Improving Oral English Proficiency and Cooperative Skills in Vocational School Students through Integrative Approaches of Situational Teaching and Cooperative Learning

Xiaojuan Zheng; Wijitra  Sopheng; Nirat  Jantharajit

doi:10.60027/iarj.2026.e293425

Authors

Xiaojuan Zheng Nakhon Phanom University, Thailand https://orcid.org/0009-0004-7964-696X
Wijitra Sopheng Nakhon Phanom University, Thailand https://orcid.org/0009-0005-9949-1755
Nirat Jantharajit Nakhon Phanom University, Thailand https://orcid.org/0009-0005-1098-8109

DOI:

https://doi.org/10.60027/iarj.2026.e293425

Keywords:

Situational Teaching, Cooperative Learning, Oral English Proficiency, Vocational Education, Communicative Competence

Abstract

Background and Aim: Oral English proficiency and cooperative ability are essential competencies for vocational school students, directly influencing their academic development and employability. However, many students struggle with oral communication and lack effective collaborative skills. This study aims to explore the effectiveness of integrating situational teaching with cooperative group learning in improving both oral English proficiency and cooperative competence.

Methodology: An experimental research design was employed with second-grade vocational school students. The experimental group received instruction that combined situational teaching and cooperative group learning, while the control group continued with traditional teacher-centered instruction. Data were collected through pre-tests and post-tests of oral proficiency, as well as classroom observation and cooperative ability assessments.

Results: The findings indicated significant improvement in the experimental group’s oral English performance, particularly in fluency, accuracy, and communicative effectiveness. Cooperative ability also improved, with students demonstrating stronger teamwork, problem-solving, and conflict resolution skills. In addition, students reported more positive attitudes toward collaboration and developed a deeper understanding of the value of cooperative learning.

Conclusion: The study confirms that integrating situational teaching with cooperative group learning is an effective approach to enhancing both oral English proficiency and cooperative ability in vocational school contexts. The combined model not only supports language development but also cultivates essential interpersonal and teamwork skills, providing practical guidance for vocational English instruction.

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