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Naila Khan
Title: Effect of Group Work on EFL Students’ Attitudes and Learning in
Secondary Education
Abstract:
Abstract: This research delves into the impact of group work on English as a Foreign Language (EFL)
students' attitudes and learning outcomes within the secondary education context. Anchored in
cooperative learning principles, the study employs qualitative interviews involving teachers and
students to explore the effects of group work. By addressing the paucity of research on the specific
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influence of group work on EFL students' attitudes and overall learning progress in secondary
education, this paper contributes essential insights to educational practices. The literature review
underscores the merits of group learning, encompassing improved language acquisition, heightened
learner motivation, proficiency development, enhanced collaborative skills, and superior learning
outcomes. Concurrently, challenges like unequal participation, freeriding tendencies, group dynamics,
individual learning needs, time management, and assessment intricacies are acknowledged. This study
innovatively examines student collaboration during exam preparation and its subsequent impacts on
performance and attitudes. The research inquiries guiding this study are: a) How does group work
impact students' exam performance? b) What are students' perceptions of collaborative projects?
Through comprehensive interviews with educators and students, the study extracts invaluable insights
into pedagogical practices, classroom dynamics, student experiences, and perceived benefits. Through
meticulous analysis of interview findings, it bridges the gap between theoretical constructs and
practical classroom applications. In conclusion, this research employs qualitative methodologies to
scrutinize the effects of group work on EFL students' attitudes and learning experiences in secondary
education. By prioritizing teachers' and students' viewpoints, it uncovers potential advantages and
challenges related to embedding group work strategies in EFL classrooms. With a core objective of
offering evidence-based insights for educators, policymakers, and researchers committed to enhancing
EFL education through effective group work practices, this study significantly advances language
learning methodologies..
Keywords: Group work, Cooperative learning, English as a Foreign Language (EFL), Attitudes,
Learning outcomes, Secondary education, Collaborative strategies, Language acquisition
Introduction:
Gomleksize (2007) defines cooperative learning as a collaborative approach where students collaborate
to achieve specific objectives. In her study on the impact of cooperative learning on students' English
reading skills, Wichadee (2007) provides a more comprehensive explanation of cooperative learning.
Wichadee states that cooperative learning is an educational technique that highlights student-student
interaction through small group work, aiming to enhance learning and achieve desired outcomes. She
also notes that extensive research supports the positive effects of cooperative learning, leading to
improved academic performance and more positive interactions among students.
In recent years, there has been growing recognition of the importance of active learning strategies in
English as a Foreign Language (EFL) classrooms. One such strategy that has gained significant
attention is group work, which involves students collaborating in small groups to achieve common
learning goals. The use of group work in EFL classrooms has shown promising results in terms of
enhancing students' language proficiency, fostering positive attitudes towards learning, and promoting a
supportive and engaging learning environment.
Group work has been widely recognized for its potential to enhance students' language proficiency.
Collaborative activities provide learners with opportunities to actively engage in meaningful
conversations, negotiate meaning, and practice language skills in authentic contexts. By interacting
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with peers, students can improve their speaking and listening abilities, develop vocabulary, and refine
their grammatical structures. Moreover, group work encourages learners to take ownership of their
learning, as they actively participate in problem-solving tasks and engage in critical thinking.
Beyond language acquisition, group work has been found to have a profound impact on students'
attitudes towards learning. Collaborative learning experiences can foster positive interdependence
among students, promoting a sense of shared responsibility and accountability for the group's success.
Working together towards a common goal enhances students' motivation, engagement, and selfconfidence, as they experience the satisfaction of accomplishing tasks collectively. Additionally, group
work facilitates the development of essential skills such as communication, teamwork, leadership, and
conflict resolution, which are highly valued in today's interconnected and collaborative world.
