English Instructors' Perspectives on Collaborative Learning in the Digital Era: Exploring the Roles of English and Curriculum Readiness in Islamic Schools in Thailand's Southern Border Provinces
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Abstract
This study explores the integration of collaborative learning and digital tools in English Language Teaching (ELT) within Islamic private schools in Thailand's southern border provinces (Yala, Pattani, Narathiwat, and Satun). Using a mixed-methods approach, the study investigates English instructors' perceptions of collaborative learning, the role of English as a medium of communication, and the readiness of current curricula to support these approaches. The findings reveal that 85% of instructors view collaborative learning positively, recognizing its role in enhancing student engagement, critical thinking, and peer interaction-key factors for language acquisition. Additionally, 70% of instructors report that digital tools, such as online discussion forums and video conferencing, significantly increase student participation in group tasks, offering real-world opportunities to practice English. However, challenges persist, particularly regarding limited digital infrastructure, insufficient professional development, and the rigidity of current ELT curricula. The study emphasizes the need for curriculum reform to incorporate digital literacy and collaborative learning as core components, alongside targeted professional development programs tailored to instructors' needs. Improved infrastructure, especially in rural areas, is also critical to ensure equitable access to digital tools. These efforts are essential to fully leverage the potential of collaborative learning in ELT classrooms in Islamic private schools.
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