<![CDATA[Think-Pair-Share (TPS) provides a structured progression from individual preparation to peer rehearsal and whole-class speaking, making it relevant to English as a Foreign Language (EFL) classrooms where students often need cognitive and social support before speaking publicly. This descriptive quantitative study examined English Education students’ perceptions of TPS in English speaking activities across four functional dimensions: idea preparation, peer support, speaking confidence, and classroom participation. Data from 40 students were collected using a 20-item five-point Likert questionnaire. Negatively worded items were reverse-scored before descriptive analysis. The overall perception was positive (M = 3.79, SD = 0.19), with 66.75% of all scored responses falling in the agree or strongly agree categories. Peer support received the highest mean (M = 3.97, SD = 0.36), followed by classroom participation (M = 3.86, SD = 0.43), idea preparation (M = 3.71, SD = 0.32), and speaking confidence (M = 3.63, SD = 0.44). Item-level results showed strong appreciation for partner discussion and post-pair participation, but also revealed continuing fear and reluctance during public sharing. Internal consistency was low (Cronbach’s α = .206), so the findings are interpreted descriptively and with caution. The results suggest that TPS may be perceived as more supportive for collaborative preparation than for eliminating affective barriers to public speaking.Keywords: Think-Pair-Share; speaking activities; students’ perceptions; EFL; cooperative learning]]>
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