Revolutionizing English for Accounting Education: How TechnologyEnhanced Cooperative Learning Transforms Speaking Performance

Abstract

The integration of application-based materials with cooperative learning approaches in English for Specific Purposes education has gained considerable attention in vocational settings. However, empirical evidence regarding their combined effectiveness in enhancing speaking abilities remains limited, particularly in accounting contexts. This study examined the impact of integrating application-based English for Accounting materials with cooperative learning methods on students' English speaking abilities. A quasi-experimental design was employed with 60 second-semester accounting students at Politeknik Negeri Bali, randomly assigned to experimental and control groups. The experimental group received instruction combining mobile application materials with cooperative learning structures, while the control group followed conventional teaching methods. Pre-test and post-test measurements assessed speaking abilities using validated rubrics covering six components of oral proficiency. Results revealed statistically significant differences between groups, with the experimental group demonstrating substantially higher improvement in speaking abilities. The experimental group achieved a mean gain score of 14.64 points compared to 5.16 points in the control group. Statistical analysis using independent samples t-test confirmed significant differences (t = 12.456, p < 0.001) with a large effect size. These findings demonstrate that integrating application-based materials with cooperative learning significantly enhances English speaking abilities in accounting education contexts, providing evidence for technology- enhanced collaborative approaches in ESP instruction.