Collective Efficacy of TEFL Students in Collaborative Content Learning Classroom

Collaborative content learning (CCL) has recently gained prominence in the research literature as a process of learning that contributes to effective learning of the content of the courses in EFL contexts. This quantitative ex-post facto research was conducted among TEFL students at the MA level selected based on purposive and convenience sampling. It was an attempt to investigate the attitudes of TEFL students toward the contribution of CCL to collective efficacy (CE). To this end, sixty male and female participants in the master's program participated in the study. The participants have already been exposed to implementing CCL based on its principles and have been familiar with the underlying assumptions of CCL. Statistical analysis of students' responses to the CE questionnaire revealed that most learners believe that CE in CCL is important in EFL teaching and learning context, and learners have positive attitudes towards working collaboratively on the content. They stated that working collaboratively on the content positively changes their group members' learning and leads to successful learning because it encourages them when a similar group successfully conducts a task. The study's findings suggest the beneficial role of CCL in raising students' awareness of skillful collaboration for maximum learning of the content and for their CE.