This research paper aims to explore the effect of group work on EFL students' attitudes and learning in
secondary education, with a primary focus on gaining insights through interviews with both teachers
and students. By engaging in qualitative research methods, we seek to delve into the perceptions,
experiences, and reflections of these key stakeholders, providing a deeper understanding of the
potential benefits and challenges associated with implementing group work strategies in EFL
classrooms.
While previous studies have examined the impact of group work on various aspects of language
learning, there is a dearth of research specifically examining its effects on EFL students' attitudes and
overall learning outcomes in secondary education. By narrowing our research scope to conducting
interviews, we can uncover unique perspectives, allowing for a comprehensive analysis of the potential
advantages and limitations of group work from the voices of those directly involved in the educational
process.
Interviewing teachers provides invaluable insights into their pedagogical practices, classroom
management strategies, and perceptions of the impact of group work on students' language
development and overall engagement. Simultaneously, interviewing students sheds light on their
attitudes, motivations, and experiences with group work, exploring their perceived gains in language
proficiency, intercultural competence, and social skills development. By gathering data directly from
teachers and students, this study seeks to bridge the gap between theoretical perspectives and real-life
classroom practices.
The findings of this research paper are expected to contribute to the existing body of knowledge on
EFL education, providing evidence-based insights into the potential benefits and challenges of
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incorporating group work into secondary education classrooms. By focusing on the perspectives of
teachers and students, we can gain a nuanced understanding of the impact of group work on EFL
students' attitudes and learning outcomes, allowing for informed pedagogical decisions and improved
instructional practices.
In the subsequent sections of this research paper, we will discuss the theoretical frameworks that
underpin this study, outline the research methodology employed, present and analyse the interview
findings, and finally, draw conclusions and implications for practice. Ultimately, this research aims to
inform educators, policymakers, and researchers about the role of group work in promoting positive
attitudes and facilitating effective language learning experiences for EFL students in secondary
education.
Literature Review:
According to Johnson (2005), cooperative learning can be defined as a teaching approach in which
students at various skill levels come together in small groups to engage in activities that promote a
deeper comprehension of the subject. Each student takes personal responsibility for their own learning
while also assisting other group members in their learning process. The students collaborate as a team
to successfully accomplish the assigned tasks. Johnson holds the belief that group work offers
numerous benefits.
Group learning has emerged as a prominent instructional strategy in the field of education, with
numerous studies examining its effects on various aspects of language learning, particularly in the
context of English as a Foreign Language (EFL) classroom. This literature review aims to provide a
comprehensive overview of existing research on the impact of group learning on EFL students,
focusing on language acquisition, learner motivation, language proficiency development, collaborative
skills, and learning outcomes.
Advantages of group Learning:
1. Language Acquisition: Several studies have demonstrated that group learning positively influences
language acquisition among EFL students. Collaborative activities promote opportunities for
meaningful communication, language practice, and negotiation of meaning. Research by Johnson and
Johnson (1999) found that cooperative learning tasks increased language output and improved fluency,
accuracy, and vocabulary development. Similarly, Panitz (1996) observed that group work stimulated
peer interaction, leading to enhanced oral communication skills and increased language production.
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2. Learner Motivation: Motivation plays a crucial role in language learning, and group learning has been
shown to have a positive impact on learner motivation. Through the social interaction and support
provided in collaborative tasks, students experience a sense of belonging, engagement, and increased
self-confidence. Studies by Deci and Ryan (1985) and Johnson et al. (2000) revealed that cooperative
learning fosters intrinsic motivation, autonomy, and a sense of competence, which contribute to
sustained effort and positive attitudes toward language learning.
3. Language Proficiency Development: Group learning has been associated with improved language
proficiency among EFL students. By engaging in authentic and meaningful communication within a
supportive group environment, learners have the opportunity to practice various language skills.
Research conducted by Slavin (1996) and Kagan (1994) demonstrated that cooperative learning
activities enhanced listening, speaking, reading, and writing abilities. Furthermore, cooperative learning
promotes higher-order thinking skills, critical analysis, and problem-solving abilities, leading to a
deeper understanding of language structures and usage.
