Exploring the Impact of Collaborative Learning Environment and Teacher Instructional Competence on English Language Learning among BSED Students

Abstract

Some students continue to struggle with communicating their ideas accurately, yet at the same time, they are unable to pronounce every word correctly.  Students who are trying, without much success, to master the English language in an academic setting are referred to as ‘struggling language learners’. This study examined the influence of a collaborative learning environment and teachers’ instructional competence on the language learning of BSED-English students. Using a quantitative regression analysis design, data were collected through a survey questionnaire. The study was conducted in a local college located within the Province of Davao del Norte. The researcher used the random sampling method in recruiting participants. The respondents of the study were the 173 English education students from all year levels during the second semester of A.Y. 2024-2025. In this study, a Likert scale was used to assess the participants' responses to a series of statements concerning the identified constructs. Findings revealed that while students exhibited a high collaborative learning environment and teachers’ instructional competence, their language level remained at a moderate level. Consequently, collaborative learning environments have a significant relationship with language learning, and the promotive interaction and individual accountability domains showed a strong positive relationship, emphasising its role in language learning. Likewise, teachers’ instructional competence, in general, has a significant relationship in language learning, and the preparation of students’ engagement and classroom management domains displayed a strong positive correlation, which highlighted its importance in language learning. The study concluded that while a general collaborative learning environment and teachers’ instructional competence directly impact language learning, specific domains like promotive interaction, individual accountability, preparation of students’ engagement and classroom management are crucial. These findings suggest the need for instructional strategies that foster emotional support and critical thinking to enhance students’ language learning experiences.