EFL INSTRUCTORS’ PERCEPTIONS OF GROUP-WORK AND PAIR WORK SPEAKING ACTIVITIES AT INTERNATIONAL SCHOOLS IN ĠSTANBUL

Abstract

Many English language teachers find it difficult to get students speaking. Language courses usually include activities focusing on accuracy rather than activities focusing on fluency or communication. Therefore, collaborative learning through pair work and group work has been a key research topic recently. The current study aims to explore EFL instructors‘ perceptions of pair-work and group work speaking activities at international schools in İstanbul. To achieve the objectives, mixed-methods research combining elements of qualitative and quantitative methods was undertaken with a view to collecting and analysing the data. A questionnaire and an interview were used as data collection tools. 100 EFL instructors responded to the questionnaire and 10 EFL instructors were interviewed. The data obtained through the questionnaire were quantitative and were analysed statistically by using SPSS 25 while the data obtained through the interview were analysed qualitatively by using MAXQDA. In the light of the findings, the participants exhibited positive attitudes towards using pair-work and group-work speaking activities in the classroom. They also stated that they implemented pair work and group-work activities to develop learners‘ speaking skills. Besides, the findings revealed that the students preferred to adopt collaborative learning through pair-work and group-work activities due to high level of motivation, development of social skills, being active and enhancing learner autonomy. On the other hand, the study found that some English language teachers did not benefit from pair-work and group-work activities because students tended to use their first language and also teachers did not monitor student learning and manage time well. Due to the significant role of pair work and group work in a successful language course, suggestions and recommendations for a further study to develop fluency have been made.