iv4

Declaration
I declare that this report it is a result of my own research and my personal knowledge based
on some references clearly identified in the bibliography.
 v5

Dedication
I dedicate this report to my two daughters, Nélia Sérgio Pedro, Yony da Bete Sérgio and
especially to my parents.
 6

Acknowledgements.
As anyone who has never written a Research Report, knows that it is not a solo
project, rather, it is a collaborative effort thus, my first greatest thanks are to all people who
made a significant contribution for the successful of the report given by English department as
the final dissertation and I would like to thank dr.Cremildo António Bande, dr. Damas Calege,
Ma. Dionisio Mavume, Ma. Daniel Muando, Ma. Leotien and especially to my supervisor
Ma. Shaun Bissett who guided me and encouraged me to write correctly this research report.
Also I would like to thank all my English lecturers who provided me with several knowledge
related to my English course. And I cannot forget to thank my classmates as well for sharing
some experiences and ideas especially to my lovely friend Nelson Bernardo Saute and
Celestina Amelia Machava who always encouraged and supported me in our group revision,
and in wider world I am beholden to a network of friends, colleagues and family larger than I
can’t ever thank by their names. Finally, truthful and huge thanks are addressed to the God by
supporting me and helping me daily during the process of walking toward university, so he
has never let me alone, praying that he carries on blessing me in all my life.
 7

1. Abstract

In this research report our intention is to persuade to English teachers the importance
of group work in learning English speaking skills so that students may get opportunities to
participate fully in the lesson and to gain the habits of working in group even when they are
out of school environment. Moreover, to improve the effectiveness of the techniques used by
teachers and the student’s attitudes toward learning in group work. And we expect to find out
from the teachers the great difficulties and barriers that limit the effectiveness use of the
group work when they teach English language. And then we supplied them some strategies
to facilitate the different manner of implementation of group work in order to use it easily. In
addition we intend to demonstrate especially English teachers that students engagements in
group work activities has great influence on their first language fluency, in fact, it is in a
small group that students feel more comfortable to speak, to ask freely before presenting his
or her ideas to the big audience. Generally, the report starts with general overview of the
background of this study and the aims and objectives to be achieved by the end of the study.
After that follows justification or rational in which we present reasons why we conduct the
present research. Then we present the critical questions and hypothesis which guide our
study, after that we present the literature review which highlight on the impact of group work
in learning English speaking skills, the strength and the weakness of group work, the concept
of group work, leaning and speaking and the strategies of teaching English through group
work. And then, we present theoretical framework which is the limitation of the study to only
one theoretical framework and methodology which explain techniques to be used for
collecting the data during the research. After that we present the type of research that we are
caring on, population and sample this is followed by data collection techniques where we
present documents analysis, questionnaires, observation and after that we present methods of
analysis, data collection, data presentation, analysis and discussion then we present
dissemination of results and finally we present bibliography, appendix and annexes. Our
study cared out at Morrumbene Secondary School and we suggested several strategies of
using effectively group work in learning English speaking skills, then we hope that such
strategies will improve teachers’ techniques in teaching English language.
 8

2. Introduction
Topic: The Impact of Group Work in Learning English Speaking Skills.

Case study: Escola Secundaria de Morrumbene.

It is known that English assumes the category of business language because many leaders’
factories are foreign and they use English in labor environment and then, they give to the
workers instructions of their activities in English language, moreover, English language is
known as global language because it connect all people around the world so, there is a need
to be studied and known by all people in all over the world without any exceptions of
Mozambique.

This present work, aims to discuss The Impact of Group Work in Leaning English Speaking
Skills. The interest to research on this topic was awakening by the fact that we commonly
heard that students who finishes grade ten at secondary school they cannot communicate
fluently in English while they had been learning English for five years, and among that,
there are several issues causing in that such as: some teachers do not use group work to
teach English Speaking Skills due to some disadvantages which they think that it occurs
during the process of Teaching English Speaking skills in the classroom, they always use
Whole-class, then according to Harmer 1995:205,whole-class is the class grouping where all
students are working together with their teacher this is traditionally teaching technique, and
according to him, students working all together at the same time they get little opportunities
to practice or to talk during the lesson and this technique always goes in a wrong speed,
either the teacher is quite slow for the good students or perhaps teacher is too fast for the
weaker students so in which case may get stressed and not learn what is being taught, as the
same way as occur in shy and nervous students also find this technique extremely bad and
boring .
But according to the experience that we had we concluded that teacher’s ideas fails by
arguing that group work does not bring good results in the process of teaching. So, if they
implement effectively group work activities in their teaching, they will see that it brings
more successful results in the process of teaching English speaking skills therefore, most of
failure of students in speaking is caused by not given the chance to express themselves
during the lessons and by not using group work activities. Thus this study is about the
impact of group work in learning English speaking skills at Escola secundária de
Morrumbene
 9

2.1 Aims and Objectives

Aims:
 To persuade English teachers the impact of Group Work in Learning English
Speaking Skills.

2.3 Objectives:
 The purpose of this study is to persuade and encourage English teachers to use the
group work when teaching speaking skills
 To present strategies and techniques to improve using group work, in order to reduce
the problems in communicating in English after finishing grade ten.
 Moreover, we intend to promote English speaking between students and teacher, the
relevance of working in group or working cooperatively at school and in their daily life.
 To explain the relevance of group works in building friendship among students and
teacher.

2.4 Critical Questions

a) Do teachers use group work effectively to teach English Speaking Skills?
b) Do teachers give to the students a group work activities?
c) Do students like to practice group work activities?
2.5 Hypotheses
a) If teachers do not use group work activities so, it is noisy and are time consuming
b) If teachers do not give to the students group work activities then, students do not
communicate in English during group work, they talk about outclass subject’s matter.
c) If students do not like to work in group then, they find it boring because teachers
always bring to the classroom the same types of activities.
2.6 Rationale
The impact of Group Work in teaching English Speaking Skills
Group work is technique used in teaching process composed by two or more students
according to (Scrivener 1994). And still saying that this technique is important in teaching
because motivates students, the weakness students learn from strength students, they interact
among them. And Speaking is the process by which the speech is produced to establish
 10

communication between people. Yule G.(1985). And then, learning is the process by which
students gain knowledge or skills by studying or by experience taught by someone else.
English is a foreign language and it is included into Mozambican curriculum as a subject
which is taught firstly from grade six in Mozambique. During the course, one of the
activities developed in teaching practice subject is that of going to school to observe lessons
as well as practicing teaching so, throughout this process we noticed that some teachers
marginalize the use of group work activities during speaking lesson. And when we asked
some of them, they answered that group work activities are noising, are time consuming and
student do not communicate in English during group work or talk about outclass subject
matters’ and teachers maintained that if any work is done, it is only one student who did it
and the rest do not practice at all.

