UDL-BASED COLLABORATIVE LEARNING IN CAMBRIDGE PRIMARY EFL CLASSROOM
Abstract
This study addresses the problem of adapting for learner diversity in primary English as a Foreign Language (EFL) classrooms, especially in standardised curricula such as Cambridge English. This study aims to investigate the effectiveness of the combination of UDL principles and collaborative strategies in enhancing students’ English language skills based on the theory of Universal Design for Learning (UDL) and collaborative learning. Method: Quasi-experimental one-group pretest-posttest design was used with 36 fifth grade students in a private primary school in Surabaya, Indonesia. The data were collected through English diagnostic tests on listening, reading, writing and speaking, a Likert scale questionnaire of students’ perceptions and classroom observations. The results reveal improvements in all language skills with the biggest gains in listening and speaking, and very positive student perceptions of engagement, accessibility, and expression. The findings suggest that the combination of UDL and collaborative learning creates a more inclusive and interactive learning environment that accommodates diverse learner needs. This study offers empirical support for the application of UDL in primary EFL contexts based in Cambridge and practical implications for the design of inclusive language instruction.References
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