4. Collaborative Skills: One of the primary benefits of group learning is the development of collaborative
skills. Through cooperation, students learn to communicate effectively, negotiate meaning, and develop
interpersonal skills. Findings from studies by Webb et al. (2004) and Gillies (2004) indicated that group
work improved social and communication skills, such as active listening, turn-taking, and respecting
diverse perspectives. These collaborative skills are not only essential for language learning but are also
transferable to various real-life contexts.
5. Learning Outcomes: The overall learning outcomes of EFL students have been positively influenced
by group learning. Collaborative tasks provide opportunities for deeper understanding, critical thinking,
and knowledge construction. Research by Slavin (2015) and Johnson and Johnson (1989) revealed that
cooperative learning resulted in higher academic achievement, increased retention of information, and
improved problem-solving abilities. Additionally, cooperative learning has been associated with higher
levels of student engagement, satisfaction, and a positive classroom climate.
Disadvantages of group Learning:
While group learning offers several advantages, it is essential to acknowledge the potential disadvantages and
challenges associated with this instructional approach. The following section outlines some of the drawbacks of
group learning in the context of English as a Foreign Language (EFL) classroom:
1. Unequal Participation: In group learning settings, imbalances in participation can occur, with some students
dominating discussions while others remain passive. This can lead to unequal distribution of workload and
limited opportunities for individual learning and expression. Students who are more reserved or less proficient in
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the target language may feel hesitant to contribute actively, resulting in diminished learning outcomes for these
individuals.
2. Freeriding and Social Loafing: Group learning can give rise to freeriding or social loafing, where certain
individuals rely on their peers' efforts and contributions without actively engaging or making their own
meaningful contributions. This phenomenon can undermine the collective learning experience and create
disparities in effort and outcomes among group members. Freeriding can also lead to a decrease in motivation
and accountability for individual learning.
3. Group Dynamics and Conflict: Collaborative learning environments may be susceptible to interpersonal
conflicts, differing opinions, and conflicting learning styles. Disagreements or clashes between group members
can disrupt the learning process, hinder effective communication, and create an environment that is less
conducive to learning. Group dynamics need to be managed effectively to ensure a positive and productive
learning atmosphere.
4. Individual Learning Needs: Group learning may not adequately address the specific learning needs and
preferences of every individual within the group. EFL students often have different language proficiency levels,
learning styles, and goals. While group tasks can provide valuable opportunities for peer interaction and support,
they may not cater to the diverse needs of each learner. Personalized attention and targeted instruction may be
required to address individual language development effectively.
5. Time Management: Group learning activities often require extensive planning, coordination, and time
management. In EFL classrooms with limited instructional time, it can be challenging to allocate sufficient time
for group tasks while covering the necessary curriculum. Additionally, the progress of group work may be
impeded if the group members encounter difficulties in reaching a consensus or completing assigned tasks within
the designated timeframe.
6. Assessment and Evaluation: Assessing individual student performance and providing feedback in group
learning contexts can be complex. Differentiating between individual contributions and accurately evaluating
each student's understanding and progress can pose challenges. The assessment process needs to account for both
individual and group achievements, ensuring fairness and accuracy in evaluating learning outcomes.
Although the majority of prior research has demonstrated the impact of group work on students' learning and
attitudes, none of the previous studies have examined how students cooperate to answer test questions and how
this affects their performance on other examinations and their attitudes. Keeping these considerations in mind,
the study investigates the following research inquiries:
a. What influence does group work have on students' exam performance?
b. How do students feel about collaborative projects?
Formation of groups:
Group work formation refers to the process of organizing students into groups for collaborative learning
activities. The formation of groups should be purposeful, taking into account various factors such as student
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characteristics, learning goals, and the nature of the task. The following are common approaches to group work
formation:
1. Random Assignment: Random assignment involves using a random selection method to assign students to
groups. This approach ensures fairness and reduces bias in the grouping process. It can be as simple as drawing
names or using computer-generated random assignments. Random assignment is particularly useful when there
are no specific criteria for group composition or when the goal is to encourage diversity and an equal distribution
of abilities among groups.