Then, our purpose on choosing the topic above is to persuade Morrumbene Secondary
School’s English teachers to use group work, because it is relevant in teaching English
speaking skills because it goes hand and hand with group work. Normally most of the
students learn by playing game or singing some songs, then they cannot play or practice the
game individually without getting in touch with other members. Obviously they will need
other members to join with, in order to make their game most interesting.

Another reason is that: most of speeches production makes sense when there is
certain discussion about something or a simple dialogue between friends. Taking into
consideration that, classroom is the place where students acquire a lot of skills through other
students, and is a place in which lot of them build their own friendship. So, these
particularities especially happen when the learners are in group, and when they are together,
they raise a sort of conversation which will make them get the willing to chat, sharing
information about their daily life. That is why is not fundamental to teach Speaking Skills
without using group work. Many students from Secondary schools finish grade 10 or
medium level with writing skills, reading skills and listening skills but with lack of speaking
skills, due to the problems of expressing themselves freely in English. So, this happens
because of several aspects which occur in teaching process, such as: English course books
are expensive and many of caretakers are facing difficulties to buy them and fewer
bookshops sell English grammar and dictionary. And the most of Mozambican people do
not like to read books especially English books as their hobbies. The basic idea of
encouraging them in speaking skills is to explain students the importance of English in the
world, as the business language.
 11

Then group work, prepares the student for their adult life, so they will grow up
knowing that, working in group is most important, for example most of the companies they
work cooperatively in group in order to overcome easily some barriers that may affect them.
Using group work in learning English skills is most fundamental and it has lot of
advantages, so that it enable students to get in touch between them, it is less stressful for
them and break the traditional lesson centered to the teacher, it increases participation of the
learners in the lesson, motivates students, they carry great responsibility of their own
learning because the lesson is centered on them. The weaker students learn from strength
students. But for successful effect of group work, teachers must be aware of minimal and
maximal members in a group, in fact, the group might be composed by three up to eight
members.

2.6.1 Justification

The principal purpose in the process of teaching English language is to enable students
with speaking skills so that they could communicate in English everywhere they go, but many
students finish grade ten or twelve with lack of speaking skill and if they have, they cannot
communicating fluently in English while they have been taught English since grade six up to
ten or twelve, so this problem made me to raise an investigation so that I can discover why
this happen, and I discovered that teacher do not use group work in their teaching process, so
that students can practice the language by their own in group, and I concluded that
whichever language it does not develop when is used in singularities, I mean, a person does
not speak alone as a way of practicing a language, always needs a partner to share ideas in a
target language. That is why, group work is the one of the best techniques which easily
promotes the development students speaking skills, (Harmer 2010), them the process of
teaching a language it might occur in friendship environment, in pair or in group, through
that, students will develop their speaking skills.

2.6.2. Structure of the Report.

This report will be structured by the following way:

Cover → in this item it is filled by my full name; the title of the work in the middle of the
page; the institution’s name at the bottom of the page, and the department’s name and then the
date.
 12

Cover Sheet→ In this item it is covered my full name; the title of the work in the middle of
the page, the degree sought and the supervisor’s name; the institution’s name at the bottom of
the page, and the department’ name and then the date.

Declaration → In this stage is where I swear that this report is a result of my effort research I
did not copy it from someone else.

Dedication→ In this item is where I address my wish to my lovely relative due to this report.

Acknowledgements→ In this stage I express all my gratitude to all intervenient who directly
or indirectly contributed in the process of production of the present report.

Table of Contents→ In this item I write the contents with it page number so that the reader
can locate the contents through pages.

Abstract→ In this stage I state the clear picture of what it comes in the report I explain why I
am carrying out this study; what do I expect to find out; how I am going to collect the data.

Introduction→ In this stage I give the brief introduction of the topic.

Background Of The Problem→ In this stage I set out why I chose my topic what prompted
my interest in the topic; the links with the previous.

Aim→ In this stage I present the purpose of this study .

Objectives →In this I present the objectives of the report .

Critical/Research Questions → In this I set three critical questions of my research.

Hypotheses→ In this item I give the possible answer of critical question.

Rationale→ In this stage I Explain how I came to develop an interest in the topic.

Justification → In this stage is where I explain why I believe that this research is worth
doing.

Structure Of The Report→ In this item I the organizational structure of my report.

Literature Review→ Is where I ensures that I am not ‘’reinventing the wheel’’ I give credits
to those who have laid the ground work for my research then I demonstrate my knowledge of
the research problem, I demonstrate my understanding of the theoretical and research issues
 13

related to my research question. I show my ability to critically evaluate relevant literature

information.

I indicate my ability to integrate and synthesize the existing literature. And finally I try to
convince my reader that my research will make a significant and substantial contribution to
the literature.

Theoretical Framework →In this section I ‘restrict my study’’ to one theoretical framework.

Methodology→ In this section I justify my choice of the methods.

Type of Research→ In this stage I explain the type of my report.

Population and Sample→ In this item I state the place where I cared out my research.

Methods/ Data Collection Techniques→ In this section I present the documents used to
collect the data\such as observations sheet, questionnaires sheet and focus groups etc.

Methods/ Data Collection Techniques → in this section I present methods and techniques
that I used to collect the data to fulfill my report.

Method Of Analysis→ In this section I present methods that I will use to present data.

Data Presentation, Analysis & Discussion→ in this stage I compare, contract and I discuss
data collection.

Conclusion→ In this stage, I give my conclusion of the research.

Recommendations→ In this section I give suggestions and recommendation to English

language teachers.

Bibliography→ In this section I present a list of references used in conducting, producing

and analyzing the data.

Appendices→ In this section I present research time schedule; tools to be used.

Annexes.
 14

3.Chapter I. Literature review.

In this chapter will focus on Literature Review, we are presenting the wide range of
information that has been written by different scholars who support different ideas related to
the impact of group work in learning English speaking skill. And within the chapter we
defined the meaning group work; we explained the importance of using group work in
learning English speaking skills and the different strategies of organization of group work as
well as disadvantages of using randomly the group work.

Group work is technique used in teaching and learning process composed by two or more
students. This technique is important in teaching English language because motivates
students; the weaker students learn from strong students, they interact among them (Scrivener
1994). I personally agree with Scrivener indeed the group work if it is well implemented in
the process of teaching a language it helps students to develop their speaking skills, students
are engaging in the topic in the way of playing they find the lesson more informal and they
learn easily. During English course at ‘Universidade Pedagógica’, one of the activities
developed in teaching practice subject is that of going to school to observe lessons as well as
practicing teaching which occurred at Morrumbene Secondary School, so throughout this
process we noticed that some teachers marginalize the use of group work activities during
speaking lesson. According to Turkman and Jensen (1977) group work brings to the students
good impact in reinforcing confidence of using group work in the classroom. I believe with
the author, really group work brings confidence to the students since they practice activities in
their own and they fill in freedom to express themselves free but note being judged by the
teacher or his or her classmate.

