A Study on Peer Collaboration and Its Effects in Teaching Speaking to First-Year Students at a University in Hanoi

This study investigates the impact of peer collaboration on the speaking proficiency of first-year university students at a university in Hanoi through a quasi-experimental design. A total of 124 students were divided into experimental and control groups, with the experimental group participating in peer collaboration activities such as role-playing, group discussions, and collaborative projects over an 11-week period. Quantitative results showed a significant improvement in the experimental group's speaking scores, with a mean difference of -1.456 (t = -11.313, p < 0.001). Qualitative findings from classroom observations, surveys, interviews, and focus groups revealed increased confidence, reduced speaking anxiety, and the effectiveness of specific activities in enhancing speaking skills. Students reported that these activities provided practical language use, constructive peer feedback, and a supportive learning environment. The study concludes that peer collaboration is a highly effective strategy for improving speaking proficiency, fostering cultural understanding, and promoting social interaction among first-year students. These findings suggest that integrating structured peer collaboration activities into language curricula can lead to better learning outcomes. Future research should explore the long-term effects of peer collaboration and its impact on other language skills.