Cognitive Learning through Collaborative Tasks: Impact on the Oral Proficiency of Pakistani University ESL Learners

This study argues in favour of the collaborative approach to oral proficiency based on sociocultural theory. It was conducted to check the impact of collaborative tasks on ESL learners' oral proficiency. It claims that learning with group members/peers provides a better way to learn the second language. This study was experimental in nature. A sample of 32 students of BS-2nd semester from University of Gujrat was selected through purposive sampling and divided into two groups: the control group and the experimental group. Data were collected through an oral interview by following the structure of PET. This PET has been comprised of four components: grammar and vocabulary, discourse management, pronunciation and interactive communication. The experimental group was provided with the treatment in the form of various designed activities by ensuring maximum peer interaction in the collaborative setting. This treatment was implemented in a span of six months. Meantime, the control group learned in the conventional way. At the end, the performance was checked with the help of post-test. Finally, data were analysed with the help of quantitative approach. It was concluded that learning via collaborative tasks has a positive impact on oral proficiency including all the four basic components.