So, the lack of using group work destroys and unmotivated students in acquiring speaking
skills and this brings bad consequences in their future life. As Mozambique is the country
which makes boarders with different countries which are English speaker, the regional issues
obliged Mozambique to update its educational curriculum because of its localization. And
Mozambican community faces problems of communication with other countries. Then,
Mozambican government, decided to include English as one of the subject of Mozambican’s
curriculum. Thus, English was taught from grade 8 up to grade 12, and because of
development of regional boarders, lately English started to be taught from grade 6 up to 12 so
that Mozambican’s people can communicate with all regional community in English without
problem. However, English language is used for several purposes in Mozambique and some
 15

of them are: business, tourism, political issues and basically for connecting people in the
world. So, the process of teaching and learning English language in Mozambique consists of
giving students some opportunities to practice their English in order to become more fluent
and confident in English language.

That can happen if teachers help their students by talking to them and allowing them to talk to
each other in English. Because it does not make sense to teach students a lot of language
functions without give them a chance to practice the language. According to Scrivener (2005)
this thought is really true, learning more about grammar without having a chance to practice it
with his or her classmate he or she will end up speaking books not the language, so there is a
need to teach speaking through group work and giving chance to practice it themselves.
Moreover, there is no point in teaching students a lot about the language if they cannot use it.
And there are variety techniques to achieve the objective co communicating in English; one of
them is to get students into small group so that they can fell less controlled by their teacher
and they will learn the language unconsciously. Moreover, According to Scrivener 1994,
unlike whole class task, group tasks give every student mainly in group discussion, a chance
to speak as each member of the group will make as much effort as possible to support their
group’s idea. To use effectively group work teachers must be aware of different types of
group mentioned bellow by Jeremy Harmer, (2010) such as:

3.1. Whole-class Teaching.

Many people bear in their mind that teaching and learning is to have students sitting in
a row and standing in front of teacher and this type of organizing the class has advantages
such as: It reinforces a sense of belonging among the group members, something which we
as teachers need to foster ( Harmer,2010) and according to (Williams and Burden,1997:79 ) If
everyone is involved in the same activity, then we are all in it together and such experiences
give us points of common reference to talk about, and use as reasons to connect each other. It
is so easier for the learners to share emotions such as happiness or amusement in the whole
class. Additionally it is good to set activities for whole-class where teacher must keep
controlling such activities and it is suitable to give clear explanation and instructions of such
activities. Teachers must prepare and plan well their activities before handing to the students,
and be much pragmatic as much as possible and bring up pictures, texts, and an audio or
video tape. we criticize Williams and Burden ideas since when they say that whole-class
teaching involve all students and they do the same activity and it is easier to learn, this may
 16

happen and may not happen taking, into consideration that lot of African’s secondary schools
are commonly overloaded with more than 60 student per class, and to this type of streams is
not practical. Teacher will not control all students at same time and getting good results,
because of big number of students in the same class so in this sense some students will not
practice the activity or if they practice teacher will not correct it. This technique only gives
advantage to the teacher in terms of designing students’ activities, he or she design one
activity for all students and he or she corrects two or four students as a form of saving a time
for other aspects.

According to Harmer 2010, there is no real limit to the way in which teachers can
group students in a classroom, through certain factors such as over-crowing, fixed furniture
and student’s attitudes may make things problematic. In fact, for the over-crowing classes all
sitting in the desks it cause difficulties in term of organization of the group because they will
not find space of organizing the desks in a different ways of forming and organizing a groups.
However, teaching a class as a whole it may not encourage students to take responsibility for
their own learning. Moreover, whole-class teaching favors the transmission of knowledge
from teacher to students rather than having students discover things or research things for
themselves.

3.2.Pair Work .
In pair work, students can practice language together by having conversational issues,
reading texts research a language or take part of information gap activities, and in addition,
they can practice a sort of dialogue, predict the content of reading texts and comprehension.
Thus, using pair work in teaching speaking skills is very important because it dramatically
promotes speaking time for all students in the classroom. Gives chance to the students to
interact themselves being controlled by their teacher, reduces teacher’s power devoted to all
students when they work in all class by controlling only two pair work while other works
alone and it is synthetic and easy to organize it. (Harmer 2010: 165). This technique needs
many teacher’s attention when he or she performs it, so that he or she could guarantee the
good environment and effective results. In fact, if teacher misses attention in pair work, the
class will be frequently very noisy, and sometimes students in pair can often veer away from
the point of an exercise, talking about something else completely in their first language.
 17

3.3. Group Work.

According to (Harmer, 2010), Group work is larger than pair work, we can organize
students in a large group since we know that such task it could not be done in pair work
because of it complexity. There are variety activities that teachers might give students to
practice a language such as: students can write a group story or role-play situations which
involve five learners. They can prepare a presentation or discussion of issues and come to a
group decision. They can watch, write or perform a video sequence. In teaching and learning
process there is no way to excuse, in order to break down the use of group work because of
benefits that brings to the learners such as: group work increases the number of talking
opportunities for individual students as it happens in pair work; students have great chance on
expressing different opinions and variety contributions related to the topic, it promote
students freedom of expressing their opinion without asking any guidance or any controller.
( Harmer J, 2010).

Despite what has just been said, group work is not well come for some teachers
because of its implications when it is not well controlled, in this case it could bring
disadvantages in the process of teaching such as: group work is likely to be noisy, some
teachers feel that they lose control, and we may feel that not all students enjoy working in
group since they will prefer to be the focus of the teacher’s attention rather than working with
their peers and in other way it can take longer to organize as long as student will move to
place to another looking for the best friend to join with and this process will take long time to
start activities and to finish it.

3.4. Group Work in Education.

Group work is well applicable from secondary school up to University as the
pedagogical technique in the classroom, and is also used outside of the classroom in case of
Technique and Professional schools when students practice their technical activities. Baskin,
C. Barker, M., & Woods, (2005). It is obvious to use Group Work in secondary school up to
University since the students are not naive in the learning process are able to monitor their
own groups and the learning process is centered on them. Then it is not applicable in the
primary school as are still naive with less interest in learning but thinking to be at their home
and the study quite centered on the teacher. The factors that influence interaction patterns in
a group work are the size and physical arrangement of the group. As the size of the group
increases, the possibilities for potential relationships increase dramatically, teachers must be
 18

aware of the organizational method of the group work unless they will end up saying that it is
not productive. So, teachers might organize the group between four up to eight students but, it
is advisable small group are very successful one because is easy to control them,( Kephart
1951).

3.5. Size And Physical Arrangements.

According to (Caernica et al., 2002) groups of two students are not productive as
long as they are students so close and they are not sufficient number to form a group work
and are not encouraged and will not generate creativity. Physical organization of the group is
other element which must be taken into consideration when teachers provide group work
activities. So, physical arrangement it influences the interaction of group member, for
example: members who sit in circle, they have great accommodation to communicate with the
other members than the members who sit in rows and members who sit across from each
other, for example, these members have an easier time communicating than the members who
sit on the same side of a circle who are separated by one or two members. But groups of
three or four members are appropriate in producing good results because they fell involved in
the lesson and they carry responsibility of their own learning. According to Caernica et et al.
(2002). Larger groups decrease each members opportunity to participate and often results in
some members not actively contributing to the group. It is obvious; they provoke noise
discussing issues out of the lesson.

