teaching of English language through group work in large classes

7/29/2019 teaching of English language through group work in large classes

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Chapter 1

INTRODUCTION

Progress and advancement of the countries of the world are always related with the

kind of education they offer to their people .Generally education is the concern of

Government and public in democratic countries. Pakistan is a democratic country and

democracy cannot function with out education. Education is essential for human

development. Modern age is the age of science and technology. Education gives people

expertise and skills for different fields to keep them abreast with the changing realities of

life.

As A man without knowledge is really a blind even he has eyes. Educated man is

as much superior to uneducated person. It nourishes us like mother, guides us like father

and delights us like wife(Ahmad, 1969).

The development of education depends on the language that is unique tool granted to

human beings for communication. It is one of the gifts, gifted by Allah to distinguish

mankind from animal. Therefore development of civilization and education depends upon

the growth and use of language.

Today we know that the whole world has changed to a global village. Every country

and nation of this global village has direct or indirect relation with each other in sphere of

education, trade, commerce and health e.g. but there is a great problem of the medium of

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communication for the people of the world. At present we see that English is the only

international communication medium for the people of this global village.

It is evident that the position of English in Pakistan is vitally important. As

Quaid-e-Azam declared in the first education conference that Urdu will be the official

language, but he never ignored the importance of English. According to him As regard

English, while the injurious effects of making an alien language medium of instruction

has been widely recognised, it must, for some considerable time to come, retrain its pride

of place both in the sphere of our university education and as a means of international

communication (Government of Pakistan, 1947).

Commission on national education 1959 observed that English would continue

because it is the only effective means of communication on the latest developments in

science and technology. Therefore all educated persons in country should have a sound

knowledge of this language. (Government of Pakistan, 1959).

The constitution of Pakistan provides a specific framework for the instruction of

Urdu as the national language and English may be used for official purpose until

arrangements are made for its replacement by Urdu (Government of Pakistan, 1979).

Today English plays a vital role in communication of the global village just like the

backbone in human body. All the developed countries in the world have achieved the

standard learning of English language. But the main problem is with the developing

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countries. Especially with Muslim countries where the progress of learning English

language has been suffered by the religious extremism. As we see today in Pakistan and

especially in tribal areas. Another problem in this connection is the poverty of this region

because most of the people belong to poor families and they cannot afford to get

education in private sector. On the other hand in government institutions most of the

English teachers are untrained which has greatly affected the learning of English as a

language.

Especially at primary level the learning of English is very worst because the teacher

has to teach all the subjects to all the students of one class the whole year. As well as in

rural areas of the Khyber Pukhtoonkhwa majority of the teacher are teaching at one time

to more than one class and this process continues the whole year. At primary level there

is no stress on the homework from the teacher side. Due to which after school time most

of the students are involved in child labor or wandering here and there wasting their

precious time .At primary level in Khyber Pukhtoonkhwa the classes are very large which

are taught by only one teacher for the whole year.

Maqbool writes:---the teacher who teaches the courses are not good at English

themselves. Their means of communication with students is either in Urdu or other

regional languages and they use no rules or regulation when they teach a language

(Maqbool, 2003).

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So it is a great challenge for us that how we can improve the learning process of

English as a language at primary level in large classes. In most of the institution no

attention is paid to the rights of the learners. They pass the time just by reading the text or

doing its translation to Urdu. There is nothing about doing creative activities and no A.V

aids are used to facilitate the student. Mr.Said Abrar Awan writes The way in which

English is taught can affect the academic achievements of the learners. English language

teachers usually employ uniform pedagogical methods without addressing the particular

needs, set of habits as well as weaknesses of the young learners they teach .What should

happen is that the teacher should act as facilitator who controls and directs student

participation. He or she should be at least critical and encourage initiative. But, our

classroom culture is overwhelmingly authoritarian and discourages language learning

ELT practices do not aim at developing listening or speaking skills.

