Authors : Wenie Jane L. Rubillar

Volume/Issue : Volume 11 - 2026, Issue 7 - July

Google Scholar : https://tinyurl.com/4yre3nvc

Scribd : https://tinyurl.com/y2k2dbsa

DOI : https://doi.org/10.38124/ijisrt/26jul1546

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This qualitative study employed a phenomenological research design to explore the lived experiences of English teachers regarding the challenges, coping mechanisms, and educational management insights in implementing collaborative learning with Peer-Assisted Instruction (PAI). Using purposive sampling, ten (10) junior high school English teachers were selected to participate in in-depth interviews (IDI). Thematic analysis was employed to analyze the data and identify recurring patterns across participants' responses. Findings revealed three primary challenges encountered by teachers in facilitating collaborative learning with PAI: lack of student readiness and motivation, student behavioral issues, and assessment challenges. In response to these challenges, participants employed coping mechanisms such as using structured lesson planning, strengthening professional collaboration with colleagues, and fostering student-led goal setting. The study uncovered significant lessons, highlighting the importance of institutionalizing collaborative learning frameworks, addressing the need for continuous teacher training and coaching, and providing administrative support to address student behavioral concerns. The results underscored the complexities of implementing collaborative learning with PAI and offer practical implications for school leaders, policymakers, and educators in enhancing instructional practices and support systems within English language classrooms.

Keywords : Collaborative Learning; English Classrooms; Teachers’ Challenges; Peer-Assisted Instruction.

References :

1. Ahmed, R., & Zhang, Y. (2023). Cross-Cultural Implementation of Peer-Assisted Learning in English Language Classrooms. Global Journal of Language Teaching, 42(2), 112-128.
2. Ahmed, S. (2024). Objectivity and ethics in qualitative educational research: Toward a reflexive framework. Educational Research International, 31(1), 45–60.
3. Ahmed, S. (2024). The pillars of trustworthiness in qualitative research.Journal of Medicine, Surgery, and Public Health. Volume 2, April 2024, 100051.
4. Ahmed, S., & Saleem, M. (2021). School leadership and teacher empowerment in managing student behavior. Educational Management Administration & Leadership, 49(6), 923–940.
5. Alghamdi, A. K. H., & Gillies, R. M. (2021). Exploring Saudi teachers’ perspectives on implementing peer-assisted learning in English classrooms. International Journal of Educational Research, 105, 101703. https://doi.org/10.1016/j.ijer.2020.101703
6. Ali, M., & Joseph, L. (2021). Student resistance to peer feedback in high school English. Journal of Secondary Language Education, 17(2), 34–47.
7. Almulla, M. (2020). The effectiveness of collaborative learning in the ESL classroom: Institutional considerations. Education and Learning Research Journal, 10(2), 33–47
8. Al-Zoubi, S. M., & Suleiman, M. E. (2020). English teachers’ preparedness and practices of collaborative learning strategies in Jordanian schools. International Journal of Instruction, 13(1), 375–390. https://doi.org/10.29333/iji.2020.13125a
9. Anderson & Torres, (2020). Leveraging Project Based Learning to Promote Student Engagement in a Multi-Modal Learning Environment. Scaffold the Learning p.88
10. Andrada, L. M., & Santos, K. J. (2020). Empowering learners through goal setting in peer-based English instruction. Journal of Language Pedagogy, 14(2), 23–38.
11. Arnesen, A., Allen, K., & Sørensen, M. (2021). Collaborative school leadership for inclusive and respectful learning environments. International Journal of Inclusive Education, 25(5), 567–582.
12. Avalos-Bevan, B., & González, M. (2023). Teacher coaching as a vehicle for professional growth in collaborative pedagogies. International Journal of Educational Development, 97, 102723.
13. Balolong, J. C., & Pabilona, D. R. (2021). Challenges in implementing collaborative learning strategies among Filipino English teachers. Asian EFL Journal, 28(3), 110–125.
