UTILIZING COLLABORATIVE LEARNING TO ENHANCE MOTIVATION, FOSTER INCLUSIVITY AND SUPPORT WELL-BEING IN LSP
Keywords:
collaborative learning, language for specific purposes, inclusivity, motivation, well-beingAbstract
In the evolving landscape of Foreign Language Teaching, inclusivity is paramount, also in Language for Specific Purposes (LSP). Departing from traditional approaches, educators emphasize dynamic learning environments where students actively engage with tailored content. Collaborative learning, rooted in constructivist principles, serves as a cornerstone for effective language acquisition within specialized contexts. This article explores the theoretical framework of collaborative learning and its application in LSP, presenting a case study to illustrate its impact on student well-being and learning outcomes. The study employs a mixed-methods approach to provide a comprehensive understanding of student experiences and perceptions. Results indicate a positive correlation between collaborative learning practices and student engagement, motivation, and sense of community. Proactive measures are discussed to address challenges such as student stress during presentations, emphasizing ongoing reflection and adaptation in pedagogical practices. Overall, the findings highlight the transformative potential of collaborative learning in promoting inclusive education and enhancing student outcomes within specialized language contexts.
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