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Assessing Practice and Challenges of Group Work in English Speaking Classroom in Dawro Zone: In the Case of Dali Secondary School

Received: 15 November 2021     Accepted: 11 December 2021     Published: 24 December 2021
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Abstract

The English language plays significant roles in various fields. This study was conducted in Dawro Zone Southwest Ethiopia with assessing the practice and challenges of group work in English-speaking classrooms in Dawro Zone with particular reference to Dali Secondary School. The school was selected through purposive sampling technique. To achieve the purpose of this study, a descriptive research design was employed. Moreover, both qualitative and quantitative approaches were used to report the findings of the study. Similarly, grade 9 and 10 classes were selected through the purposive sampling method. Then, students were selected through simple random sampling of the lottery method, while English language teachers were chosen through comprehensive sampling technique. A total of 222 students and 3 English teachers were selected for this study. To gather relevant data for the study, open and close-ended questionnaires were prepared and used to collect primary data from the respondents. The findings of this study indicated that English teachers did not give clear instruction, motivate, encourage, and give their students appropriate speaking activities as well as they rarely use group work to teach English speaking which in turn impede the practice group work in English speaking classrooms. Moreover, the study reported that students lack confidence, worry to speak in the target language freely and to express their ideas in the language and the opportunity given them to practice English speaking in the group was insufficient and they frequently taught in the teacher-centered method. The suggested solutions were focused on allowing students to speak in class, providing necessary guidance along with immediate feedback for their students after speaking tasks, minimizing students’ nervousness by advising students not to fear of any mistakes since mistakes are learning opportunities, supplying of necessary authentic materials, allocating sufficient time for speaking activities, helping their students overcome shyness by having friendly, helpful and cooperative behaviors to make students feel comfortable when speaking in the class.

Published in English Language, Literature & Culture (Volume 6, Issue 4)
DOI 10.11648/j.ellc.20210604.14
Page(s) 114-125
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2021. Published by Science Publishing Group

Keywords

Challenges, Speaking, Group Work, Dawro

References
[1] Alamirew, G. (1992). "The Applicability of Group works in learning English." Addis Ababa University (Unpublished MA Thesis).
[2] Arends, R. (1997). Classroom instruction and management. New York. McGraw-Hill Companies Inc.
[3] Brown, H. (1994). Teaching by Principle and Interactive Approach to Language Proficiency. Upper Saddle River: NJ, USA Practice Hall Regents.
[4] Brumfit, C. J. (1984). Methodology of Communicative in Language Teaching: The Role of Fluency and Accuracy Cambridge: Cambridge University Press.
[5] Byrne, D. (1986). Teaching Oral English. London: Longman.
[6] Byrne, D. (1987). Teaching for Classroom Interaction. London: Long man. Cambridge.
[7] Cohen, E. G. (1972). Designing Group Works: Strategies for the Heterogeneous Classrooms. New York: Teaching Collage Press.
[8] Davis, B. G. (1993). Tools for Teaching. Jossey-Bass Inc. San Francisco: California.
[9] Doff. A. (1988). Teach English: A Training Course for Teachers Cambridge: Fink Beiner Education Inc. Boston: Massachusetts.
[10] Dorneyei, Z. (2007). Research Methods in Applied Linguistics. Oxford: Oxford University Press.
[11] Ellis, R. (1994). The Study of Second Language Acquisition. Oxford: Oxford University Press.
[12] Gebrewahid. T. (2011) A Study on the Perception and Roles of EFL Students in Group work Implementation Addis Ababa University (Unpublished MA thesis).
[13] Girma. G. (2005). ”A study of secondary school English language Teachers” Implementation of Methodological Innovations: The Teaching of Grammar in Focus. Addis Ababa University (Unpublished PHD Dissertation).
[14] Harmer, J. (2007). The Teaching Practice of speaking in English Language. Third Edition. Amazon: Long man: Melment Publishing.
[15] Harmer. J. (2001). The Practice of English Language Teaching. London: Longman.
[16] Harmer, S. (1991). The Practice of English Language. London: Longman.
[17] Kothari, C. R.. (2004.) Research Methodology, Methods and Technique. Second Revised Edition. New Delhi: New age international publisher.
[18] Lefkowitz, N. (1994). Feedback on Feedback: Assessing Learners Receptivity to Teachers Responses in Second Language Composing. Journal of Second Language Writing.
[19] Little Wood, W. (1986) Communicative language teaching. Cambridge: Cambridge University Press.
[20] Littlewood, W. (1981). Communicative language teaching. Cambridge: Cambridge.
[21] Littlewood, W. (1984) Foreign and Second Language Learning: Language Acquisition.
[22] Littlewood, W. (2007). Communicative Language Teaching. Cambridge: Cambridge University Press.
[23] Ministry of Education, (1994). Ethiopian Education and Training Policy. Unpublished Policy Document; Addis Ababa Ethiopia.
[24] Ministry of Education, (2011). Secondary School Standard. Ministry of Education: Press (unpublished).
[25] Mohammed, A. (2007). ”A Study on the Challenges and Opportunities of Using Group work in EFL Class with Reference to Grade 9 Dire Dawa Comprehensive school”.
[26] Richards, J. C and T. S. Rodgers. (1986). Approaches and Methods in Language teaching. Cambridge: Cup.
[27] Richards, J. C. and Rodger. S. (1996). Teaching Approaches and Methods in Language. Third Edition. New York: Cambridge University.
[28] Richards J. C and Rodger, T. S (2001). Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press.
[29] Richards, J. C. and Rodgers, T. S. (2006). Approaches and Methods in Language Teaching; a Description and Analysis. Second Edition. UK: Cambridge University Press.
[30] Ryan, R. M. (2001). On happiness and human potentials: A review of research on hedonic and eudemonic well-being. Annual review.
[31] Stren, H. (1983). Fundamental Concepts Language Teaching. Oxford: CPU.
[32] Thornbury, S. (2007). How to Teach Speaking. Second Edition. New York: Longman.
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  • APA Style

