The Mediating Effect of Cooperative Learning on the Relationship Between Learning Environment and Language Skills of Students: A Mixed Methods Study

Language skill is the capacity to create and convey meaning through the use of the English language, including reading, writing, speaking, and listening (Eslit & Michael, 2013). Having high proficiency in one’s language skill is significant especially for college students – especially those who are English Majors in their transition towards being professional (Norcross, 2020). As cited by Borkala (2022), language skills are a sought-after tenet that employers look for with their employees – it decides if one can get a job or not. However, due to the differences of first language and English as a second or foreign language, Wang and Li (2013) as supported by Wilczewski and Alon (2022) posited that college students who are non-native English speakers may find it difficult to speak, write, listen, and read in English as opposed to their lingua franca. Globally, Nasirudeen & Xiao (2020) revealed in their study that international students in Singapore perceived difficulties in English language skills. Likewise, Delbio, Ilankumaran, & Abilasha (2019), claimed Indian learners of second language needs to give more attention on language skills as well as the components of the language. As supported by Shah et al. (2022), lack of knowledge of words of college students in Sanghar, Pakistan can negatively effect on their reading, writing, speaking, and listening skills. Indeed, being successful in the context of education, it is necessary that the students must be skillful throughout the four main skills. Thus, in the study of Nithideechaiwarachok et al. (2022), it was indicated that Thai college students in Khon Kaen University, Thailand achieved a low score in writing, reading, speaking, and listening.