2. Heterogeneous Grouping: Heterogeneous grouping involves forming groups that consist of students with
diverse abilities, backgrounds, and learning styles. This approach promotes collaborative learning by fostering
interactions among students with different strengths and perspectives. Heterogeneous grouping can enhance peer
learning, as students can benefit from working with peers who have different skill sets and knowledge.
3. Homogeneous Grouping: Homogeneous grouping involves forming groups based on similar characteristics or
abilities. This approach can be beneficial when the task requires students with similar levels of proficiency or
expertise to work together. Homogeneous grouping allows for focused instruction and targeted support tailored
to the needs of the specific group. For example, in an EFL classroom, students at similar language proficiency
levels may be grouped together to address specific language development needs.
4. Self-selection: Self-selection allows students to choose their own group members based on their preferences or
shared interests. This approach promotes autonomy and student engagement in the learning process. Selfselection can be effective when students have prior knowledge of their peers' strengths or when the task requires
individuals with particular skills or expertise. However, careful monitoring and guidance from the teacher may
be necessary to ensure balanced and equitable group formations.
5. Teacher-Designed Groups: In teacher-designed groups, the instructor strategically assigns students to groups
based on specific criteria or considerations. The teacher may take into account factors such as academic
performance, interpersonal skills, or complementary abilities. This approach allows the teacher to create
balanced groups that promote effective collaboration and maximize learning outcomes. The teacher's expertise
and knowledge of students' abilities play a crucial role in this group formation method.
Differences between Group Work and Individual Work:
Group work and individual work are two distinct approaches to learning and problem-solving that offer different
benefits and challenges. Understanding the differences between these two approaches can help educators and
students determine the most suitable method for a given task or learning objective. Here are some key
differences between group work and individual work:
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1. Social Interaction: Group work involves collaboration and interaction among multiple individuals, whereas
individual work is performed by a single person. Group work provides opportunities for shared ideas,
perspectives, and collective problem-solving, fostering social skills and cooperation. In contrast, individual work
allows for independent thinking and self-reliance, promoting autonomy and self-directed learning.
2. Accountability: In group work, individuals are accountable not only for their own contributions but also for the
group's outcomes. The success or failure of the group's work is shared among its members. In individual work,
the sole responsibility lies with the individual, providing a clearer measure of personal accountability.
3. Division of Labour: Group work often involves the division of tasks among group members, allowing
individuals to specialize in specific areas and contribute their unique skills. This division of labour can lead to
more efficient completion of complex tasks. In individual work, the individual is solely responsible for all
aspects of the task, which can provide a comprehensive understanding and ownership of the work.
4. Time Management: Group work requires coordination and synchronization of schedules among group
members. The need for consensus and coordination can sometimes lead to longer completion times for group
projects. Individual work allows for greater flexibility in terms of time management and pacing, enabling
individuals to work at their own pace and meet personal deadlines.
5. Problem-Solving Approach: Group work encourages collective problem-solving through brainstorming,
discussion, and consensus-building. It promotes the exchange of diverse perspectives and the consideration of
multiple solutions. In contrast, individual work allows for focused and uninterrupted thinking, facilitating indepth analysis, and personal decision-making.
6. Personal Reflection: Individual work provides individuals with an opportunity for personal reflection,
introspection, and independent thinking. It allows individuals to explore their own ideas, strengths, and
weaknesses without external influences. Group work, on the other hand, places greater emphasis on collective
thinking and shared decision-making, which may limit personal reflection.
7. Communication Skills: Group work enhances interpersonal communication skills, including active listening,
negotiation, and articulation of ideas. It provides a platform for individuals to express themselves, collaborate,
and build upon each other's ideas. Individual work may not offer the same level of opportunity for honing
interpersonal communication skills.