14. Barrick, L. (2020). Interviews: In-Depth, Semistructured. In International Encyclopedia of Human Geography (2nd ed., Vol. 7, pp. 403–404). Elsevier. https://doi.org/10.1016/B978-0-08-102295-5.10832-7
15. Bautista, R. M., & Reyes, C. A. (2023). Mentorship as a resilience strategy in collaborative instruction. Journal of Professional Learning, 17(2), 40–55.
16. Bentley, J., Huang, L., & McAllister, D. (2024). Promoting behavioral readiness in peer learning contexts: A school-wide management perspective. Journal of Educational Administration, 62(1), 78–94.
17. Bhandari, P. (2020). Qualitative research methods: Phenomenology. Simply Psychology. https://www.simplypsychology.org/phenomenology.html
18. Boudreau, J., & Meighan, T. (2022). Sustaining teacher collaboration through embedded coaching in Canadian high schools. Canadian Journal of Education, 45(3), 487–505.
19. Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian Journal of Distance Education, 15(1), 1–6.
20. Brown, L., & Lee, J. (2021). Behavioral barriers in peer-assisted English instruction. Journal of Educational Dynamics, 13(2), 78–89.
21. Cabigon, A. (2020). Coping Mechanism Employed by Special Education Teachers in Teaching Special Needs Learners. ISSN: 2945-4190.
22. Cambridge, D. (2022). Structuring collaborative learning for equity: Strategies to promote balanced participation. Journal of Educational Strategies, 95(1), 34–45. https://doi.org/10.1080/08924562.2022.1958372
23. Chali, A., Eshete, D., & Debela, T. (2022). Learning how research design methods work: A review of Creswell’s Research design: Qualitative, quantitative, and mixed methods approaches. The Qualitative Report, 27(12), 2956–2960. https://doi.org/10.46743/2160-3715/2022.5539
24. Choi, H., & Lee, J. (2020). Subjectivity in assessing peer-assisted learning outcomes. Asian Journal of Language Education, 14(1), 45–58.
25. Coelho, H., & Menezes, V. (2021). Peer-assisted learning and authentic materials in ESL classrooms: Fostering cross-cultural competence and literacy. TESOL Journal, 12(4), e00523. https://doi.org/10.1002/tesj.523
26. Creswell, J. W. (2019). Research Design: Qualitative, Quantitative, and Mixed Method Approaches. Sage Publications.
27. Creswell, J. W., & Poth, C. N. (2019). Qualitative Inquiry and Research Design: Choosing Among Five Approaches (4th ed.). SAGE Publications.
28. Creswell, J. W., & Poth, C. N. (2023). Qualitative inquiry and research design: Choosing among five approaches (5th ed.). SAGE Publications.
29. Cruz, J. D., & Villanueva, M. S. (2021). Gadget use and behavioral management in digital English classrooms. Journal of Educational Media Integration, 9(1), 56–68.
30. Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2021). Effective teacher professional development. Learning Policy Institute Reports, 6(1), 1–16.
31. Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum.
32. De la Cruz, R., & Bautista, A. (2023). Peer and self-assessment in high school collaborative learning. Philippine Journal of Educational Measurement, 20(2), 67–81.
33. De la Peña, M. J., & Santos, L. T. (2021). Building teacher collaboration to support peer-assisted learning. Asia-Pacific Journal of English Education, 19(3), 33–48.
34. Delima, J. S. Digamon, C.J.O. Risonar (2024). Collaborative Learning Approach  (CLA) in Improving Reading Proficiency. International Journal of  Multidisciplinary Applied Business and Education Research 5(6):2080-208. DOI:10.11594/ijmaber.05.06.10
35. Delgado, M. R., & Carreon, A. T. (2023). Self-regulation and task commitment in collaborative settings. Philippine Journal of Educational Research, 22(3), 45–58.
36. Delos Reyes, M., & Tamayo, F. (2023). Beyond test scores: Challenges in assessing collaborative work. Journal of Innovative Language Teaching, 15(1), 29–42.
