IMPACT OF COLLABORATIVE LEARNING TEACHING ON STUDENTS’ ENGLISH LANGUAGE FLUENCY AND CONFIDENCE: A COMPARISON OF TEACHERS’ AND STUDENTS’ PERCEPTIONS

Abstract

Comparing teachers' and students' perspectives, this survey-based study examines how collaborative learning environments affect secondary-level students' confidence and fluency in English. This study looks at how 356 students and 143 teachers perceive overall 
fluency in the English language as well as fluency in the four abilities of speaking, listening, reading, and writing. Two rating scale tools were used to gather data using a quantitative methodology. The findings show that students regularly rate their fluency higher than 
teachers, with statistically significant differences (p < 0.05) in every category. The results emphasize the need for evaluation standards to be aligned and show that there is a perceived gap between the two groups. To close the gap and promote mutual knowledge of 
fluency benchmarks, it is advised to establish systematic self-assessment tools, feedback mechanisms, and collaborative workshops. This study advances common educationalobjectives and improves the precision of language learning fluency tests.