Peer Collaborative Dialogues: Perceptions and Attitudes of EFL Students and Teachers

Abstract

Research has consistently demonstrated that student interactions and collaborative learning are essential components of the educational process. It is crucial to incorporate peer-to-peer interactions in second language learning environments. This study investigated the student and teachers’ perceptions and attitudes towards the emphasis on formal language aspects during peer interactions in their regular English classes. The data was collected through a student survey and an interview with the teacher. The study involved one English language teacher and 22 seventh-grade students learning English as a Foreign Language (EFL) at a public school in Oman. The results indicated that the students generally held positive attitudes towards collaborative dialogues (CDs). The participants were found to be capable of assisting one another and contributing to overall language improvement, particularly in the correct pronunciation of English words. The teacher also expressed a favourable stance on implementing CDs in her instruction, asserting that the dialogues promote cooperation and mutual learning among the students. Consequently, it is recommended that textbook writers incorporate activities that promote student interaction, which may facilitate productive CDs. Educators should judiciously integrate collaborative learning activities into their daily classroom practice.