Assessing the Implementation of Group Work in EFL Classrooms: Secondary Schools in Focus

Abstract

This study investigated implementation of group work in EFL classrooms. It specifically addressed the successes and the challenges the teachers face in using group work at secondary schools. Thirty-one teachers from six secondary schools and two students from one secondary school participated in the study. Three data collection instruments, namely questionnaire, interview and classroom observation, were used. The collected data were analyzed using descriptive statistics and thematic analysis. The findings revealed that the teachers reckoned the considerable role group work could play in helping students learn English well, but the teachers noted some difficulties they faced when they attempted to use group work. These were students’ poor language ability, low group participation, large class size, difficult textbook tasks and activities and teachers’ time shortage. To minimize such problems, the teachers suggest careful planning and contextualizing of group work activities as the possible strategies. The teachers seem to require not only training on strategies of using group work effectively in classrooms but also follow up and coaching of employing group work in their day to day classroom instructions. 

Keywords: group work, classroom instruction, classroom interaction, group work implementation