Impact of Think–Pair–Share Strategy in Robot-Assisted Language Learning Classrooms
DOI:
https://doi.org/10.46328/ijonse.7671Keywords:
Robot-Assisted Language Learning (RALL), Think–Pair–Share (TPS), English as an Academic Language (EAL), Secondary education, Saudi learnersAbstract
This study inspects the pedagogical efficacy of the Think–Pair–Share (TPS) collaborative framework for enriching the English language proficiency skills of Saudi secondary school students. The research was conducted within the Southern Province of Saudi Arabia in Robot-Assisted Language Learning (RALL) classrooms. An experimental pre-test/post-test research design was employed to collect a sample of 120 Grade 10 English as an Academic Language (EAL) learners via purposive sampling from three international secondary schools. The members were divided into two sets: an experimental group (n=60), which engaged in RALL curriculum facilitated by the TPS approach, and a control group (n=60), which received RALL teaching via traditional, non-collaborative methods. Data extraction was performed through inferential statistical analysis using SPSS (Version 27) with a focus on evaluating inter-group and intra-group variation in performance. The empirical outcomes demonstrated that the experimental group achieved higher scores in their post-intervention assessment in contrast to the control group. The findings validated that the initiation of the TPS model within RALL classrooms enhances English language acquisition. The study posits that the mere addition of robots for teaching inside the classroom can be ineffective for all-inclusive language development, requiring accompanying this with effective teaching strategies.
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