3.6. Group Work Development.

Teachers should promotes developments group work skill to the students, to carry on
with this item, teacher should set permanent group in the class, and he or she must control
them, and teacher might organize heterogenic group and not homogeny group so the member
of group should act in correct way and in effective way. Then teacher should promote a sort
of competition group activities in order to praise the best one and addressing all attentions for
those whose are weaker. It is important to the stage of development group so that students
must devote all their power in order to improve and to compete with other group, through this
way the learners will develop as much as possible their speaking skills. (Davis, 1993)
additionally teacher must find out a good motivation to maintain the groups in the same
position and giving the funny activities so that students become interested in group work
activities.
 19

3.7. Cooperative Learning .

Comparative learning improves students development skills, such as students will
understand that it is easy to learn in group because break down in their mind the habits of
working individually. In cooperative learning, there are many techniques of acquiring the
contents, such as formal and informal experience that will enable learners to learn complex
contents cope each other (Bobbitt, Inks, Kemp, and Mayo, 2000). Some teachers use group
work activities without providing to the learners techniques of group work development, so
by doing this teacher will not see the impact of having group work in the class.
As long as teachers organize group work, they must teach them to be dynamic group
because dynamic group goes hand and hand with the member’s behavior, this will help them
to form permanent group until the end of the course. If students do not have dynamic group,
one of the member will decide to abandon the group looking for dynamic one and as long
students start to look for dynamic group they waste their time instead of studying. to stay in a
permanent group until the end of the course is most important because students built good
relationship among them, which will help them even in outside of the college. (Coyle, 1930).

3.8 .Strategies to form Attractive Group Work.

Sometimes we may have students that are refusing to work in group due to some bad
factors that might be caused in group activities when is not well explained advantages of
using group work activities, relatively to form group work, teacher must not do it randomly,
they must be aware of some techniques of forming group work activities in order to motivate
students when they are involved in certain activities. And after grouping them teacher must
check the all group members, if all is sufficiently attractive or not, so a group work must not
be composed by antagonist members, if that happens bear in mind that the group will not
produce effective results or they will end up having bad or antagonists discussions. (Harmer
2010).

And teacher must produce some rules which will guide the group, such rules must
contain with respect norms, tolerance norms and norms that provide conditions to listen to
other, giving chance to other members to speak. And state norms of how the member must be
organized in the classroom. And the group must choose their representative group member in
order to control other members in time of discussion. So, this standard of organization will
bring effective result in the process of teaching speaking skills. Moreover, another way of
having effective group work activity is to ask students at the end of certain group activity how
 20

they felt it. Was it interesting or not, so their answer will guide you to set new activities in a
different model. And will help teacher to decide if we need to spend more time explaining
what we are doing; we might concentrate on choosing better tasks. However, even where
students show a marked initial reluctance to work in groups, we might hope through
organizing a successful demonstration activity or discussion.( Harmer 2010).

In the process of creating group work there several principles which we have to take
into consideration such as: Friendship, streaming; chance; the task; changing group; Gender
and status. When grouping student we must take into account their friendship, or we must
make sure that we put students with friend to friend rather than risking the possibility of
people working with others whom they find difficult or unpleasant members. Or we can just
evaluate the group by observing them and through that we will conclude the kind of
relationship of the members of group. Moreover, we should leave to the students’s criteria to
choose the members that they need to join with forming group work activities.

According to (Harmer J, 2010); more informed way of grouping students is to use a

sociogram, but in order to be effective and safe, students need to know that what they write in
private will never be seen by anyone except their teacher. So this will allow teachers to make
informed choices about how teachers should group their students. However other teacher do
not agree with form of grouping student because it is time consuming, and other think that
instead letting the students likes and dislikes predominate, the initial likes and dislikes should
be replaced by acceptance among the students (Dornyei and Murphey, 2003: 171) Sociograms
may be useful way if the students do not seem to be cohering correctly or when pair work and
group work do not seem to be going well.

3.9. Streaming.
According to Cambridge Advanced Learner’s Dictionary Streaming is the practice of
grouping and teaching together school students with similar abilities. Then, many teachers
they come across with some problems when they need to understand if they could organize
group work according to their abilities or should be mixed group. And others were suggesting
that group should have a mixture of weaker and stronger students. In such groups with the
more able students can help their less fluent or knowledgeable colleagues. So in this strategy,
the strong student will help the weaker students. The suggestion given by the majority of
teachers is to prepare different task to the same class and organize different group according
their level and for those who are at same level they might stay together, and teacher should
 21

devote much time for weaker groups and for strong one should practice in their own.(Harmer
2010).

4. Chance.

This is other technique of grouping students by their chances, in this does no reason to
group them on their friendship, ability, or level of participation. Since it is not requiring much
time for pre-planning and provide good cooperation environment among group members.
Another way of grouping is to join students who are sitting next or near of them, but teacher
must pay attention for students who sit together for long time since they know each other
potential, so they will end up bored with the group and consequently will not produce good
results. The other strategy of grouping students is to select the students’ name that begin by
‘A’ to form a group, and for those whose name starts by ‘B’ and so on. And in terms of
controlling the number of members in a group will depend upon the size of the class that you
are leading, and we can have group of five students.( Harmer 2010). Although the last
strategy is too complex and it needs much time to arrange it before starting the proper task, so
if teacher is less flexible will spend much time trying to set the groups, imagine if the
student’s name goes to ‘A’ up to ‘Z’ it is not practical. And we only believe with the first
strategy which is to group students who are sitting near of them.

4.1. Changing Group.

When we have group settled with practical activities does not mean that we cannot
change or move some of group member to other group, we can change while an activity
continuous. For example, student may start certain activity such listening vocabulary and then
discuss in pair and after that discuss in group of four or six members in order to compare their
knowledge related to what each other had understood, this enable students to share contents in
different group. ( Harmer 2010). In our opinion we think that changing group members has a
risk in terms of matching new coherence between group members, and other members will
complain to be changed to another member since they familiarized with the former group and
consequently will be unproductive group.
 22

4.2 . Gender and Status.