37. Delos Santos, A. L., & Molina, R. J. (2021). Enhancing group work through structured collaboration in Philippine classrooms. Philippine Journal of Education and Teaching, 95(1), 45–60.
38. Delve, H., & Limpaecher, A. (2022). What is phenomenological research design? Essential guide to coding qualitative data. Delve Tool. https://delvetool.com/blog/phenomenology
39. Doyle, J. K. (2020). Culturally responsive pedagogy and collaborative learning in East Asian EFL classrooms. Asian EFL Journal, 24(6), 45–67.
40. Duong, H. S., & Nguyen, T. T. M. (2021). Digital collaboration in language learning: Enhancing peer interaction in online environments. Computer Assisted Language Learning, 34(7), 785–804. https://doi.org/10.1080/09588221.2020.1831032
41. Dye, T. (2021). Challenges in thematic data analysis: Navigating complexity in educational research. Qualitative Inquiry Journal, 27(3), 225–239.
42. Dye, T.(2021). Qualitative Data Analysis: Step-by-Step Guide (Manual vs. Automatic).https://getthematic.com/insights/qualitative-data-analysis/ERIC. (2020). Developing Collaborative Academic Writing Skills in English in CALL Classroom. International Journal of Higher Education. Retrieved from ERIC Database.
43. Eslit, E.R., Lector, M.A., & Enad, J.A. (2020). Unlocking Language Competence: Challenges and Strategies of English Language Educators in the Post-Pandemic Landscape. International Journal of Social Science and Human Research 07(02) DOI:10.47191/ijsshr/v7-i02-31
44. Espiritu, J. C., & Gonzales, R. M. (2021). Peer observation as a tool for teaching improvement. Teaching and Teacher Development, 14(1), 65–77.
45. Espring & Ramos, (2024). The Power of Planning: How Lesson Plans Enhance Teacher Clarity and Classroom Management. International Journal of Innovative Science and Research Technology DOI:10.38124/ijisrt/IJISRT24MAR1464
46. Estrada, J. (2023). A Phenomenological Study of Collaboration between Parents and Teachers of Students with Special Needs: A Basis for Developing School-Based Training Programs, p.33
47. Estrada, K., & Uy, L. (2021). Assessment mismatch in peer-assisted instruction. Teaching English in Southeast Asia, 9(3), 53–66.
48. Evans, B. L., & Domingo, R. S. (2020). Teacher preparedness for behavior management in peer-based learning. International Journal of Teaching and Learning, 12(4), 91–104.
49. Fernández Dobao, A. (2020). Peer interaction and second language learning: A focus on collaborative writing in the language classroom. The Language Learning Journal, 48(3), 297–310. https://doi.org/10.1080/09571736.2020.1749239
50. Ferrer, L. M. (2024). Collaborative Learning: An Essential Element in Student-Centered Instruction. Philippine E-Journals.
51. Fuchs, K. (2023). A systematic guide for conducting thematic analysis in qualitative tourism research. Journal of Environmental Management and Tourism, 14(6), 1775–1781. https://doi.org/10.14505/jemt.v14.6(70).17
52. Fuster-Guillen, D(2019). Qualitative Research: Hermeneutical Phenomenological Method Investigación cualitativa: Método Fenomenológico Hermenéutico.Jan. - Apr. 2019, Vol. 7, N° 1: pp. 201 – 229 ISSN 2307-7999 Monographic: Advances on qualitative research in education e-ISSN 2310-4635 http://dx.doi.org/10.20511/pyr2019.v7n1.267
53. Garcia, L. F., & Luna, B. R. (2020). The role of PLCs in enhancing collaborative practices. Philippine Journal of Educational Leadership, 11(2), 23–38.
54. García, M., & Smith, J. A. (2023). Teachers' Perspectives on Peer-Assisted Learning in Secondary English Classrooms. Journal of Language Teaching and Learning, 17(1), 75-88.
55. Garcia, P. E., & Lim, R. C. (2021). Promoting student accountability in collaborative learning environments. Philippine Journal of Education and Instruction, 12(1), 44–58.
