Speaking skills are essential for students to communicate effectively in English. However, finding the appropriate teaching approach that matches language competence in acquiring a foreign language, particularly English, remains challenging. Therefore, this study aimed to investigate the use of interactive and collaborative strategies in teaching and speaking and the effect on speaking improvement based on perceptions. The analysis was conducted using 122 university students as participants. Data were collected through questionnaires to collect information on the perceptions of the interactive and collaborative strategies about English-speaking improvement. The collected data were analyzed using multiple regression analysis with SPSS software, producing results showing both the strategies' partial and combined effects on speaking performance. The results showed that both interactive and collaborative strategies partially and simultaneously affected students' English-speaking improvement. Therefore, these strategies effectively taught speaking skills, as the approaches motivated active students' participation during speaking practice.
Kaharuddin et al. (Mon,) studied this question.