As it is known that group work is not only use at school only or in the classroom, that
is why we teach students to be familiar with it, so that they can use in cooperative farmers and
other collective companies in their communities. Through this knowledge we have to bear in
mind that there are activities that are suitable for men and other to women such as business it
is suitable for women, and draw activities for man, that is why a lot of women used to fail in
Draw subject then teacher must know to mix the gender in order to help the weaker gender.
And sometimes women are shy to speak English but if they are mixed with the men they will
become motivated in demonstrating their potential.(Harmer 2010)

4.3. Procedures for Group Work.

Teachers have a lot do in a process of teaching and learning process, to set a task in
group is not enough, they should know how group are organized but also must know what to
do before, during and after forming group work, To set work in group we have to bear in
mind that learners need to fell enthusiastic about what they are going to do, and they need to
be given ideas on how they will proceed with the activity and they must be praised during and
after finishing the task. And before providing them activities, teacher must design them as
well as possible and explain it clearly in order to avoid misunderstanding comprehension, and
students will practice the language easily. One successful group work is often helped by
giving students a limited time, when activity should finish. (Davis, 1993).

4.4. What Teachers Suppose to do during the Process of Development of Group work?
After organizing group work activities, teacher must not abandon the class; there are
numbers of teacher’s activities to be cared on. And is so danger when teacher set certain
group work’s task and leave away from the class, the lesson’s goals will not be achieved,
because students will get opportunities to talk about things that are out of the lesson. Thus, to
avoid that, teachers must give the structures of the task, after that he or she must stand in the
front or the side of the students or somewhere else of the class. ( Littlewood, 1981:19).

Some experienced teachers know how to hold the attention of a large group while
seated, but there is a greater possibility of losing some learner’s attention if we are seated.
Furthermore, if we are not careful, remaining seated throughout the class that can give
students the impression that we are not interested in the lesson or motivated to teach so this
leave students becoming bored with the lesson. In addition, there is a need of using body
 23

language when explaining so that students understand the content with ease, and this is
difficult to do when seated, and so standing would be the most appropriate position in this
situation. However, sometimes sitting is a good idea if standing can distract students and
crouching for any length of time is physically uncomfortable, then sitting in a place which is
easily accessible to all students while they are working, which may be in the middle of the
class as opposed to at the front, with the advantage of not distracting them but being available
to answer any questions. (Littlewood, 1981).

However, ‘the position we adopt in the classroom depend on the task students are
involved in and the type of interaction required’ Griffiths(2005) and according this scholar,
wherever we stand in the class, students will see the teacher, therefore standing is important
when we want the attention of the whole class, for clarifying language or giving instructions.
And controlling what each group is doing, through that teacher will be able to identify the
group that will need much help in the activity, and will notice the best group which will help
the weaker ones. On the other hand, crouching around or behind groups has several
advantages such as: we are giving the group the massage that we are mobile, and not going to
stay with one student, pair or group for longer than is necessary. And we are physically at the
same height as the students, making interaction more personal and less threatening, which in
turn leads to a more communicative atmosphere. Finally, crouching allows us to position
ourselves near groups without constantly moving furniture around with us which can be very
distracting.

During the group work activities it is important too, that teachers keep a fair distance
with students so that they fell neither threatened for the teacher being so close during student
interaction nor neglected for teacher staying very far or closer to only one group rather than
moving around all the groups. And other procedures in group activity is that, teacher works as
monitor in the classroom, he goes around in the class watching and listening to specific group
either to help them with the task or to collect example of what they are doing for later
comment. Thus, these procedures give opportunity to teacher to identify shy students and
working with them in a particular way in order to increase their progress, by giving extra
activities so that they can practice many times the language.
 24

4.5. What Teachers Suppose to do at the end of Group activity?

Obviously, students will need the fee back of what they have discussed in group;
teachers should provide the feedback to the students. To increase more participation of
students in a group, if teacher had given to them a task that needs demonstration, he or she
must give student chance to demonstrate in the class, and teacher should praise the best group
by asking another students clapping for successful group, and this is a way of provoking effort
of weaker students to work more and step by step students are improving their language. And
if we face group that they committed mistakes we must not become so bored, because the
language was produced in somehow and we have to devote all our attention for them in order
to demonstrate the correct activities. These ideas are supported by (Harmer 1991).

4.6. Advantages of Group work Activities to teach Speaking Skills.

Working in group has a lot of advantages which is impossible to mention all of them
in this paper in other words there is strong scientific support for the benefits of having
students learning and working in groups and according to Wallace. et al (1993) the usage of
group work activities to teach speaking skills helps students to reduce their speaking fears for
the fact that the other members of the group experience the same difficulties as theirs.
Therefore, they speak with no fear to be judged by the whole class or by the teacher. Actually
students in group, speak as much naturally as possible with the help of their group. This
happen when teacher asks the group to identify kitchen’s objects, each member of the group
will try freely to mention the name of some objects, so they will come across with some
difficulties of expressing the correct name of the object, and during that process probably they
will express the name of object in wrong way without any problem and if one of the member
knows will correct his or her partner.
Moreover, group work promotes a positive affective climate. Many students are
linguistically insecure, experience considerable stress when called upon in the public arena.
This stress is increased by knowledge that they must respond accurately and above all
quickly. Research has shown that if students pause longer than about one second before
beginning to respond or while making a response or not worse appear not know the answer, or
make an error, teacher will tend to interrupt, repeat or rephrase the question, ask a different
one and swish to another student. In contrast to individual work which provides a relatively
intimate setting and, usually, a more supportive environment in which to try out English
speaking skills.
 25

4.7. Group work Increase the Quality of Student’s Talk.

Group work does not only limit the quantity of student talk, but also the quality.
Notably teacher fronted lessons majorly mechanical limiting students to give answers such as
‘yes’ or ‘no’ or replaying by short sentences that seldom promote the students creativity and
teacher confirming the correctness by saying ‘yes right or good’ but natural communication
rarely or never takes place. In contrary Group work can help great deal here. First, unlike the
teacher centered lessons, with a single, distant initiator of talk and, its group interlocutor, face
to face communication in a small group is a natural setting for conversation. Secondly, five or
six students working together for five minutes are not limited to produce hurried solutions,
rather, they can engage in cohesive and coherent sequences of utterances, thereby developing
discourse competence not just a sentence grammar. Third, students can take on roles and
adopt positions which in teacher-centered lesson are usually exclusive for the teacher and can
thus practice a range of language functions associated with those roles and positions.( Harmer
2010).

4.8. Group Work Encourage Students to Become Active rather than Passive.
Most of the time, many teachers regard as they are owner of knowledge, they plan
lessons without taking into consideration that students are not a certain container which is
waiting to be felt knowledge by somebody. Contrarily, students has knowledge to share in the
class with his or her partners, thus teachers must plan their lesson thinking that they are going
to work with students who are able to interact in the class during the lesson.

