GROUP WORK IMPLEMENTATION IN EFL CLASSROOMS: ENGLISH-MAJORED STUDENTS' EXPERIENCES AND PERCEPTIONS

Abstract

Group work has been employed in English as a foreign language (EFL) classes and has become increasingly important. However, little research has been conducted to investigate its implementation from the experiences of EFL learners and their perceptions of group effectiveness. This study addresses this gap. Data were collected at a tertiary institution in the Mekong Delta province through classroom observations (n = 4), questionnaires (n = 297), and semi-structured interviews (n = 10). The findings revealed that a variety of group activities were regularly used in EFL classes, with appropriate time allotments, and the flexibility for students to choose groups, but with a substantial workload for highly productive participants. In terms of group effectiveness, the students stated that group work enhanced feelings of positivity and increased understanding among group members. However, the results also revealed modest use of English among group members during group interaction. The results provide useful insights for group work implementation in EFL classes and call for further modifications of this implementation to increase the use of English in a collective and collaborative context.