In conclusion, this comprehensive literature review has provided a thorough examination of the existing research
on the effect of group work on EFL students' attitudes and learning outcomes in secondary education. The review
has highlighted the significant impact of group work on various aspects of EFL learning, including language
proficiency, attitudes towards learning, collaboration skills, and social interaction.
The findings from the reviewed studies consistently demonstrate that group work positively contributes to
language acquisition by providing opportunities for authentic communication, meaningful interaction, and
negotiation of meaning. Through collaborative learning activities, EFL students engage in active conversations,
practice language skills, and receive valuable feedback from their peers, resulting in improved oral fluency,
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vocabulary development, and grammatical accuracy. Additionally, group work enhances listening
comprehension skills by exposing students to different accents and communication styles.
Furthermore, the review has underscored the positive influence of group work on students' attitudes towards
learning. Collaborative learning experiences foster a sense of belonging, social support, and shared
responsibility, leading to increased motivation, engagement, and self-confidence among EFL students. The
interactive and enjoyable nature of group work creates a positive classroom climate that promotes active
participation, risk-taking, and intrinsic motivation.
Group work has also been found to develop collaboration skills and promote social interaction among EFL
students. Through collaborative tasks, learners acquire important skills such as communication, teamwork,
negotiation, and conflict resolution. These skills are highly valued in today's interconnected world and prepare
students for future academic and professional success. Moreover, group work facilitates peer-to-peer teaching
and learning, cultural awareness, empathy, and respect for diverse perspectives.
While acknowledging the benefits of group work, it is important to address potential challenges such as unequal
participation, freeloading, personality conflicts, and groupthink. These challenges can hinder the effectiveness of
group work and require careful consideration and management by instructors to ensure equitable participation
and optimal learning outcomes.
In conclusion, the comprehensive review of literature has provided compelling evidence supporting the positive
effect of group work on EFL students' attitudes and learning in secondary education. The findings highlight the
importance of incorporating group work strategies in EFL classrooms to enhance language proficiency, foster
positive attitudes towards learning, develop collaboration skills, and promote social interaction. The insights
gained from this review will serve as a valuable foundation for further research and inform instructional practices
that aim to create engaging and student-centered learning environments in EFL education.
Methodology:
Research Design
This study employed a qualitative research design to explore the effect of group work on EFL (English as a
Foreign Language) students' attitudes and learning outcomes in secondary education. In Strauss and Corbin
(1998, 17) view, qualitative research can be defined as, “A type of research that produces findings not arrived at
by statistical procedures or other means of quantification. It can refer to research about persons’ lives, lived
experiences, behaviours, emotions, and feelings as well as about organizational functioning, social movements,
cultural phenomenon and interactions between nations.”
The qualitative approach was well-suited for understanding complex social phenomena, such as the impact of
group work on EFL education. By engaging with participants through interviews, we gathered their subjective
experiences, beliefs, and perceptions related to group work in the EFL classroom. This approach provided an
opportunity to delve into the lived experiences of both teachers and students, enabling a deeper understanding of
the multifaceted factors that contribute to the effectiveness of group work in EFL learning.
Participants
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The research participants were selected using a purposive sampling technique to ensure that they possess relevant
experiences and perspectives related to group work in EFL education. EFL teachers who used to implement
group work strategies in their classrooms were identified and invited to participate. Similarly, secondary school
students from different grade levels who had engaged in group work activities were recruited for the study to get
a diverse range of insights.
The current study included six individuals. These participants were from a higher education institution in
Pakistan. Face-to-face interviews were conducted with three Pakistani instructors who had at least two years of
experience as EFL teachers and two years working at the surveyed institution. The current study included three
secondary school students from different grades.
Recruitment Process:
The recruitment of participants was involved contacting potential participants through in-person meetings. The
purpose of the study was explained, and interested individuals were provided with an informed consent form
outlining their rights, confidentiality, and the voluntary nature of their participation. Those who agreed to
participate were scheduled for an interview at a mutually convenient time and location.