56. Garcia, R., & Lim, K. (2024). Scaffolding and accountability in collaborative classrooms. Teaching Strategies Review, 15(1), 34–46.
57. Gillies, R. (2019). Promoting academically productive student dialogue during collaborative learning. International Journal of Educational Research 97(5)
58. Goldsmith, L. J. (2021). Using Framework Analysis in Applied Qualitative Research. The Qualitative Report, 26(6), 2061-2076. https://doi.org/10.46743/2160-3715/2021.5011
59. González, M., Reyes, D., & Franco, J. (2020). Administrative insights into managing classroom group dynamics. Educational Leadership Review, 21(1), 45–60.
60. Gupta, M., & Rani, S. (2021). Institutional support and collaborative learning implementation in Indian high schools. International Journal of Educational Management, 35(1), 66–79.
61. Halili & de Guzman, A. (2022).  Collaborative learning approaches. Moderate impact for very low cost based on limited evidence. https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/collaborative-learning-approaches
62. Hargreaves, A., & O’Connor, M. T. (2021). Collaborative professionalism: Institutionalizing teacher teamwork for deeper learning. Educational Leadership Quarterly, 47(4), 22–35.
63. Hendren,K  Newcomer,k S.K. Pandey, M. Smith, N. Sumner(2023). How qualitative research methods can be leveraged to strengthen mixed methods research in public policy and public administration? Public Adm. Rev., 83 (2023), pp. 468-485
64. Hinton, L., & Ryan, S. (2020). Interviews. In Qualitative research in health care (pp. 43–55). Wiley Online Books. https://doi.org/10.1002/9781119410867.ch4
65. Javier, M. G., & Bautista, R. L. (2023). Fostering self-regulated learning in high school English classes. Teaching and Learning Inquiry, 19(3), 55–69.
66. Johnson, D. W., & Johnson, R. T. (2021). The impact of collaborative learning on student engagement in English classrooms. Journal of Educational Psychology, 113(2), 257-270.
67. Johnson, D. W., Johnson, R. T., & Smith, K. A. (2020). The institutionalization of cooperative learning: Best practices in higher and secondary education. Journal of Educational Research and Practice, 10(1), 10–25.
68. Kalyuga, S. (2019). Cognitive load theory: How many types of load does it really need? Educational Psychology Review, 31(2), 339–350. https://doi.org/10.1007/s10648-019-09486-1
69. Kessler, G., & Bikowski, D. (2019). Technology and the development of collaborative learner autonomy: A dynamic model of learner collaboration in online and face-to-face environments. The Language Learning Journal, 47(2), 219–233. https://doi.org/10.1080/09571736.2017.1339583
70. Khalifa, H. and Khalifa H. (2024). Philosophical Assumptions in Communication Qualitative Research: A Scoping Review. Scientific Journal of Radio and Television Research. https://doi.org/10.21608/ejsrt.2024.271307.1085. . 2019 Apr 5;8(2):90–97. doi: 10.1007/s40037-019-0509-2
71. Khalifa, H.(2023). Philosophical Assumptions in Communication Qualitative Research:July 2023المجلة العلمية لبحوث الإذاعة والتلفزيون 2023(27):1-26 DOI:10.21608/ejsrt.2023.342674.
72. Khan, S., & Batool, A. (2020). Teacher workload and the assessment of group work in secondary schools. International Journal of Pedagogical Research, 11(1), 39–51.
73. Kim, Y., & Park, H. (2020). Behavioral dynamics in peer-assisted English classes. Asian Journal of English Language Teaching, 8(2), 70–82.
74. Kim, Y., & Park, H. (2023). Supporting teachers with behavioral coaching in collaborative learning classrooms. Asia Pacific Education Review, 24(1), 101–116.
75. Knight, J. (2020). The impact cycle: What instructional coaches should do to foster powerful improvements in teaching. Corwin Press.
76. Kong, L. (2021). Collaborative Learning and Academic Performance in Lyceum of the Philippines University - Batangas City Senior High School. International Journal of Frontiers in Sociology, 3(2).
