The Repository @ St. Cloud State

Open Access Knowledge and Scholarship

Date of Award


Culminating Project Type




Degree Name

English: Teaching English as a Second Language: M.A.




College of Liberal Arts

First Advisor

Choonkyong Kim

Second Advisor

Michael Schwartz

Third Advisor

Michael Dando

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Keywords and Subject Headings

agile, agile learning, English for Academic Purposes (EAP), collaboration, self-perceived academic performance


Educators are encouraged to incorporate collaborative learning into their classrooms in order to promote active learning through teamwork. However, students often regard collaboration as lacking coordination and accountability among the team members, thus resulting in fewer opportunities for academic success. Nested within project-based learning, agile learning provides the framework for effective team and workflow regulation which is based on a collaborative, incremental and iterative learning process.

With the help of the quasi-experimental method, both quantitative and qualitative data was collected through a series of anonymous surveys. Aimed to investigate whether the incorporation of agile learning has an effect on students’ perception of collaboration opportunities and their academic performance in college-level English for Academic Purposes (EAP) classes, the results of the study indicated that the learners did not perceive a correlation between agile learning and the aforementioned notions. The findings are discussed in relation to the learners’ preferences for learning in foreign language classrooms and their own definition of collaboration which is ultimately reduced to the individual work process.



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