Learning Strategies and Perceptions of Cooperative Oral Presentations among L2 Learners

The present study explored Korean English learners’ learning strategies for speaking and their perceptions of the advantages and challenges associated with cooperative learning (CL). To this end, 44 university students were divided into high- and low-proficiency groups. Data were analyzed using t-tests. The findings revealed significant disparities between the two groups in their utilization of metacognitive and rehearsal strategies. More proficient learners employed social-affective, fluency-oriented, verbal, and nonverbal strategies to address communication challenges and enhance learning outcomes. These findings imply that effective communication strategies can substantially improve students’ oral presentation capabilities. Learners’ proficiency level significantly impacted their perceived effectiveness in using CL, especially for presentation preparation. More proficient learners, with enhanced linguistic competence and subject knowledge, engaged more effectively in cooperative tasks, leading to superior group experiences.