Ethical Considerations
Prior to participating in the study, all participants were provided with a written informed consent form. The form
will outline the purpose of the research, the voluntary nature of their participation, their right to withdraw at any
time without consequences, and the assurance of confidentiality and anonymity. Participants had the opportunity
to ask questions and clarify any concerns before providing their informed consent.
The confidentiality and anonymity of the participants were strictly maintained throughout the study. All data
collected, including audio recordings and transcriptions, was securely stored and accessible only to the
researcher. Any identifying information is removed during the transcription process.
Participation in the study was fully voluntary, and participants had the option to quit at any time without
consequence. Participants were reminded of their capacity to refuse to answer any question or to withdraw from
the research without explanation. The researcher highlighted that their option to participate or not participate
would have no effect on their relationship with the educational institution or associated benefits.
Data collection, instruments and procedure
Semi-structured interviews were conducted with both EFL teachers and secondary school students.
Interviews, according to Boyce, C., and Neale, P. (2006), are a qualitative research method that
involves "doing lengthy individual interviews with a small number of respondents to investigate their
perspectives on a particular idea, programme, or issue." An interview method that is semi-structured,
flexible, and made up of open-ended questions is used in this study on a small group of students. The
benefits of semi-structured interviews are valued despite the fact that they adhere to a predetermined
thematic framework to maintain a sense of order: this structure leaves room for additional questions if
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necessary, offers a relatively high level of validity, and most importantly, advances quantitative
research. The semi-structured format allows for flexibility and adaptability in the interview process
while ensuring that key research questions and topics are covered. A set of open-ended questions
guided the interviews, allowing participants to provide detailed responses and share their experiences,
perspectives, and attitudes towards group work in the EFL classroom.
An interview guide was developed based on the research objectives and questions. The guide included
a series of questions that explored participants' perceptions of group work, the strategies they had used,
the observed effects on students' attitudes and learning outcomes, and any challenges or facilitators they
had encountered.
Individual interviews were done with each participant to offer a safe and private setting in which to
share their experiences. The interviews were organised at a convenient time and location for the
participants. Face-to-face interviews were done at a convenient time and location, although due to
geographical restrictions, interviews with one of the participants were conducted via video
conferencing facilities.
The interviews were audio-recorded with the participants' permission to guarantee accurate
transcription of their replies. Because audio recordings are used, the researcher may concentrate on
active listening and involvement throughout the interviews. The audio recordings were then verbatim
transcribed through an online verbatim transcription tool, including nonverbal signals and pauses, to
preserve the complexity and context of the participants' comments.
Data collection took place over a designated period, ensuring sufficient time for scheduling and
conducting the interviews. The interviews were conducted using a conversational and supportive tone
to encourage participants to share their experiences openly.
Data Analysis Tools
Thematic Analysis:
Thematic analysis was employed to analyse the interview data collected from the participants. The analysis
involved several iterative steps, including transcribing the audio recordings, familiarizing oneself with the data,
identifying emerging themes, and interpreting the findings. As thematic analysis tends to be a bit of an
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exploratory process: the researcher finds it useful when looking for subjective information such as a
participant’s experiences, views, and opinions, which is why this study is conducted on data derived from
interview. Thematic analysis allows for the identification and organization of patterns and themes in the data,
enabling a comprehensive understanding of participants' experiences and perspectives related to group work in
the EFL classroom.
The majority of the questions and interviews were inspired by the students' and teachers' experiences in EFL
classrooms with cooperation and group work. Teachers were requested to report their experiences with group
activities for students. They were asked to elaborate on the frequency, types, and duration of group activities,
challenges they faced from students or organizations, how they overcame those challenges, and, finally, the
outcome of group working on attitude, behaviour, and language proficiency. Similarly, students were questioned
about the same things they experienced while studying and how they improved their attitude, conduct, and
language competency.
