International Journal of English Literature and Social Sciences (IJELS) Vol-2, Issue-5, Sep - Oct, 2017

https://dx.doi.org/10.24001/ijels.2.5.15 ISSN: 2456-7620

Developing Oral Communication Skills through

Collaborative Learning: Implications for
Nigerian Teachers
Muhammad Mukhtar Aliyu

Department of English, Faculty of Arts and Education, Bauchi State University, Gadau, Bauchi State, Nigeria

Abstract — Considering the need for effective oral environment (Chang & Goswami, 2011; Chen & Goh,
communication skills in academic and professional 2011), large class sizes, insufficient facilities and equipment
successes, this paper reviews oral communication skills and (Aduwa-Ogiegbaen & Iyamu, 2006), teaching approach and
collaborative learning. It highlights some benefits of inadequate emphasis on speaking in the classroom.
collaborative learning. Specifically, it discusses how to The concern of this paper is on the teaching approaches
develop students’ oral communication skills through adopted by Nigerian teachers in teaching oral
collaborative learning. Finally, the paper suggests that communication skills. From experience, most of the
empirical studies should be conducted to provide teachers teaching methods adopted by teachers in Nigeria do not
with methods that would allow students to collaborate in give adequate emphasis on developing the students’ oral
the learning process in order develop their oral communication skills. They mostly dominate the classes
communication skills. It also gives some pedagogical and hardly give the students opportunity to speak or interact
implications for teachers. in the learning process. This hinders the development of the
Keywords— Collaborative learning, Nigeria, oral students’ oral communication skills because one cannot
communication skills. learn to speak through listening only but through the
practice of speaking (Derakhshan, Tahery, & Mirarab,
I. INTRODUCTION 2015). As for the listening skills, only a few students pay
Oral communication skills which include speaking and much attention to what the teacher says while teaching
listening (Ogunsiji, 2004) are indispensable life skills. because they know they would not be asked to participate or
These skills have been used to communicate ideas long contribute based on what the teachers said.
before the development of a writing system. Ability to From the general observation of teaching of English
master and use the skills effectively influences one’s level Language in Nigeria, there is almost a complete neglect of
of success in different life endeavours, particularly in the listening and speaking skills from primary to the tertiary
current era of globalisation. Therefore, the place of listening levels of education. Students are not given enough
and speaking in teaching any language cannot be opportunities to practice oral expression or listening
overemphasised since the goal is to enhance effective comprehension in their classrooms. This hinders them from
communication. However, acquiring these important skills becoming competent communicators. In comparison with
poses many challenges to learners especially when learning reading and writing skills, in most Nigerian educational
a second (L2) or foreign language (FL). In Nigeria for institutions, reading and writing are taught as courses on
instance, English is used as the official language and it has their own but in many cases, no course is assigned
been a compulsory course in Nigerian educational specifically for the teaching of speaking or listening skills.
institution for decades. The role the English language plays Speaking and listening skills are only learned while learning
in the country necessitates the need for Nigerian students to other courses. Even in rare cases where a course is assigned
be proficient in their oral communication in the language: for the teaching of speaking and listening skills, students are
speaking, listening. However, there have been complaints only told about the skills, about how to become effective
from teachers, parents and government on the Nigerian listeners or speakers. They are not taught the actual
students’ inability to communicate effectively using correct speaking or listening. They are not engaged in the process
English expressions in their speaking. or allowed to practice the actual speaking or listening in the
Various factors hinder the students from developing their classroom.
oral communication skills in English which include These are some of the challenges faced by Nigerian
insufficient teaching hours for English, unskilled teachers, students in acquiring speaking and listening skills.
students’ poor proficiency, non-English speaking Therefore, this paper suggests that collaborative learning

