Collaborative work for the development of oral proficiency: experiences in community service

Abstract

The objective of this study is to analyze how collaborative work activities develop the oral proficiency of English as a Foreign Language (EFL) learners within a university community service context. A mixed-methods approach was applied, involving a sample of 48 students. For data collection, we applied the Cambridge A2 Key for Schools speaking rubric during both pre-test and post-test phases. Additionally, we conducted a focus group where sixteen teachers and facilitators finished a Likert-scale survey. Upon running the Wilcoxon signed-rank test, the figures indicated a distinct, statistically significant enhancement. Fluency and grammatical accuracy each demonstrated a large effect size (r = .62). Qualitatively, the findings showed that peer support effectively lowers the affective filter, making students much more eager to communicate. While logistical challenges such as time and resource constraints persist, the results confirm that collaborative work successfully breaks down hierarchical barriers. This dynamic naturally promotes spontaneous oral production, provided that teachers structure the sessions rigorously.