How Public High School Students Assume Cooperative Roles to Develop Their EFL Speaking Skills

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Julie Natalie Parra Espinel
Diana Carolina Fonseca Canaría


This study describes an investigation we carried out in order to identify how the specific roles that 7th grade public school students assumed when they worked cooperatively were related to their development of speaking skills in English. Data were gathered through interviews, field notes, students’ reflections and audio recordings. The findings revealed that students who were involved in cooperative activities chose and assumed roles taking into account preferences, skills and personality traits. In the same manner, when learners worked together, their roles were affected by each other and they put into practice some social strategies with the purpose of supporting their embryonic speaking development.

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How to Cite
Parra EspinelJ. N., & Fonseca CanaríaD. C. (2010). How Public High School Students Assume Cooperative Roles to Develop Their EFL Speaking Skills. HOW Journal, 17(1), 31-56. Retrieved from
Research Reports
Author Biographies

Julie Natalie Parra Espinel, Universidad Pedagógica y Tecnológica de Colombia, Tunja

Julie Natalie Parra Espinel holds a B.A. in Modern Languages from Universidad Pedagógica y Tecnológica de Colombia, Tunja, Boyacá. She belongs to RETELE research group that stimulates autonomous learning among 1st and 2nd semester students. She has been an English teacher in different schools in Tunja, Boyacá.

Diana Carolina Fonseca Canaría, Universidad Pedagógica y Tecnológica de Colombia, Tunja

Diana Carolina Fonseca Canaría holds a B.A. in Modern Languages from Universidad Pedagógica y Tecnológica de Colombia, Tunja, Boyacá. She has been an English teacher in different schools in Tunja, Boyacá. Her main interests in the language field have been how to develop students’ speaking skills and ELT methodologies.


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