77. Krueger, R. A., & Casey, M. A. (2020). Focus groups: A practical guide for applied research (6th ed.). SAGE Publications.
78. Kwon, Y., & Kim, H. (2021). Peer interaction and language anxiety in multilingual English classes. TESOL Research Quarterly, 27(3), 62–77.
79. Le, T., & Nguyen, M. (2021). Professional learning needs for collaborative instruction in Vietnamese high schools. Asia Pacific Journal of Education, 41(2), 167–180.
80. Lee & Gomez, G. (2020). Bridging design prototypes: A design tool to resource sustainable, equitable, flexible learning. Pacific Journal of Technology Enhanced Learning.
81. Lee, D. H., & Padilla, K. M. (2020). Curriculum alignment through teacher collaboration. Instructional Strategies Quarterly, 16(4), 50–64.
82. Lee & Yang, (2020). A Review of Flipped Classroom and Cooperative Learning Method Within the Context of Vygotsky Theory. https://www.frontiersin.org/journals/psychology/articles/10.3389
83. Lee, J., & Park, S. (2024). The impact of peer-assisted instruction on reading and writing achievement in urban English classrooms. Journal of Literacy Research, 56(1), 22–39. https://doi.org/10.1177/1086296X231234567
84. Li, Y., & Tsai, M. (2020). Student engagement challenges in collaborative English learning. Journal of Language Teaching and Research, 14(4), 112–126.
85. Lim, KJ & Yu, R. (2023). AI-Generated Images: Intellectual Property Considerations for ‘Text-to-Image’ Artificial Intelligence. https://www.pli.edu/programs/A/ai-generated-artworks-practical-considerations-for-artists-and-ai-developers
86. Lim, R. S., & Soriano, C. J. (2022). Challenges of reliability in peer grading among adolescents. Journal of Secondary Education Studies, 18(2), 78–89.
87. Lin, L., & Griffith, P. M. (2020). Incorporating self-determination theory into instructional practices in an online learning environment. The Journal of Educational Research, 113(6), 419–427. https://doi.org/10.1080/00220671.2020.1817583
88. Lopez, C. R., & Cheng, A. S. (2020). Differentiation through student goal tracking. Language Teaching Today, 15(1), 30–47.
89. Lopez, J. A., & Santos, M. K. (2022). Behavioral challenges in peer learning: Voices of English teachers. Journal of Instructional Strategies, 16(3), 22–35.
90. López, L., & Gillespie, M. (2021). Teachers’ perceptions of behavioral barriers to peer learning. Teaching and Teacher Education, 103, 103336.
91. Luna, C., & Garcia, A. (2023). Role clarity in group work: Minimizing behavioral issues. English Pedagogy Review, 14(1), 50–63.
92. Mahmoudi, A., Rezaei, A., & Farhadi, R. (2023). Administrators’ role in proactive classroom behavior management. Management in Education, 37(1), 20–28.
93. Mananay, J. A. & Sumalinog, G.G. (2023). Classroom Teaching and Management: Experiences of Novice English Teachers. International Journal of Learning, Teaching and Educational Research. https://ijlter.org/index.php/ijlter/article/view/11414
94. Mariani, M., Karakas, F., & McCoy, D. (2023). Rethinking assessment in peer-based collaborative learning frameworks. Assessment & Evaluation in Higher Education, 48(3), 391–405.
95. Martinez, L. & Cruz, B. C. (2023). Incorporating Active Learning and Inclusive Practices in a Flipped Environment: Findings from Introductory Chemistry at a Hispanic Serving Institution. https://pubs.acs.org/doi/10.1021/acs.jchemed.5c00123
96. Martínez, C., & De Leon, F. (2021). Understanding participation gaps in high school peer learning. English Instruction Review, 8(3), 91–103.
97. Martinez, S. P., & Uy, A. F. (2022). Co-teaching for inclusive and peer-led classrooms. International Journal of Educational Partnerships, 18(1), 71–86.
