Rural Teachers’ Perceptions of Web-Based Collaborative Learning to Improve EFL Speaking Skills
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Published:
Jun 30, 2026
Keywords:
Web-based collaborative learning, EFL speaking; rural teachers, Rural teachers, Online discussion, Peer assessment, ; Vocabulary development, Quality education, Educational equity
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Abstract
Web-Based Collaborative Learning (WBCL) has been widely recognized as a promising approach for enhancing English as a Foreign Language (EFL) speaking skills. However, limited research has examined how rural teachers perceive and apply WBCL in geographically remote contexts such as Papua Province, Indonesia. This study addresses this gap by exploring teachers’ experiences, challenges, and pedagogical strategies in implementing WBCL to support students’ oral proficiency. This qualitative study employed online in-depth interviews and a focus group discussion (FGD) with three experienced rural EFL teachers at Universitas Musamus Merauke. Data were collected through recorded interviews, reflective journals, and students’ academic control cards. The analysis followed Miles and Huberman’s interactive model, involving data condensation, display, verification, and conclusion drawing. Findings indicate that teachers implemented WBCL through four interconnected stages: planning, supporting, monitoring, and reflecting. Three factors were found to facilitate the effectiveness of WBCL: pedagogical flexibility, social interaction through online platforms, and structured self- and peer assessment. Teachers reported improvements in students’ fluency, accuracy, vocabulary development, and confidence. WBCL also enabled continuous “seven‑day speaking practice” due to its accessibility in both online and offline modes. Despite these benefits, teachers highlighted contextual challenges, including limited digital literacy and unstable internet connectivity in rural areas. WBCL is perceived as a valuable and adaptable pedagogical approach for improving EFL speaking skills in rural contexts. Its effectiveness depends on thoughtful instructional design, collaborative task structuring, and ongoing monitoring. The study contributes to the literature by offering rural teachers’ perspectives on WBCL and underscores the need for future research to examine its limitations, including the absence of real-time interactive collaboration. Policy implications include the need for improved digital infrastructure and targeted professional development for rural EFL teachers.
Article Details
How to Cite
Butarbutar, R., & Sauhenda, A. F. (2026). Rural Teachers’ Perceptions of Web-Based Collaborative Learning to Improve EFL Speaking Skills. International Journal of Multilingualism and Languages for Specific Purposes , 8(01), 77-102. https://doi.org/10.52919/ijmlsp.v8i01.144
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References
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[2] Ardiningtyas, S. Y., Butarbutar, R., Weda, S., & Nur, S. (2023). Online scaffolding behavior for speaking EFL improvement: Narrative inquiry issues. Interactive Learning Environments, 32(9), 5009–5019. https://doi.org/10.1080/10494820.2023.2207608
[3] Bashori, M., van Hout, R., Strik, H., & Cucchiarini, C. (2022). Web-based language learning and speaking anxiety. Computer Assisted Language Learning, 35(5-6), 1058–1089.
[4] Butarbutar, R. (2024a). Artificial intelligence for language learning and teaching: A narrative literature study. Englisia: Journal of Language, Education, and Humanities, 12(1), 147–163.
