Students' Perception of the 6-Step Collaborative Learning Model on Their English Skills Improvement

Abstract

This study includes the students and teachers of Jianshui Experimental Middle School and Jianmin Middle School. The research objectives are as follows: 1) The influence of the six-step efficient teaching mode on the English skills of middle school students. 2) Teachers and students using the 6-step collaborative learning model view this teaching method. 3) Factors influencing the implementation of the six-step teaching method. Based on Krejcie and Morgan's table, 1000 students for questionnaires and 14 teachers were selected for interviews. The study is a mixed quantitative and qualitative research method, which was statistically analyzed using percentages, means (x̄ ), standard deviation (S.D.), and narrative analysis. The research instruments were questionnaires and semi-structured interviews. Factors affecting the implementation of the 6-step collaborative learning model consisted of four aspects: (1) social context, (2) learner characteristics, (3) learning conditions, and (4) learning process: Social Context was high level (x̄ ) = 2.70 and S.D=0.36; Learner Characteristics was moderate level (x̄ ) =2.43 and S.D=0.35; Learning Conditions was moderate level (x̄ ) =2.46 and S.D=0.2936; Learning Process was high level (x̄ ) =2.51 and S.D = 0.30. All four aspects had a high level (x̄ ) =2.52 and S.D. = 0.33. Teachers who use the six-step teaching model and how the students view this teaching method. Teachers and students who use the six-step method generally believe it can improve their English skills, mainly listening, speaking, reading, and writing. This study demonstrates that the 6-step collaborative learning model is essential for enhancing English skills in middle school students. It also enhances their interest in English learning. Therefore, teachers should implement this model and strictly innovate their teaching methods.