Asian Journal of Education and Social Studies

This study explored the influence of collaborative learning on vocabulary knowledge among language learners in a local college. The research aimed to determine whether students who engage in collaborative learning activities exhibit better vocabulary knowledge compared to those study individually. A mixed methods approach was being used, combining both quantitative and qualitative data. A survey was administered to 415 language learners to assess their vocabulary knowledge and frequency of participation in collaborative learning activities, while semi-structured interviews were conducted with a subset of 14 students to gain deeper insights into their experiences. İn the quantitative phase, the results revealed that education students’ collaborative learning are always manifested while their vocabulary knowledge are oftentimes observed. Moreover, it was revealed in the qualitative phase that the experiences and insights of the education students with regards to their collaborative learning and vocabulary knowledge were impacted by different factors which are classified as experiencing engagement amidst challenges in group dynamics, enhancing learning through active engagement and collaboration, enriching vocabulary while navigating communication challenges, enhancing learning through cognitive strategies, experiencing social and emotional dynamics for collaborative learning, enhancing language learning through exposure, collaboration, and practice, developing effective communication and collaboration in group work, fostering respect and growth in group work, cultivating adaptability and trust in group work and facilitating learning through collaboration and technology ıntegration. Furthermore, the results revealed that the quantitative findings mostly corroborated with the qualitative findings. Therefore, the results indicate that education students in the municipalities of Kapalong and Santo Tomas gains more vocabularies during collaboration.