ISSN 2348-3156 (Print) International Journal of Social Science and Humanities Research ISSN 2348-3164 (online) Vol. 10, Issue 3, pp: (62-75), Month: July - September 2022, Available at: www.researchpublish.com
EFL INSTRUCTORS’ PERCEPTIONS OF GROUP-WORK AND PAIR-WORK SPEAKING ACTIVITIES AT INTERNATIONAL SCHOOLS IN İSTANBUL 1
Yamen Bondouck, 2Osman SABUNCUOĞLU
MA student, Istanbul Aydın University, Institute of Graduate Studies, English Language Teaching
1
Assist.Prof., Istanbul Aydın University
2
DOI: https://doi.org/10.5281/zenodo.6838864
Published Date: 15-July-2022
Abstract: Many English language teachers find it difficult to get students speaking. Language courses usually include activities focusing on accuracy rather than activities focusing on fluency or communication. Therefore, collaborative learning through pair work and group work has been a key research topic recently. The current study aims to explore EFL instructors’ perceptions of pair-work and group-work speaking activities at international schools in İstanbul. To achieve the objectives, mixed-methods research combining elements of qualitative and quantitative data was undertaken with a view to collecting and analysing them. A questionnaire in which 100 English language instructors were the participants and an interview with 10 instructors was administered by the researcher. The data of the questionnaire were analysed statistically by using SPSS while the data of the interview were analysed qualitatively by using MAXQDA. In the light of the findings, the participants exhibited positive attitudes towards using pair-work and group-work speaking activities in the classroom. They also stated that they implemented pairwork and group-work activities to develop learners’ speaking skills. The findings revealed that the students preferred to adopt collaborative learning through pair-work and group-work activities due to having a high level of motivation, developing social skills, being active, and enhancing learner autonomy. The study found that English language teachers did not benefit from pair-work and group-work activities because students tended to use their first language and also teachers did not monitor learning well. Due to the significant role of pair work and group work in a successful language learning process, suggestions and recommendations for a further study to develop fluency have been made. Keywords: Pair Work, Group Work, Speaking Activities, Speaking Skill, EFL Instructors, International Schools.
1. INTRODUCTION Many teachers find it difficult to get learners speaking. Students cannot communicate meaning or express feelings in English. They generally like to focus on accuracy and teacher-fronted learning takes place. They cannot emphasise fluencybased activities, such as pair-work and group-work speaking activities which are classified as learner-centred. Therefore, fluency development has been a key research topic recently. Although there is much research into English language teachers’ views of accuracy-based activities, EFL instructors’ attitudes towards pair-work and group-work speaking activities are not available in the literature. They prefer to design a syllabus based on grammar, vocabulary and pronunciation. Traditional teacher-centred instruction does not take into account learner needs, so this sort of language instruction cannot serve the purposes of language learning as teachers never involve students in learning what to learn, how to learn and how to be assessed. Students have no say about the language learning process.
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