98. McDonough, K., & De Vleeschauwer, J. (2019). Teacher roles in second language classrooms: A classroom observation study. TESOL Quarterly, 53(4), 1018–1046. https://doi.org/10.1002/tesq.526
99. McNeil W. (2020). The Fate of Phenomenology: Heidegger's Legacy.New Heidegger Research.https://reviews.ophen.org/2021/01/14/william-mcneill-the-fate-of-phenomenology-heideggers-legacy-review/
100. Mendoza, J. A., & Flores, P. T. (2023). Training gaps in collaborative assessment for English teachers. Educational Leadership and Innovation, 16(4), 34–48.
101. Mendoza, J. F., & Ruiz, T. L. (2022). Goal-setting strategies for effective peer interaction in English classrooms. Asia-Pacific Journal of Teacher Education, 20(4), 66–81.
102. Mwangi, J. W., & Nyambura, L. (2021). Inclusive peer learning and teacher training in multicultural classrooms. African Journal of Teacher Education, 10(1), 78–93.
103. Navarro, A., & Luna, D. (2021). Time constraints and the assessment of collaborative learning. Philippine Journal of Language and Literacy, 13(2), 22–35.
104. Ncube, L., & Musonda, P. (2022). Educational leadership and cultural approaches to behavioral intervention. African Educational Research Journal, 10(2), 125–132.
105. Neubauer, B. E., Witkop, C. T., & Varpio, L. (2019). How phenomenology can help us learn from the experiences of others. Perspectives on Medical Education, 8(2), 90–97. https://doi.org/10.1007/s40037-019-0509-2
106. Newman, J. (2019). Ontological social policy analysis: An investigation into the ontological assumptions underpinning the social security reforms of the UK Coalition Government 2010–2015 (Doctoral dissertation, University of Leeds). Retrieved from https://etheses.whiterose.ac.uk/id/eprint/23899/
107. Nguyen, P. T. (2023). Psychological readiness and motivation in collaborative learning. Asia-Pacific Journal of Educational Psychology, 9(1), 22–36.
108. Nguyen, T., & Dobozy, E. (2022). Collaborative learning continuity during COVID-19: Lessons for institutional resilience. Australasian Journal of Educational Technology, 38(2), 56–70.
109. Ocampo, G., & Herrera, M. (2024). Evaluating soft skills in collaborative English classrooms. Journal of Holistic Education, 19(1), 11–25.
110. O'Donnell, V. L., & Tobbell, J. (2021). Institutional enablers and barriers to collaborative teacher development. Professional Development in Education, 47(5), 712–728.
111. Ortega, M. A., & Yuson, K. D. (2023). Structured planning for collaborative teaching: Managing time and promoting equity. Philippine Journal of Educational Strategies, 18(1), 74–88.
112. Patel, S., & Herrera, M. (2022). Student attitudes toward peer-led instruction in English. Educational Research & Innovation, 10(2), 44–59.
113. Qutoshi, S. B. (2021). Understanding phenomenology in educational research. Journal of Education and Educational Development, 8(2), 37–43. https://doi.org/10.22555/joeed.v8i2.3666
114. Ramirez, E. M., & Belen, J. F. (2022). Behavioral patterns in peer-assisted instruction. Journal of Educational Psychology and Practice, 11(2), 65–78.
115. Reyes, A. T., & Navarro, J. M. (2020). Motivational roadblocks in collaborative instruction. Philippine Journal of Educational Studies, 26(2), 13–28.
116. Reyes, B. D., & Manalo, C. T. (2021). Collaborative reflection and goal setting in peer-led classrooms. English Language Teaching Research Journal, 18(2), 39–54.
117. Sahlberg, P. (2021). From policy to practice: Peer-supported learning in Finland's evolving school system. Scandinavian Journal of Educational Research, 65(4), 481–495.
118. Santiago, E., & Ureta, L. (2020). Technology gaps and student readiness in online peer tasks. International Journal of Distance Education, 7(1), 19–33.
119. Singh, K., & Dela Cruz, R. (2023). Group accountability and conflict in collaborative classrooms. Teaching English in Diverse Contexts, 10(2), 14–26.