And they have to think in interesting topic which will encourage students to
participate actively in the lesson such topic must not centered only in the grammar but also
should bring themes that develop communicative skills, such as dialogue, debates, role-play
and so on. Teacher must bear in their minds that teaching second langue has specific goal
which is communication, and the syllabus does not bring as much contents which provide
communicative skills, thus, teachers must be creative by inserting contents which provides
such skills. For example if teacher brings a topic such as: ‘Dialogue between Customer and
salesman at the market’ this topic will bring more participation and will encourage student to
be active rather than passive in the class because the topic talks about things that they
practices in their quotidian. However, teacher should provide vocabulary and, give
instructions before starting a lesson. (Harmer, 2010)
 26

5.Group work Establish good Environment of Support, Trust and Cooperative Learning
among Them.
Then group work, enable student with abilities to deal with their future life, so they
will grow up knowing that, working in group is most important, for example most of the
company they work cooperatively in group in order to overcome easily some barriers that
may affect the companies. Using group work in learning English skills is most fundamental
and it has lot of advantages, so that enable students to get in touch themselves, its less
stressful for them, and break the traditional lesson centered to the teacher, its increases
participation of the learners in the lesson, motivates students, they carry great responsibility of
their own learning because the lesson is centered on them. The weaker students learn from
strength students, and they share experience. Then they find that environment interesting for
them.
And they get knowledge to work in large or complex exercise than individual task.
Group work provides students a structured learning experience which enables students for the
daily life in their work place, company and so on, and train student to work with different
people coming from different place with different culture, behavior and skills. It helps the
learner by knowledge of solving complex exercise and their social problem.(Harmer, 2010)

5.1. Disadvantages of group work.

. Group work is worth spending the time and trouble to explain its advantages and to
encourage them to take full advantages by participating as much as they can and sticking
strictly to English.( PW. Watcyn-Jones 2002:9) However, a lot of things or actions have its
advantages in fact, go hand and hand with some disadvantages which could not dominate
completely advantages. It is obvious that many people hate to be involved in problems when
there are contrast ideas on trying to find solution to certain purpose, that is why they hate to
work in group, although individual work may guide them to a bad solution just to avoid
conflicts. Beebe and Masterson (2003) some members may really too heavily on others to do
the work. This is one of the most salient problems that face groups. Some members do not
practice in and help and do not adequately contribute to the group since they feel that their
less intelligent than other members. (Freeman & Greenacre, 2011). One solution to this
problem is to make every group member aware of the goals and objectives of the group and
assign specific tasks or responsibilities to each member. It takes more time to work in a group
than to work alone. It takes longer to accomplish tasks when working with others. However,
the time spent taking and analyzing problems usually results in better solutions.
 27

5.2 . What kind of Activities Teachers should prepare for Effective Success in Group
work?
Group work is one of the best techniques which enable students for better
communication, all language’s teacher have to develop strategies to deal with communicating
language teaching. The goals of group work in teaching English speaking skills goes hand and
hand with communicating language teaching, because both challenge to develop fluency in
langue. Fluency is natural language use occurring when a speaker engages in meaningful
interaction and maintains comprehensible and ongoing communication despite limitations in
his or her communicative competence.
Scrivener (2005) and kayi (2006) suggest the following types of group work:

a) Picture Differences Tasks.

This task consists of giving picture ‘A’ to one group and ‘B’ to another group. Each
group describes its picture to the other group in order to find the differences between the two
pictures only based on the description.

b) Group Planning Tasks.

In this activity, group of students are told to plan an activities which they would like to
do together during their holidays or in a weekend, where they must all agree on where they
want to go.

c) Ranking Task.
In this task, teacher must design or prepare a list of items that learners can discuss and
place in a particular order according to their opinions. For example teacher gives the
following questions to be discussed.
1. What is the most useful thing within a given list?
2. What are the worst programs on TV? Why?
3. Does God exist or not exist?

d) Role-play.

For this activity, students are given information about a person or a job such as
teacher, nurse, etc. and they are given some time to prepare and then act in small groups
according to the role they are taking but using their own ideas. According to Harmer
 28

(1988:166), if these activities are not well done and controlled by the teacher, probably group
work brings some disadvantages in the process of teaching English speaking skill such as:

It is likely to be noisy. Some teachers feel that they lose control, and the whole-class
feeling which has been painstakingly built up may dissipate when the class is split into
smaller entities. Not all students enjoy it since they would prefer to be the focus of the
teachers’ actions rather than working with peers. And group can take longer to organize than
pairs; beginning and ending group work activities, especially where people more around the
class, can take time and be chaotic.

6. Theoretical Framework.

Group work is a way of classroom interaction when students are working with another
students, they may work in activities such as to discuss something, to check answers, to do a
communicative activities, etc. (Scrivener 1994:214). Then according to him there are five
types of students grouping in the classroom such as:

 The class working together with the teacher;

 The whole class mixing together as individuals;
 Small groups (three to eight people);
 Pairs;
 Individual work.
In any lesson a teacher may include work that involves a number of students these
different arrangements. Varying grouping is one way of enabling a variety of experiences for
the learners. (Scrivener 1994:13) I personally agree with ideas Scrivener normally we are
working with the large class made by 60 up to 65 students so, teacher must be creative in
terms of production of activities, he or she should select group work activities which enable
the participation of all students, this will bring more productive in terms of speech production
each students will share his or her ideas among the group.
Group Work is one of the best technique used to develop student’s speaking skills and
to engage them in speaking activities, this study is supported by Scrivener (2005) who
advocates that high value of group work speaking activities promote fluency and confidence
by providing students with opportunities to learn, to speak and cooperating in practical
activities within their groups. Moreover, he says that group work provide to every student
with opportunities to speak with less fear or making mistakes. Scrivener (1994:63-65) also
 29

suggests several communicative activities in pairs such as pair interview, pairs compare,
picture difference, stamp collecting, planning a holiday and survival it promotes to the
students to develop their speaking skill moreover it is also useful to remember that students
should have a genuine need or a reason to speak together. Simply telling them to work in pairs
does not make it a valid or useful technique. Creating a need to talk together either because
they are sharing ideas and information or because they have different pieces of information or
different opinions will make pair work far more meaningful.
 30

7. CHAPTER II: Methodology.

7.1. Type of Research.
We are conducting theoretical or qualitative and quantitative research these techniques
explain in detail all aspect that we carried on this study and also present us required
information for our study and enable us to analyze all the data collected in the field through
observation, and questionnaires. In fact, the qualitative data collection was required when we
analyze the impact of group work in English speaking skills on other hand Quantitative data
collection was based on how often teachers use group work in their teaching process.

7.2. Population and Sample.

7.2.1. Population.

This study was carried out at ‘Escola Secundária de Morrumbene’ which convey 53
teachers, 44 are men and 9 are women, within them there are 7 men teachers non trained and
4 women non trained, moreover 26 men lecturers and 6 women, and 7men with medium level
and 4 women. And it is crucial to present only data of English teacher qualifications, in fact,
there are 3 men lecturers and 2 women lecturers and 1 women in medium level becoming 6
all of them .in this study, we have worked with 3 classes in which one of grade 8 and one of
grade 9 and last of grade 10.