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International Journal of English Literature and Social Sciences (IJELS) Vol-2, Issue-5, Sep - Oct, 2017
https://dx.doi.org/10.24001/ijels.2.5.15 ISSN: 2456-7620
could be employed in teaching all subjects to allow the III. COLLABORATIVE LEARNING IN SECOND
students to develop their oral communication skills because L2 LEARNING
it creates a context where all students can be engaged and Collaborative learning is described as an instructional
use the language in the learning process. Alternatively, this methodology that uses a small group of students or pair in
paper also recommends that there is a need for the classroom activities (Storch, 2002). It provides
introduction of courses specifically for the teaching opportunities for students to develop skills that are needed
speaking and listening skills. in today’s world through group interactions while working
with others (Imel, 1989; Kerka, 1990). In the learning
II. ORAL COMMUNICATION SKILLS process, learners are expected to act as resources for each
Oral communication skills comprise listening and speaking other within a group. From the literature, collaborative
skills (Ogunsiji, 2004). They are described as the most learning has been supported theoretically and pedagogically
important language skills because they are the commonest by various studies. Theoretically, collaborative learning is
channels through which most people encounter language based on social constructivism of Vygotsky (1978) who
and learn to use and interpret feelings or messages suggests that human development is inherently a socially
(Johnstone and Milne 1995). They always go hand-in-hand, situated activity. According to Vygotsky, a novice child’s
since one is dependent on the other for effective cognitive development arises in social interaction with a
communication in most cases. It is asserted that listening more able member of society. The more able member who
takes about 40-50%; speaking, 25-30% of the total time one may be an expert provides the novice with the appropriate
spends on communication. On the other hand, reading takes level of assistance, which stretches the novice beyond
only 11-16%; and writing, about 9% (Gilakjani and his/her current level towards their potential level of
Ahmadi, 2011). Thus, effective communication consists of development.
the ability to produce well-articulated speech, as well as From the pedagogical perspectives, collaborative learning
ability to receive (listen). has been supported by the communicative approach to
Despite the importance of speaking in an educational second language instruction and its emphasis on providing
setting, many students experience a feeling of uneasiness learners with opportunities to use the L2. Therefore, based
and anxiety when having to speak in a second or foreign on these perspectives, learners should be encouraged to
language (Suleimenova, 2013). Nigerian students are also participate in activities which foster interaction and co-
no exception. Many Nigerian students feel nervous to speak construction of knowledge
English to teachers and peers for fear of being mocked Various researchers have identified numerous benefits of
should they commit errors of grammar or pronunciation collaborative learning which include developing social
(Taiwo, 2013). Another factor that affects the students’ skills, psychological skills, critical thinking skills and
spoken English is the excessive use of mother tongue in- academic achievement (Laal & Ghodsi, 2012).
and outside the classrooms (Oyinloye, 2002). Collaborative learning also fosters the development of
In addition, most of the English textbooks emphasise more interpersonal relationships and reduces anxiety. It develops
on written English than the spoken one which makes oral communication skills (Yager, Johnson, & Johnson,
students memorise vocabulary instead of developing 1985). It promotes mutual interaction, negotiations and
speaking skills (Taiwo, 2013). These factors hinder the sharing of expertise among learners (Yong, 2010). Lastly, it
development of the students’ oral communication skills. To prepares students for the challenges in the workplace, where
develop oral communication skills, students need to collaborative activities and problem-solving are key
participate in the classroom’s oral tasks (Derakhshan, elements of many careers.
Tahery, & Mirarab, 2015). Therefore, this paper suggests In the current educational system in Nigeria, competition is
that adopting collaborative learning method may help the valued over cooperation. Students always compete with one
students to develop their oral communication skills. For another instead of cooperating with one another to achieve
instance, it would allow the students to overcome their success. By incorporating collaborative learning method in
speaking anxiety and nervousness since the interaction is teaching, the students may develop their oral
among peers. In addition, it would help teachers to manage communication skills. Sharing and exchanging ideas among
their large class and give effective feedback since the peers might be easier since they are familiar to one another.
students are grouped into smaller groups. When students are working in pairs or in small groups, one
partner verbalises his/her answers while the other listens;
ask questions or comments based on what he/she has heard.
Clarification and explanation of one’s answer is a very
important part of the collaborative process and represents a
higher-order thinking skill. As students work in groups and

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International Journal of English Literature and Social Sciences (IJELS) Vol-2, Issue-5, Sep - Oct, 2017
https://dx.doi.org/10.24001/ijels.2.5.15 ISSN: 2456-7620
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