application that was designed by the researcher. The
interaction takes place in two types (synchronous through collaborative12
work at school and asynchronous through individual assignments at
home).
2- Oral Communication Skills
According to Farag (2017), oral communication skills are the
ability to transfer information orally by receiving the listened message
correctly and speaking accurately, fluently, and interactively. Brown
(2001) defined oral communication skills as the interaction between
listening and speaking. Interaction happens between the two skills in the
conversation.
In the current study, oral communication skills are operationally
defined as sixth year primary stage pupils’ ability to transmit information
orally through receiving and understanding the listened message correctly
and expressing their thoughts and ideas in English accurately and fluently
to achieve the main functions of communication. In this study, the term is
used in the current study to refer to listening and speaking skills.
12. Results of the Study
Findings showed that there is a statistically significant difference at
0.01 level between the experimental and the control groups’ mean scores
in overall oral communication skills posttest, overall speaking skills, and
overall listening skills in favor of the experimental group, and there is a
statistically significant difference at 0.01 level between the experimental
and the control groups’ mean scores in each of the speaking sub skills
posttest and listening sub skills in favor of the experimental group.
13. Recommendations
Based on the results of the present study and its conclusion, the
following recommendations are suggested:13
1. EFL oral communication skills should be given more attention, more
time, and more effort to develop the main skill and its sub-skills.
2. Pupils should be offered the opportunity to participate in real
situations or online activities that help in developing EFL oral
communication skills.
3. Collaborative online learning is recommended to be implemented in
teaching oral communication skills to primary stage pupils and other
stages, taking into consideration pupils’ age, interests, and linguistic
proficiency levels.
4. Collaborative online learning could be used as an approach with its
activities to develop primary stage pupils’ EFL oral communication
skills.
5. More attention should be given to use online learning and
technological education in the field of education, especially in the
primary stage.