Discussions and Findings
The interview information was largely classified into two categories: Group work's negative and
positive impacts on EFL students
The Positive Effects:
While sharing their classroom observations, interview participants stated that they had noticed a visible
improvement in the attitude and competency level of students after conducting group activities in the
classrooms.
Enhancement of Confidence:
A participant in the interview indicated that by dividing the class into groups based on comfort and
proficiency, she observed that the average and below-average students had an increase in confidence as
a result of being placed with others who shared their competency. They were able to perform
effectively thanks to this tactic and felt accomplished as a result, which gave them greater confidence to
engage. As the interviewee stated in these words during the interview, “When I first mixed together the
brilliant, average, and below-average students to create groups, the below-average kids acted passively
and began to dominate the bright students. For this reason, I adjusted the formation in my next session.
The below-average students felt comfortable and sought to share their ideas with more confidence
when I maintained the group's competency level constant”
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Enhancing Cooperation and Communication Abilities
The growth and improvement of students' communication and collaborative abilities is a major benefit.
These two abilities are currently the need of the century. Among the participants, the students first
exhibit resistance, but as they are urged to work together to reach a common goal, they get interested in
it and begin to cooperate because they understand that in order to accomplish the shared objective; they
must cooperate and share their views. They focus more on the collective than the individual. The
importance of instilling this in today's students cannot be overstated.
Enhancement of Motivation:
Motivation is essential for students during the learning process. "If you want students to improve their
proficiency level, a teacher needs to motivate students by giving them a chance to participate and
feeling a sense of achievement in their life," the participant said in response to a question: “Some
students struggle to achieve something on their own; when they are given support to achieve the target
through group learning, they feel taken care of by the teacher, which improves their behavior toward
language proficiency and boosts their motivation to do more and achieve more."
The Negative Effects:
The participants also mentioned some negative effects of group learning. However, as I delved further,
I discovered that these negative elements are not connected to group work itself, but rather to the
teachers' obstacles and limits, which result in a negative effect of group work for EFL students.
Time Management and syllabus completion:
Participants indicated that it is tough for them to keep these exercises frequent owing to time
constraints. It is sometimes challenging for them to complete only one group activity in the same unit
given to them. "Because we teachers are given a specific time and a set syllabus to cover on time, we
find it difficult to conduct these activities frequently," the interviewee explained. It is unusual for us to
complete a group activity on the same day."
As a result of the infrequency of these activities, we are unable to reap the full benefits of group work
that would be available if we were given more time and fewer topics to cover in our syllabus.
Unequal Participation:
Group formation is a critical component of successful group work. During the interview, it was said that "if a
teacher does not group students according to the requirements, some students do not take interest and try to give
their work to other students." They are oblivious to it. It is critical to instill in pupils that this is more than simply
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a game; it is a vital element of their education. On the one hand, when students take things for granted, there are
some students who attempt to do all of the work on their own in order to become the group's hero. That conduct,
too, requires correction, and I remind my students that it is "group work" in a group; otherwise, your group will
suffer repercussions. You will be disqualified if I do not witness group collaboration."
These are not just the reasons why students do not participate, but introverted students are also apprehensive. It is
at this point that the supervision of a teacher becomes critical.
Individual learning needs:
Certainly, some students may be more assertive or dominant in a group situation, while others may be more
reserved or find it difficult to speak up. This may result in an uneven allocation of work, where the talkative
students dominate while the more reserved ones contribute less. As a result, those more reserved students might
not have the chance to completely comprehend the subject matter or advance their talents at the same rate. When
I asked for the solution to this problem, the participant said, “It is critical to achieve a balance between
encouraging teamwork and meeting the needs of individuals. One effective method is to carefully develop group
assignments that need each member to contribute their specific skills. This fosters a sense of interdependence by
recognizing and appreciating each student's strengths.
Another strategy is to include both group and individual components in a project. This allows students to
collaborate while also ensuring that they have time to work independently on projects that fit their particular
learning needs. Regular check-ins and peer evaluations can help shed light on individual contributions and
growth.”