[5] Butarbutar, R. (2024b). Students’ perceptions of online scaffolding tools for improving writing skills. Cogent Education, 11(1). https://doi.org/10.1080/ 2331186x.2024.2428906
[6] Butarbutar, R. (2025a). Coastal regions of Papua students and teachers’ responses of educational challenges in generative AI era: A case study. Digital Technologies Research and Applications, 4(1), 106–119. https://doi.org/10.54963/dtra.v4i1.1100
[7] Butarbutar, R. (2025b). Uncovering online collaborative learning in teaching English for specific purposes. LatIA, 3, 334. https://doi.org/10.62486/latia2025334
[8] Butarbutar, R. (2025c). Virtual socio-cultural collaborative learning for EFL speaking skills classes (Aprendizaje colaborativo sociocultural virtual para clases de expresión oral de EFL). LatIA, 3, 95. https://doi.org/10.2139/ssrn.5176601
[9] Butarbutar, R., Alimuddin, A. H., & Leba, S. M. R. (2025). Evaluating the impact of AI debater on EFL debate competence: Perceptions of lecturers and learners. Studies in English Language and Education, 12(3), 1378–1396. https://doi.org/10.24815/siele.v12i3.40581
[10] Butarbutar, R., & González Vallejo, R. (2025). Factors influencing AI-assisted thesis writing in university: A pull-push-mooring theory narrative inquiry study. Data and Metadata, 4, 203. https://doi.org/10.56294/dm2025203
[11] Butarbutar, R., & Leba, S. M. R. (2023). Teachers’ perspectives on teaching EFL speaking virtually: A case study of COVID-19 pandemic survival. American Journal of Social Sciences and Humanities, 8(1), 46–54.
[12] Butarbutar, R., Pure, E. A. G., & Rizal, A. (2025). Unlocking the impact of AI-assisted online interactive learning environment in English language learning. Journal of Asia TEFL, 22(4), 646–662.
[13] Butarbutar, R., Ruing, F. H., Basri, N., Tuharea, V. U., & Radja Leba, S. M. (2023). Unpacking online collaborative learning in teaching EFL speaking: Insights from three rural area case studies. The Qualitative Report, 28(12), 3379–3401. https://doi.org/10.46743/2160-3715/2023.6165
[14] Butarbutar, R., Uspayanti, R., Manuhutu, N., & Palangngan, S. T. (2019). Analyzing of puzzle local culture-based in teaching English for young learners. IOP Conference Series: Earth and Environmental Science, 343(1), Article 012208. https://doi.org/10.1088/1755-1315/343/1/012208
[15] Capella, J. V., Perles, A., Martínez, J. M., & Hassan, H. (2023). Ubiquitous learning based on mobile devices and industrial prototypes. IEEE Transactions on Education, 66(4), 379–385. https://doi.org/10.1109/ TE.2023.3247131
[16] Chang, C. C. (2003). Towards a distributed web-based learning community. Innovations in Education and Teaching International, 40(1), 27–42.
[17] Chen, J., Wang, M., Kirschner, P. A., & Tsai, C. C. (2018). The role of collaboration, computer use, learning environments, and supporting strategies in CSCL: A meta-analysis. Review of Educational Research, 88(6), 799–843.
[18] Chen, Y. C. (2014). An empirical examination of factors affecting college students’ proactive stickiness with a web-based English learning environment. Computers in Human Behavior, 31, 159–171.
[19] Cho, J., Kim, B., Jeon, J., & Park, S. (2020). Perceived volunteering among older adults. Journal of Gerontological Social Work, 63(5), 428–446. https://doi.org/10.1080/01634372.2020.1760992
[20] Cong-Lem, N. (2018). Web-based language learning (WBLL) for enhancing L2 speaking performance: A review. Advances in Language and Literary Studies, 9(4), 143–152.
[21] Cook, D. A., & Dupras, D. M. (2004). A practical guide to developing effective web-based learning. Journal of General Internal Medicine, 19, 698–707.
[22] Harmer, J. (2008). How to teach English. Oxford University Press.
[23] Hsu, H. C. (2016). Voice blogging and L2 speaking performance. Computer Assisted Language Learning, 29(5), 968–983.
[24] Huang, H. C. (2015). From web-based readers to voice bloggers: EFL learners’ perspectives. Computer Assisted Language Learning, 28(2), 145–170.
[25] Jeong, K. O. (2016). A study on the integration of Google Docs as a web-based collaborative learning platform in EFL writing instruction. Indian Journal of Science and Technology, 9(39), 1–7.
[26] Jiang, Y., & Chun, D. (2023). Web-based intonation training helps improve ESL and EFL Chinese students' oral speech. Computer Assisted Language Learning, 36(3), 457–485.
