| dc.description.abstract | This study aims to examine the effects of collaborative learning techniques for teaching L, English as a second
language, on learners’ motivation in relation to the case study groups’ responses toward the lesson. The student-
respondents of this study are from an independent school here in Gothenburg that has English as the main
language of instruction.
Theories on learner motivation introduced by Vygotsky’s collaborative perspective in teaching and learning, and
Keller’s motivational theoretical framework are considered relevant in investigating and understanding the
effects of collaborative teaching method on learners’ motivation.
A multiple data-gathering procedures were used to gather data. The study combined classroom observations of
both the classes involved during the series of lessons, and survey tecniques such as questionnaire and follow-up
semi-structured interviews of the student-respondents. The results of the survey established students’
perspectives on the lesson and its tasks. Results showed that several factors can influence students’ motivation,
specifically using the collaborative method of teaching. Respondents’ positive responses to some motivational
parameters used in this study have signicificantly broadened the teacher-researcher’s understanding on how a
collaborative method in teaching L can possibly offer learning opportunities and a supportive classroom
environment that encourage students to be active participants in their learning.
The researcher hopes that this action research will encourage language teachers, specifically those who are new
in the profession, to reflect upon their classroom practice in a structured and systematic approach to find
potentially useful insights in their own classroom situation and hopefully create or maintain motivational
conditions for their students.
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