Assessment and Evaluation get compromised:
One of the most challenging difficulties is the attribution of particular contributions to individual students. It
might be difficult to determine the level of each student's engagement in the final output in a collaborative
setting. Some students may give much more than others, while others may rely on their peers to shoulder the
load. However, it is not a major issue that cannot be resolved.
Balancing the advantages of group work with fair grading necessitates careful preparation and clear
communication. One method is to employ a combination of group and individual evaluation components. For
example, you may give both group and individual tasks that contribute to the overall project. This manner, each
student's unique contributions are recognized while simultaneously measuring their ability to collaborate
effectively.
Another method is to incorporate self- and peer-assessment into the evaluation process. Encouraging students to
reflect on their own contributions and evaluate their classmates' efforts can offer a more complete picture of each
student's engagement. This technique can help encourage students' accountability and self-awareness.
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It is critical to establish clear expectations from the start. Define the criteria for individual evaluation as well as
how group work will be evaluated. Communication skills, problem-solving ability, and contributions to group
debates and choices might all be considered.
Finally, regular check-ins during the group project might assist you in monitoring the dynamics and progress.
This allows you to offer students with immediate feedback and intervene if you see any inequalities in
contribution.
Recommendations:
In light of the research findings demonstrating the influence of group work on EFL (English as a
Foreign Language) students' behavior and attitudes, various recommendations arise to maximize the
advantages while resolving problems. To encourage peer cooperation, educators should carefully
choose groups with diverse language competency levels and learning styles. Task design becomes more
important, necessitating the development of interesting tasks that need active communication and
critical thought. Strategies such as rotating leadership roles and peer reviews should be employed to
promote equal involvement. Transparency in evaluation is provided through clearly specified
assessment standards for both individual and group successes. Role rotation within groups is proposed
as a means of encouraging diversified skill development. Language difficulties can be overcome by
lobbying for simpler language use and welcoming communication contexts. Periodic progress checks
and post-project reflection meetings allow for tracking of progress and resolution of issues. Finally,
instructors are urged to participate in on-going professional development in order to stay current on
emerging pedagogical practices geared to the special requirements of EFL students. Incorporating these
guidelines into practice will definitely enrich the educational experience by using the potential of group
work to improve EFL students' conduct and attitude.
Conclusion:
Finally, the influence of group work on the behavior and attitudes of English as a Foreign Language (EFL)
students is a topic of enormous importance, particularly in the context of 21st-century educational needs.
Without a doubt, the advantages of group work in this domain are numerous and perfectly connect with the needs
of education in the twenty-first century.
EFL students can improve their communication and interpersonal skills through collaborative activities, creating
a setting in which language acquisition becomes a dynamic and participatory process. Furthermore, group work
fosters a feeling of shared responsibility and collaboration, which are not only important life skills but also
directly help to students' growth as global citizens prepared for a varied and interconnected world.
However, it is crucial to recognize that group work presents problems for EFL students. Potential constraints
include unequal participation, linguistic difficulties, and individual differences in language proficiency.
Nonetheless, by carefully integrating techniques, these difficulties can be efficiently solved.
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M.A ENGLISH
Educators may promote equal participation and reduce the dominance of a few students by providing wellstructured group exercises that use the abilities of each member. Assessments that include both group and
individual components allow students to shine individually while still benefiting from collaborative learning
experiences. Furthermore, stressing clear communication and agreed objectives from the start of group initiatives
can help to reduce misunderstandings and language barriers.
In essence, the benefits of group work for EFL students in terms of conduct and attitudes much exceed the
drawbacks. When used successfully, group work may form students who are not only fluent in English but also
have the collaboration, flexibility, and communication skills needed to prosper in the twenty-first century. It is
our obligation as instructors to maximize the benefits of group work while proactively addressing its limits in
order to provide a complete and fulfilling learning experience for every EFL student.
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M.A ENGLISH
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