Collaborative learning as a didactic strategy to promote oral English practice in extra-school hours using Google Hangouts

Abstract

The present study aims to analyze the incidence of collaborative learning to promote oral English practice in extra-curricular hours among students in the third year of the English career during the second semester of 2017: Google Hangouts as a technological application. This study is positioned in the socio-critical paradigm, with a mixed approach, which is descriptive and cross-sectional. The sample was of 38 informants, 4 teachers, and 34 students. The survey and the interview were used as information collection instruments validated through a pilot and expert judgment, respectively. The data were analyzed using SPSS version 21 software in the quantitative phase, and in the qualitative phase, using matrices of main categories, then a triangulation of the information obtained was carried out. 

As main results, we found that most of the students are familiar with the use of Google Hangouts, and motivated to practice English through this tool, as well as through participation in collaborative learning activities, which contributed to improving other English sub-skills that foster the development of oral competence. On the other hand, teachers do apply activities oriented to the practice of English through ICT resources, but these are not directly focused on the development of oral language practice. 

In conclusion, the study showed that it had a positive impact both on the motivational aspect of the students, as well as on their competencies and communication skills in the English language.