    Abraham Bulcha Gamu. (2021). Assessing Practice and Challenges of Group Work in English Speaking Classroom in Dawro Zone: In the Case of Dali Secondary School. English Language, Literature & Culture, 6(4), 114-125. https://doi.org/10.11648/j.ellc.20210604.14

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    ACS Style

    Abraham Bulcha Gamu. Assessing Practice and Challenges of Group Work in English Speaking Classroom in Dawro Zone: In the Case of Dali Secondary School. Engl. Lang. Lit. Cult. 2021, 6(4), 114-125. doi: 10.11648/j.ellc.20210604.14

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    AMA Style

    Abraham Bulcha Gamu. Assessing Practice and Challenges of Group Work in English Speaking Classroom in Dawro Zone: In the Case of Dali Secondary School. Engl Lang Lit Cult. 2021;6(4):114-125. doi: 10.11648/j.ellc.20210604.14

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  • @article{10.11648/j.ellc.20210604.14,
      author = {Abraham Bulcha Gamu},
      title = {Assessing Practice and Challenges of Group Work in English Speaking Classroom in Dawro Zone: In the Case of Dali Secondary School},
      journal = {English Language, Literature & Culture},
      volume = {6},
      number = {4},
      pages = {114-125},
      doi = {10.11648/j.ellc.20210604.14},
      url = {https://doi.org/10.11648/j.ellc.20210604.14},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ellc.20210604.14},
      abstract = {The English language plays significant roles in various fields. This study was conducted in Dawro Zone Southwest Ethiopia with assessing the practice and challenges of group work in English-speaking classrooms in Dawro Zone with particular reference to Dali Secondary School. The school was selected through purposive sampling technique. To achieve the purpose of this study, a descriptive research design was employed. Moreover, both qualitative and quantitative approaches were used to report the findings of the study. Similarly, grade 9 and 10 classes were selected through the purposive sampling method. Then, students were selected through simple random sampling of the lottery method, while English language teachers were chosen through comprehensive sampling technique. A total of 222 students and 3 English teachers were selected for this study. To gather relevant data for the study, open and close-ended questionnaires were prepared and used to collect primary data from the respondents. The findings of this study indicated that English teachers did not give clear instruction, motivate, encourage, and give their students appropriate speaking activities as well as they rarely use group work to teach English speaking which in turn impede the practice group work in English speaking classrooms. Moreover, the study reported that students lack confidence, worry to speak in the target language freely and to express their ideas in the language and the opportunity given them to practice English speaking in the group was insufficient and they frequently taught in the teacher-centered method. The suggested solutions were focused on allowing students to speak in class, providing necessary guidance along with immediate feedback for their students after speaking tasks, minimizing students’ nervousness by advising students not to fear of any mistakes since mistakes are learning opportunities, supplying of necessary authentic materials, allocating sufficient time for speaking activities, helping their students overcome shyness by having friendly, helpful and cooperative behaviors to make students feel comfortable when speaking in the class.},
     year = {2021}
    }
    

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    T1  - Assessing Practice and Challenges of Group Work in English Speaking Classroom in Dawro Zone: In the Case of Dali Secondary School
    AU  - Abraham Bulcha Gamu
    Y1  - 2021/12/24
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    AB  - The English language plays significant roles in various fields. This study was conducted in Dawro Zone Southwest Ethiopia with assessing the practice and challenges of group work in English-speaking classrooms in Dawro Zone with particular reference to Dali Secondary School. The school was selected through purposive sampling technique. To achieve the purpose of this study, a descriptive research design was employed. Moreover, both qualitative and quantitative approaches were used to report the findings of the study. Similarly, grade 9 and 10 classes were selected through the purposive sampling method. Then, students were selected through simple random sampling of the lottery method, while English language teachers were chosen through comprehensive sampling technique. A total of 222 students and 3 English teachers were selected for this study. To gather relevant data for the study, open and close-ended questionnaires were prepared and used to collect primary data from the respondents. The findings of this study indicated that English teachers did not give clear instruction, motivate, encourage, and give their students appropriate speaking activities as well as they rarely use group work to teach English speaking which in turn impede the practice group work in English speaking classrooms. Moreover, the study reported that students lack confidence, worry to speak in the target language freely and to express their ideas in the language and the opportunity given them to practice English speaking in the group was insufficient and they frequently taught in the teacher-centered method. The suggested solutions were focused on allowing students to speak in class, providing necessary guidance along with immediate feedback for their students after speaking tasks, minimizing students’ nervousness by advising students not to fear of any mistakes since mistakes are learning opportunities, supplying of necessary authentic materials, allocating sufficient time for speaking activities, helping their students overcome shyness by having friendly, helpful and cooperative behaviors to make students feel comfortable when speaking in the class.
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Author Information
  • Department of English Language and Literature, College of Social Sciences and Humanities, Wolaita Sodo University, Dawro Tarcha Campus, Tarcha, Ethiopia

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