Understanding Student Learning Experiences in Application-Based Cooperative Learning: A Basic Qualitative Study of English for Accounting

DOI

10.2991/978-94-6463-882-0_2How to use a DOI?

Keywords

Accounting Education; Cooperative Learning; Digital Learning; English for Accounting; English for Specific Purposes; Students’ Experiences

Abstract

While technology integration in ESP education continues to expand, students’ actual experiences with these innovations remain poorly understood. This basic qualitative study explored how accounting students experienced and made sense of an 8-session English for Accounting course combining mobile application materials with cooperative learning methods. Guided by Merriam and Tisdell’s (2016) qualitative framework, this study sought to understand students’ perspectives on their speaking development and learning satisfaction. Twenty-eight sixth-semester accounting students from Politeknik Negeri Bali participated through interviews, focus groups, and reflective journals. Data analysis employed constant comparison techniques. Three key themes emerged. First, Evolving Digital Confidence captured students’ transformation from digital apprehension to technological fluency, where the application evolved from a challenging tool into an integrated learning companion that provided consistent, accessible practice opportunities. Second, Peer Support Networks revealed how collaborative structures fundamentally altered students’ relationship with language learning, converting anxiety-inducing speaking tasks into supportive dialogue spaces where errors became normalized as learning opportunities. Third, Professional Identity Emergence demonstrated students’ gradual shift in self-perception, moving from viewing themselves as deficient language learners to emerging business professionals capable of international communication. The findings indicate that combining digital tools with cooperative learning creates synergistic learning environments where technological and social elements function as mutually reinforcing support systems. This integration facilitated the simultaneous development of linguistic competence, digital literacy, and professional confidence. ESP practitioners should therefore design curricula that deliberately blend technological and collaborative scaffolding to foster holistic professional development in vocational education contexts.

Copyright

© 2025 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Putu Dyah Hudiananingsih
AU  - Ni Putu Ritra Trees Ari Kartika Hadi Saraswati
AU  - I Nyoman Mandia
AU  - I Nyoman Sukra
AU  - I Putu Yoga Laksana
PY  - 2025
DA  - 2025/11/14
TI  - Understanding Student Learning Experiences in Application-Based Cooperative Learning: A Basic Qualitative Study of English for Accounting
BT  - Proceedings of the International Conference on Sustainable Green Tourism Applied Science - Social Applied Science 2025 (ICOSTAS-SAS 2025)
PB  - Atlantis Press
SP  - 3
EP  - 12
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-94-6463-882-0_2
DO  - 10.2991/978-94-6463-882-0_2
ID  - Hudiananingsih2025
ER  -