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

Abraham Bulcha Gamu

doi:doi:10.11648/j.ellc.20210604.14

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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

Abraham Bulcha Gamu

Published in English Language, Literature & Culture (Volume 6, Issue 4)

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

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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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TY  - JOUR
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
PY  - 2021
N1  - https://doi.org/10.11648/j.ellc.20210604.14
DO  - 10.11648/j.ellc.20210604.14
T2  - English Language, Literature & Culture
JF  - English Language, Literature & Culture
JO  - English Language, Literature & Culture
SP  - 114
EP  - 125
PB  - Science Publishing Group
SN  - 2575-2413
UR  - https://doi.org/10.11648/j.ellc.20210604.14
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.
VL  - 6
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Author Information

Abraham Bulcha Gamu

Department of English Language and Literature, College of Social Sciences and Humanities, Wolaita Sodo University, Dawro Tarcha Campus, Tarcha, Ethiopia

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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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TY  - JOUR
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
PY  - 2021
N1  - https://doi.org/10.11648/j.ellc.20210604.14
DO  - 10.11648/j.ellc.20210604.14
T2  - English Language, Literature & Culture
JF  - English Language, Literature & Culture
JO  - English Language, Literature & Culture
SP  - 114
EP  - 125
PB  - Science Publishing Group
SN  - 2575-2413
UR  - https://doi.org/10.11648/j.ellc.20210604.14
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.
VL  - 6
IS  - 4
ER  -

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