Lewis (2002, p.47) explains that when implementing communicative approaches to language learning, teachers “manage students and the environment to make the most of opportunities for learning and practising the target language”. It is generally considered (e.g. Jacobs and Hall, 2002; Lewis, 2002; Richards and Renandya, 2002; Richards and Rodgers 2001) that one way to maximize such opportunities is through the use of collaborative or cooperative learning activities in the classroom. Richards and Rodgers (2001, p.192) describe collaborative learning as an approach in which learners use cooperative activities such as working in pairs or small groups of learners, in order, as Jacobs and Hall (2002, pp.52-53) explain, to provide students with opportunities to share their ideas, express their opinions and debate with each other. They remind us that the benefits of incorporating cooperative learning activities into language teaching include less teacher talk, increased student talk, more negotiation of meaning, a greater amount of comprehensible input, a more relaxed classroom atmosphere, and greater motivation for learning (p.53).
Collaborative learning is a student-centred approach which, as Richards and Rodgers (2001, p.193) point out, provides opportunities for naturalistic language acquisition while at the same time enabling the teacher to focus the learners‟ attention on particular vocabulary and language structures. They also point out that the use of interactive tasks provides ideal opportunities for learners to develop communication strategies. Thus, it can be seen that student-centred collaborative learning assists in the development of students‟ overall communicative competence.
Lochana and Deb (2006, p.141) believe that nowadays (at least in Western contexts) teachers of language are aware of the importance of using student-centred approaches in teaching. Teachers believe that with this way of teaching, students can learn the target language in context so they can also effectively apply it to real situations inside or even outside the classroom. Additionally, Lea et al. (2003, p.322) point out some teachers‟ beliefs about student-centred learning: “reliance upon active rather than passive learning, an emphasis on deep learning and understanding, increased responsibility and accountability on the part of the student, an increased sense of autonomy in the learner, an interdependence between teacher and learner”, mutual respect within the teacher learner relationship and reflexive approaches to the teaching and learning process on the part of both teacher and learner.
In order to put these beliefs into practice, Littlewood (1981) advised that while students are involved in a communicative activity, teachers should take the role of the observer who walks around and is ready to give students advice or to solve their disagreements. He also mentions that teachers should help learners participate in classroom activities in which students divide into groups of four or five or pairs and conduct their interactions without teacher supervision. He observed that it is usually difficult for students and teachers to conduct learner-centred activities if they are unfamiliar with the procedure. He also suggests that for those who have never applied this activity, teachers can help students with clear instructions and relevant language before working in groups or pairs so that they can build up confidence and
More recently, Green et al. (2002) have suggested that teachers should pay attention to the development of discussion skills, which, they maintain help students gain independence, confidence and self direction in their learning. They advise that students should have “opportunities not only to participate in discussion but also to observe, describe and evaluate the process of discussion” (pp.225-227). They also suggest that teachers should pre-teach students vocabulary related to the topic they are going to study through brainstorming and mind mapping. By doing this, students will know enough words to express their ideas and participate in discussion.
Brown (2007b, pp.235-237) points out that teachers have five main roles to play when implementing student-centred collaborative activities such as group work and pair work. First of all, they should make sure that students have enough classroom language so that they can follow teachers‟ instructions. Next, teachers should choose group techniques relevant to students‟ needs and levels. He suggests a range of techniques such as games, role plays and simulations, drama (more formalized form of role play or simulation), projects, interviews, brainstorming, information gap, jigsaw activities (special form of information gap), problems solving and decision making , and opinion exchange (pp.231-234). Then, teachers should plan group work following the steps: (a) introduce the techniques, (b) justify the use of small groups for the technique, (c) model the technique, (d) give explicit detailed instructions, (e) divide the class into groups, (f) check for clarification, and (g) set the task in motion (pp.235-237). After that, teachers should monitor the task in which they take the role of both facilitator and resource person. Lastly, teachers should help debrief the students so that they can „let go‟ of the activity.
When changing from traditional to student-centred collaborative learning approaches, students as well as teachers must take on new roles. Breen and Candlin (1980)
describe the learners‟ role within CLT as “The role of learner as negotiator - between the self, the learning process, and the object of learning - emerges from and interacts with the role of joint negotiator within the group and within the classroom procedures and activities which the group undertakes. The implication for the learner is that he
should contribute as much as he gains, and thereby learn in an interdependent way” (p.110).
In order to become interdependent, students must firstly be guided by teachers to be managers of their own learning process (Guo & Wills, 2005). Hedge (2000, p.36) explains that students can contribute to course design through telling the teacher their needs, negotiating the context, and monitoring the process; can contribute to activity design through exploring information needed or relevant for experimentation; can develop more independent approaches by continuing their searching and learning outside the classroom at home or in self-access facilities; and can take over their learning process by interacting throughout a lesson; and asking questions, with clarifications, suggestions and comments from both teachers and peers.
Indeed, students have the capacity to interact and support each other, and as Richards and Rodgers (2001) explain, in a collaborative learning environment “…students are expected to interact primarily with each other rather than with the teacher” (p.166). This capacity requires students to have confidence, their own motivation and positive attitudes to their study (Liu, 2007, p.128; Scharle & Szabo, 2000).
Therefore, it is true that students can get knowledge of the target language more quickly if they are familiar with the topic, in order to prepare for classroom activities and build up confidence, O‟Dwyer (2006, p.234), Han (2007, pp.13-15). Also, Raof and Yusof (2006, p.148) recommend that students have extra learning hours engaging in in-depth reading, and enrich their knowledge themselves prior to participating in classroom activities. They can do this in a number of ways such as through the internet, library, TV, and DVD. By preparing themselves in these ways, students will have more knowledge of the topic they are going to study and discuss, be able to participate in classroom activities more easily.