7.2.2. Sample.

The study involved 3 teachers one in each grade and 15 students 5 per grade. For
better collect data information, we produced observation sheet with 19 questions, then we
observed two times in each teacher in all three grades different and questionnaires sheet with
10 questions and for the students we produced questionnaires sheet with 9 questions.

7.3. Research Methods and Data Collection.

For this study we used qualitative and quantitative research methodology and as
research instruments we used questionnaire for teachers and students and then, classroom
observation sheet, from which note take was done carefully as a form of keeping information.
This technique is good because enable teacher and students to answer freely the
questionnaires without shame to write the truth. And it is safety to observe the lesson so that
we can contrast the reality within the classroom and the answers given by the teachers and
students from questionnaire
 31

7.4. Research methods and data collection techniques.

7.5. Observation.

Observation is the remark of something that you have noticed (Cambridge Advanced
Learner’s Dictionary, 2008 this technique allows us to be in the classroom during the process
of teaching and learning caring with us tools such as observation sheet containing all items
that we expect to find in the classroom. And we observed in detail a classroom setting,
material used during the lesson, classroom environment and students behavior. This technique
allows us to collect data from teachers and students, through it, brings to us the relevant and
truth information on how group work is being used in the classroom to improve students’
speaking skills. It is through observation which enables us to identify problems and the
impact of group work in learning English speaking skills.

In order to collect truth data we were obliged to observe different classroom and grade
such as grade 8, 9 and 10 so that we can collect different environments to learn about
learners’ behavior toward the impact of group work in learning English speaking skills, so, all
activities performed in the classroom determine on how teacher is implementing group work
and also demonstrate the reaction of students on practicing activities in group.

7.6. Questionnaires

According to Cambridge Advanced Learner’s Dictionary ( 2008) questionnaire is a list

of questions that several people are asked so that information can be collected about
something. Through questionnaire will be able to collect information on how students and
teachers understand group work and its function in the process of learning and teaching. The
questionnaire will be answered by 3 teachers and 15 students, then this method will help us to
understand on how group work is being used by the teachers as well students.
 32

8. CHAPTER III: Data Presentation, Analysis and Discussion

In this chapter we present the data then analysis and finally present the discussion of the data.

8. 1.Method of Analysis

During observation, we collected data which supplied us information on how group

work is used then, we analyzed it and also we used questionnaires so that we check how often
group work is used. And finally we discussed all the information from all the data that we
collected.

8.2. Data presentation and Analysis

In the following description we have the data that we collected during the observation.

According to the observation sheet, teachers motivate students by correcting students’

homework, but not as much as needed to engage all students and to call their attention into the
classroom, they did that just by asking to check students’ exercises so that can see homework
done. Through our observation we noticed that teachers are note announcing the goal of the
lessons only present the new topic and them write in the black board. Then they give the new
structions of the topic, and then in the process of providing students’ production exercise they
give the proper feedback orally and sometimes give the feedback by writing on the board.

During the process of giving the feedback, teachers sometimes correct errors and if
they do, they do not encourage students to perform with the answer. And for those who
correct the exercise they do not praise them as a way to motivate them. Through our
observation we noticed that teachers are not giving enough time to the students to practice the
language in the classroom, always they care about grammar aspects and students are limited
on solving exercise related to the grammar and we discovered that teachers are not using the
group work in their teaching process so that can help shyer students in giving opportunities to
talk among them.

As our observation occurred with 3 teachers and one of them was teaching grade 9 and
used the pair work in reading activities teacher was practice drama reading, in this the group
as made by 2 students, then during the process, teacher was not praising the good students as
to encourage the other students to perform good reading. Although the class was almost
overload by 65 students, teacher tried to cover all students into a lesson and we observed that
teacher taught the lesson through pair work because it was typically drama and we noticed
 33

that they hate using group work,( see appendix 1 ), then we concluded the lessons’ goal was
achieved because the students were able to practice reading through pair work and we noticed
that students like to work in pair.

8.3. Data based on Questionnaires.

8.3.1. Data based on Teachers Questionnaires

In this stage we present and analyze the 10 questions that were answered by the
teacher at Morrumbene Secondary School, as we conducted our questionnaires to the 3
teachers they answered it almost in the same range, (see appendix 2 on teachers’
questionnaires), for them group work does not bring good impact in learning English speaking
skills and they justify their answers by saying that group work is noisy, time consuming,
needs much time, it is difficult to control and to arrange it since their classes are is composed
by 65 students, the participation is unequal some students will rest while other with much
work, it cause intricet conflicts in attempt of validity ideas and it is loss creativity when the
task is easy they do it and afterword they talk about things that are out of class issues. Now
we are referring to the question number 7 ( see appendix 2) teachers were all unanimous by
saying that students like and enjoy working in group since they find opportunity to refresh
their mind by talking about issues that are out of classroom activities, and other find chance to
access in Facebook or whatshap

For the eighth question, two teachers they do not encourage students to do activities in
group since it brings conflicts and a lot of endless discussion, so they prefer individual work
because brings more responsabilities on them, then the other teacher admitted that sometimes
encourage students to do group work as a way to reduce a lot of students tasks. And then
going into the ninth question, teachers do not think that group wok is important tom the
student’s life even after finished school because they will end up causing antagonism situation
among them and in their community so they avoid encouraging students to practice it. And in
the final question, teachers do not like to work in group hence it brings bad results, colleagues
are not serious when the task is to be done in group.

8.3.2. Data based on students’ questionnaires.

In this section we present and analyze students’ questionnaires. Then the first
questions was about to know if students like to work in group or not and as our questionnaires
was to be answered by 15 students and 13 students liked to work in group then this validates
 34

correspond 87% it shows that students like to work in group because it provides chances to
express their opinions sharing their experience and only 2 students disliked to work in group
which corresponds 13%. Now we move to the second question (see appendix 2) we got
validity of 14 students with negative answers which corresponds 93% and only 2 students
answered positively which correspond 7% and then into third question 8 students which
correspond 53% prefer to work with the partners on the same level, 4 of students which
corresponds 27% do not mind on which level their partner is and 3 students which is 20%
prefer partners of lower level of language skills. The answers from this question are very
similar to my expectations; according to our experience on working with the group work we
realized that during group work activities, students were completing the tasks more
successfully with the partners on the same and all levels.
We move now to the question number four where we got validity of 100% all 15
students have extra activities in group which they practice in different purposes such as
professional purposes, in playing game and solving schools’ homework, then I the question
number five we got validity of 100%, students answered negatively, teachers do not
encourage students to work in group. Then in the sixth question we had different answers 8
students which corresponds 53% face difficulties when they practice group activities such as
disagreements on deciding ideas although at the end they find solution, which is obvious for
this kind of activities.