120. Smith, J. A., Flowers, P., & Larkin, M. (2022). Interpretative phenomenological analysis: Theory, method and research (2nd ed.). SAGE Publications.
121. SpringerOpen. (2022). Collaborative Inquiry in Action: A Case Study of Lesson Study for Intercultural Education. Asian-Pacific Journal of Second and Foreign Language Education.
122. Stewart, D. W., & Shamdasani, P. N. (2019). Focus groups: Theory and practice. Sage Publications.
123. Sugai, G., Simonsen, B., Freeman, J., & La Salle, T. (2020). PBIS: A tiered framework for supporting social competence and academic achievement. University of Oregon Press.
124. Suleiman, R., & Adeyemi, T. (2022). Institutional responses to classroom misbehavior in collaborative instruction settings. Global Journal of Educational Research, 21(4), 143–155.
125. Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257–285. https://doi.org/10.1207/s15516709cog1202_4
126. Tan, A., & Rivera, D. J. (2021). Conflict and cooperation in teenage peer instruction. Southeast Asian Journal of Language Studies, 13(2), 38–51.
127. Tan, C., & Chua, P. M. (2022). Managing collaborative teacher learning in Singapore: Policy and practice perspectives. Asia Pacific Journal of Education, 42(1), 15–29.
128. Taylor, & Francis, (2021). Teacher learning in the context of teacher collaboration: connecting teacher dialogue to teacher learning. Pages 1165-1188
129. Topping, K. J. (2020). Peer tutoring: A cooperative approach to learning. Theory Into Practice, 59(2), 109–118. https://doi.org/10.1080/00405841.2019.1702392
130. Torres, E. M., & Villanueva, D. S. (2023). Formative assessment through learner-centered goal setting. Journal of Innovative Teaching Practices, 17(1), 19–34.
131. Turner, S., & Kim, Y. (2021). Integrating Technology in Peer-Assisted Learning: Lessons from the COVID-19 Pandemic. Technology, Pedagogy, and Education, 30(3), 321-335.
132. Vargas, A., & Ramos, N. (2022). Rubrics and reliability in collaborative English tasks. International Journal of Assessment in Education, 10(1), 30–44.
133. Viado, A. L., & Espiritu, J. A. (2023). The Collaborative-Individual Learning in Improving the Critical Thinking Skills of Secondary Students in the Philippines. International Journal of Multidisciplinary: Applied Business and Education Research, 4(7).
134. Villanueva, C. M., & Cruz, D. G. (2024). Virtual collaboration platforms as professional support for English teachers. Contemporary Education Technology, 19(1), 28–42.
135. Wang, Q., & Cui, Y. (2020). Cultural barriers to implementing collaborative learning in Chinese EFL classrooms: A case study. Asia Pacific Journal of Education, 40(2), 215–229. https://doi.org/10.1080/02188791.2019.1695098
136. Wang, Y., & Wang, L. (2022). Enhancing student engagement through role assignment in collaborative learning. Educational Research and Reviews, 17(4), 112–121. https://doi.org/10.5897/ERR2022.4195
137. Witkop, C. T., & Varpio, L. (2019). How phenomenology can help us learn from the experiences of others. Perspectives on Medical Education, 8(18). https://doi.org/10.1007/s40037-019-0509-2
138. Yusop, F., & Halili, S. (2021). Measuring teamwork and empathy in group tasks. Journal of Educational Strategies, 12(3), 50–63.
139. Zhang, H., & McDonald, S. (2023). Digital coaching communities and teacher innovation in collaborative classrooms. Technology, Pedagogy and Education, 32(1), 53–70.
140. Zhao, L., & Hernandez, P. (2020). Cultural clashes and behavioral issues in diverse English classes. International Review of Education and Diversity, 18(3), 80–94.
141. Zhou, M., Brown, D., & Fang, Y. (2022). Institutional technology integration to support peer-assisted learning in Asia-Pacific schools. TechTrends, 66(3), 217–226.