Imad Waragh, Hamdi Suwaed


Group work is believed to be one of the possible solutions to the problem of dealing with large number of students within one speaking class. However, how students perceive group work in their EFL speaking classes is an area that needs to be researched. This study looks at how students perceive group work in their speaking classes and their preference of being given a specific role in a given speaking task that involves working in a group. A questionnaire has been distributed to 42 students to highlight their perceptions towards group work. Results from this study revealed that EFL students seem to like the idea of working in groups in their speaking classes as they reported a number of benefits that they gain when they work in groups, for example, they feel more independent, they have a chance to share ideas, and they speak English in most of the time in the class. However, a number of drawbacks have been also reported by the students, for example, the domination of one student in the group, some students find it difficult to work in a group of mixed gender, and low level students sometimes feel frustrated to work in group.

Article visualizations:

Hit counter


meaning of group work, benefits of group work, and drawbacks of group work

Full Text:



Alfares, N. (2017). Benefits and Difficulties of Learning in Group Work in EFL Classes in Saudi Arabia. English Language Teaching Journal. Vol, 10, No, 7.

Al Nouh A., Taqil H. (2014). Effect of Group Work on EFL Students’ Attitudes and Learning in Higher Education. Journal of Education and Learning. Vol, 3, No, 2.

Beebe S., Masterson, T. (2003). Communicating in small groups. Pearson Education Inc, Boston, Massachusetts.

Burdett J. (2003). Making groups work: University Students’ Perceptions. International Education Journal. Vol 4, No 3.

Brown, H. D. (1994). Teaching by principles: An interactive approach to language pedagogy. Upper Saddle River, Prentice Hall Regents.

Burke, A. (2011). Group Work: How to Use Groups Effectively. The Journal of Effective Teaching, Vol, 11, No, 2.

Chiriac E. (2014). Group work as an incentive for learning –Students’ experience of group work. Educational Psychology Journal. Vol 5,

Cohen, L., Manion L., Morrison K. (2007). Research Methods in Education. Sixth edition. New York, Routledge.

Doff A. (1991). Teach English: a training course for teachers. New York, Cambridge University Press.

Dörnyei Z., Murphey T. (2003). Group Dynamics in the Language Classroom. Cambridge University Press, Cambridge.

Harmer J. (2003). The Practice of English Language Teaching. Oxford, Longman.

McCafferty G., Jacobs, M., DaSilva I. (2006). Cooperative Learning and Second Language Teaching. Cambridge, Cambridge University Press.

Salas M. (2005). Grouping techniques in EFL classrooms. Actualidades Investigativas en Educación. Vol 5.

Ur, P. (1990). Discussions that work: task-centred fluency practice. New York, Cambridge University Press.

Wichadee, S. (2007). The effect of cooperative learning on English reading skills and attitudes of the first-year students at Bangkok University. 29-30.



  • There are currently no refbacks.

Copyright © 2015 - 2023. European Journal of English Language Teaching (ISSN 2501-7136) is a registered trademark of Open Access Publishing GroupAll rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).