Collaborative learning is one of the approaches widely used in English
language teaching, especially for elementary school students, because it can
encourage interaction, communication, and students’ social development.
However, the success of collaborative learning depends greatly on the teacher’s role
and the classroom learning context. This study aimed to examine the teacher’s role
in supporting collaborative learning in English language teaching at the elementary
school level and to identify the various challenges faced in its implementation.
This study employed a qualitative approach with a single case study design.
The participant of this study was an English teacher who taught elementary school
students. The data were collected through semi-structured interviews and classroom
observations. The data were analyzed using thematic analysis, which involved data
familiarization, coding, theme development, and data interpretation. The findings
showed that the teacher supported collaborative learning through designing student
centered learning activities, emphasizing the learning process, providing clear
instructions, and offering emotional support to students. Collaborative learning had
a positive impact on students’ confidence, participation, and social interaction,
especially for students who were previously passive or were anxious in using
English.
However, the teacher also faced several challenges, such as differences in
students’ levels of activeness, limitations in monitoring group work, students’
limited attention span, and time constraints in learning activities. Based on these
findings, this study concluded that collaborative learning can be effectively
implemented in elementary school English language teaching when the teacher
plays an active role as a facilitator, classroom manager, and emotional supporter.
Teachers’ pedagogical competence and institutional support are important factors
in the successful implementation of collaborative learning.