[27] Kaendler, C., Wiedmann, M., Rummel, N., & Spada, H. (2015). Teacher competencies for the implementation of collaborative learning in the classroom: A framework and research review. Educational Psychology Review, 27, 505–536.
[28] Khechine, H., Raymond, B., & Augier, M. (2020). The adoption of a social learning system: Intrinsic value in the UTAUT model. British Journal of Educational Technology, 51(6), 2306–2325.
[29] Kormos, E. M. (2018). The unseen digital divide: Urban, suburban, and rural teacher use and perceptions of web-based classroom technologies. Computers in the Schools, 35(1), 19–31.
[30] Kuo, T. M., Tsai, C. C., & Wang, J. C. (2021). Linking web-based learning self-efficacy and learning engagement in MOOCs: The role of online academic hardiness. The Internet and Higher Education, 51, Article 100819. https://doi.org/10.1016/j.iheduc.2021.100819
[31] Larkin, C., Szabo, S., & Mintu-Wimsatt, A. (2017). Academic integrity of graduate online students in a curriculum and instruction program. International Research in Higher Education, 2(4), 1.
[32] Leba, S. M. R., Butarbutar, R., & Werang, B. R. (2021). Exploring the English learning strategies of an indigenous Papuan student of Indonesia. The Qualitative Report, 26(9), 2745–2768.
[33] Lee, H., & Lee, M. (2018). Social learning constructs and employee learning performance in informal web-based learning environments. Journal of Workplace Learning, 30(6), 394–414. https://doi.org/10.1108/JWL-11-2017-0101
[34] Lee, K. (2017). Rethinking the accessibility of online higher education: A historical review. The Internet and Higher Education, 33, 15–23.
[35] Lee, M., Kim, H., & Kim, M. (2014). The effects of Socratic questioning on critical thinking in web-based collaborative learning. Education as Change, 18(2), 285–302.
[36] Mac Donald, J., & Baist, H. (2022). Using virtual collaboration and education to increase teachers’ ability to promote self-regulation. Journal of Occupational Therapy, Schools, & Early Intervention, 15(4), 403–417.
[37] Marden, M. P., & Herrington, J. (2020). Collaborative foreign language learning practices and design principles for supporting effective collaboration in a blended learning environment. Educational Media International, 57(4), 299–315.
[38] Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Sage Publications.
[39] Moiduser, D., Nachmias, R., Lahav, O., & Oren, A. (2000). Web-based learning environments: Current pedagogical and technological state. Journal of Research on Computing in Education, 33(1), 55–76.
[40] Nation, P. (1989). Improving speaking fluency. System, 17(3), 377–384.
[41] Nur, S., Butarbutar, R., Ardiningtyas, S. Y., & Alimuddin, A. H. (2022). A systematic review on integrating MALL in English language teaching. ELT Worldwide, 9(1), 56–69.
[42] Qing, F., & Li, L. (2011). Web-based collaborative learning. Procedia Environmental Sciences, 11, 189–192. https://doi.org/10.1016/ j.proenv.2011.12.029
[43] Umar, N., Atan, N. A., & Majid, U. M. A. (2023). Learning activities based on social constructivism theory to promote social interaction and student’s performance (EPSISM). AIP Conference Proceedings, 2569(1), Article 050019. https://doi.org/10.1063/5.0116812
[44] Vygotsky, L. S., & Cole, M. (1978). Mind in society: Development of higher psychological processes. Harvard University Press.
[45] Wang, M., Cheng, B., Chen, J., Mercer, N., & Kirschner, P. A. (2017). The use of web-based collaborative concept mapping to support group learning and interaction in an online environment. The Internet and Higher Education, *34, 28–40.
[46] Zhang, X. (2023). Exploring university teachers’ self-directed use of web-based learning in complementing students’ needs: A case study. Interactive Learning Environments, 31(3), 1437–1447.
[47] Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–72.