8.4. Discussion.
In this section we are going to discuss about the data presented and analyzed in the previous
sections.

After finishing all the analysis of the data that we collected in our research we have
noticed that teachers does not use group work to teach English so that they could improve
students communicative skills, in fact, we realized that they are committing big mistake in the
process of teaching English language as it is a foreign language, needs much practice and one
of the best technique which motivates students to speak is to ask them to form a groups and
then supplying them by communicative activities. According to (Scrivener 1994) this
technique is important in teaching English language because motivates students; the weaker
students learn from strong students, they interact among them sharing different ideas.
According to the teachers questionnaires’ answers (see data based on teachers’ questionnaires,
section 8.2.1) we noticed that most of teachers hate to use group work in their teaching and
 35

learning process and if they do, they do it randomly, they do not give the importance due to
some problems which might occur during practice of group work activities. And other
teachers do not use it because they thing that it is a form of wasting a time playing instead of
teaching, and if their director find them using group work activities he thinks that teacher is
playing with the students and he presumes that teacher did not plan the lesson that is why he
set a game to play in the classroom with the students.
According to our observation sheet (see appendix 1) it is obvious that teachers do not
bear in mind that group work is one of the best technique used to teach language although it is
supported and published by different scholars. And if it is well used the different strategies
they will see that group work brings brilliant result in the process of learning and teaching
especially on development communicative skills, nevertheless they ignore the use of group
work, then, as English language teachers, should use it mainly in the speaking activities,
taking into consideration that, nowadays students finish grade 10 even 12 with no abilities to
communicate in English, this problem is caused by the teacher during the process of teaching
and learning, so, teachers do not give the chance and enough time to the students so that they
can practice the language themselves and in addition they teach much grammar instead of
teaching communicative and speaking issues mixing with practical lesson such as role play,
discussions, debates so, this is the reason why a lot of students fail to communicate in English
even if they have fished their English course only they acquire writing skills always they
spend a time coping grammars’ notes.
Within 3 teachers we noticed that no one has used group work during his teaching and
learning process and we conclude that teachers are not aware of the good impact of the group
work, rules and strategies that might be used when they use it, we are saying this because one
of them he asked students to solve grammar exercise by filling in gap in pair and he did not
control the feedback so that he could evaluate the function of using it, we observed that
teachers did not praise students, which is crucial technique to encourage the participation of
students in the class. Basing on teachers’ questionnaires it is clear that they don’t use group
work as a technique to improve students’ communicative skills due to the problems that occur
during the process of using group work which are: time consuming, noisy, difficult to control
then for them, group work brings negative impact to the process of learning and teaching, and
as the reality of Mozambican streams which is almost full it around about 60 up to 65
students, they argue that they face problem if they want to form groups, since the class is
narrow there is no space to move the desks to one place to another then they prefer to use the
whole-class technique. And they avoid to encourage students to practice the group activities
 36

since it has risks in many occasions mainly in attempt of fixing the validate idea they raise
confusion between them. According to o the last question of teachers’ questionnaires we
noticed that they do not like to work in group with other teachers, since it brings unserious
results, then one of them explained us why do they not like to work in group and they gave us
one example of the meeting done to design analytics plans, saying that teachers are only
changing the dates on previous plans there is no improvement in terms of updating the
contents.
According to students questionnaires ( see appendix 2) it is obvious that students like
to work in group, since it brings more motivation to them, and they feel less controlled by
the teacher, and they find it as a way to express their opinion although during the discussion,
each other fight to be heard and to see his ideas validated, moreover it is through group work
which students socialize between them, and as we know that government encourage people to
promote entrepreneurship because of lack of government works, so in this position if the
students are not trained to work in group during the period of their course, automatically their
project will fail because a lot of particular business requires cooperative abilities issues. And
we have said in the previous sections that the failure of students in communicative in English
is due to the lack of practice speaking in the classroom and in their hobbies because teachers
do not teach topics which improve speaking skills and if they do not give enough time to the
students to practice English in group during the lesson.

8.5. Recommendation
In this section we present the recommendations for the teachers and some aspects which we
addressed some suggestions to the director of school.

During our research, we had opportunity to observe English lessons in grade 8,9
and10 then, we came across with some points which need more efforts to be well done such
as the lack of use of group work during the process of learning and teaching then, through that
we decided to leave some recommendations in order to improve the teaching and learning
process. Such recommendations are: teachers should devote more power to prepare well all
vocabulary before getting in the classroom and must pre-teach such vocabulary before going
straightforward to the main lesson. Teachers, must use group work to promote student’s
speaking skills, and we recommend to the English teachers to take some consideration when
they use group work so that they could avoid saying that group work is noisy, time consuming
and son, such considerations are: when they work with group work, they must be sensitive
 37

when they interrupt pair or group work communication. Moreover, non sensitive teacher’s
intervention can spoil the whole activity. Teachers should not abandon the groups during the
process of practice the activities, but they should intervene only in the case when students ask
him for some clarification of some linguistics aspect or even a simple misunderstand. In fact,
there are sometimes situations in which teacher’s intervention is necessary. However, the
more you disturb students during group work, the more they become dependent on your ideas.
As it was said at the beginning of this report with development of communicative language
teaching, students should be given a chance to express what they want to say independently
on the teacher. This can be achieved in well prepared group work.
Additionally, if teachers set a certain task, they must clarify it as well as possible
including some structures of language faction before ordering students to do, and then, they
must be creative in terms of producing, teaching materials to the students such as: mini
dictionary, list of regular and irregular verbs and texts book, in order to enable students to
develop communicative skills such as reading, writing, listening and speaking skills. It is too
dangerous learning the language without text books; grammar, and dictionary; teachers should
advise all students’ caretakers to buy such material to their sons. Moreover, headmaster must
improve the environment in the classroom, students are not comfortable they sit on the floor
and others are cramped, in each desk sit three students so, if it was possible they should add
more desks in addition, the school must change the chalk board because it’s useless and
narrow teachers face great difficulties in presenting their lesson on that.
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9. Conclusion
The main aim of this report is to focus on persuading English teachers on using group work in
teaching English speaking skills. And from our observations we have found out that teachers
are not using group work on their teaching and learning process.
During our research we concluded that teachers are not using the group work (see
appendix 1 and 2) as one of the best technique to teach English speaking skills and we
concluded that most of students fail on communicating in English after finishing their English
course because teachers do not give enough time to practice speaking during the lesson and
they give much time to practice grammar exercise, in addition we concluded that teaching and
learning process is an activity which needs collaborative and cooperative techniques between
all education intervenient like caretakers, teachers, students and members of Ministry of
education so that we could get successful result. Although teachers have great responsibility
on achieve good results at the end of grade or English course. And then, linguistics teachers
should provide much time to the students to practice speaking activities especially in pair or
in group, such activities, we did not see during our observation, teachers were caring on
teaching topics which was not promoting speaking. We assume that after the end of this
research will provide enough arguments which will convince teachers to use group work in
their teaching so that they must involve all learners in the process of learning and teaching
English speaking skills. So, this will help students to speak fluently English language.
 39

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ANNEXES
 42

APPENDIXE 1
 43

APPENDIXE 2