Language Learning Through Collaboration: A Reflective Transcontinental Study on Students’ Experiences with Cooperative Projects

This study explores Cooperative Project-Based Learning’s (CPBL) beneficial impacts on students’ motivation, confidence, and efficiency in language learning in comparison to traditional learning methods. While the latter is based on a teacher-centered approach, modern pedagogies have shifted to different procedures emphasizing student agency by employing methodologies rooted in learner autonomy and responsibility. CPBL is a collaborative learning and project-based task combination, promoting active learning and real-world language application. Given that, the literature reveals a notable gap in addressing students’ perspectives on CPBL. This study was grounded in data from an online survey, gathering responses from 40 language learners and educators from Morocco, the United States, the United Kingdom, and the Philippines. The results demonstrated that this methodology is widely favored by both student and teacher cohorts, since most respondents (73.7%) affirmed that engaging in language learning through CPBL cultivates greater cognitive engagement and conceptual depth than standard methods, due to its effectiveness in strengthening students’ confidence when transferring learned concepts to everyday contexts. Moreover, participants in this questionnaire had positive feedback concerning their experience with CPBL teamwork tasks. However, a remarkable portion of the participants (35 %) had a neutral stance about the method's ability to boost their confidence and motivation. Highlighting the importance of involving students in language classes that implement the CPBL methodology, the study findings contribute to the growing body of literature on collaborative learning, providing practical implications for implementing student-centered pedagogies.