(Mr.Said Abrar Awan, 2003)

The strength of the primary students at schools are usually greater as compared to the

required teacher that is in some cases 80 or more than eighty students are to be taught by

a single teacher. The Government also pays no attention to these problems in order to

appoint more teachers according to the needs. That is why today we are facing so many

problems regarding the teaching of English language at primary level. We know that

Inside the classroom, speaking and listening are the most often used skills but reading

and writing skills are actually being taught, learned and consciously practiced because of

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large size classes. We should realize that speaking and listening are critical for

functioning in any English language context, both inside and outside the classroom and

that teacher should consciously monitor student speech production to determine what

skills and knowledge they already have and what areas need development. Both areas

listening and speaking require serious attention and each need to be recognized as a

separate achievement and given equal importance.

.

Speaking is a crucial part of a language learning and teaching. Despite its

importance, for many years, teaching speaking has been undervalued and English

language teachers have continued to teach speaking just as a repetition of drills or

memorization of dialogues. However, today's world requires that the goal of teaching

speaking should improve students' communicative skills, because, only in that way,

students can express themselves and learn how to follow the social and cultural rules

appropriate in each communicative circumstance. As Chaney said that Speaking is the

process of building and sharing meaning through the use of verbal and non-verbal

symbols, in a variety of contexts" (Chaney, 1998).

Now we come to a question that what is meant by "teaching speaking" is to teach

EFL learners to:

Produce the English speech sounds and sound patterns

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Use word and sentence stress, intonation patterns and the rhythm of the second

language.

Select appropriate words and sentences according to the proper social setting,

audience, situation and subject matter.

Organize their thoughts in a meaningful and logical sequence.

Use language as a means of expressing values and judgments.

Use the language quickly and confidently with few unnatural pauses, which is

called as fluency. (Nunan, 2003)

HOW TO TEACH SPEAKING SKILL

Now many linguistics and EFL teachers agree on that students learn to speak in the

second language by "interacting". Communicative language teaching and collaborative

learning serve best for this aim. Communicative language teaching is based on real-life

situations that require communication. By using this method in EFL classes, students will

have the opportunity of communicating with each other in the target language. In brief,

EFL teachers should create a classroom environment where students have real-life

communication, authentic activities, and meaningful tasks that promote oral language.

This can occur when students collaborate in groups to achieve a goal or to complete a

task.

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The new role projected for English implies a new strategy in its learning as well as in

its teaching. Group work activities are undoubtedly a means by which humans explore a

variety of experiences in different situations for diverse purposes. For example when one

acquires a new item of equipment such as computer, vacuum cleaner or oven majority of

adults well dispense with the formality of reading manual from cover to cover in favour

of playing with the control and functions. By this means individuals come to term with

innovations and familiarize themselves with objects and materials. This hand on

experience of real situation with real purpose is the basis for immediate learning.

The similarity of this process to an idealized form of learning for young children is

inescapable. Group work at its best educational situation, provides not only a real

medium for learning but enables discerning and knowledgeable adults to learn about

children and their needs. In the school context, this means teachers being able to

understand where the children are in their learning and general development which, in

turn, gives teachers the starting point for promoting new learning in cognitive and

effective domains. Group work encourages using ones brain and creativity and is

dynamic, ever changing. Which is something typical course books cannot offer. These

are increasingly associated with educational purposes. Children are rather bound, not

only by rules but also communicative means. Children are able to learn the basics of

language. It is now generally accepted that language learning / teaching not merely can

be but it should be enjoyable.

Group work activities are no doubt enjoyable. The essence of many group activities

lies in out stripping in a friendly fashion, some one elses performance, or in bettering

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ones own, as in the world sports the goal is visible and stimulating, out going others and

improving on oneself, are by and large enjoyable pursuits.

Group work activities are enjoyable because of the active participation and

cooperation with ones fellows. In group or team activity, rivalry and cooperation go

hand in hand. We can also call them communicative games.

For education to be more engaging group work should be an integral part of learning

language and learning process. In todays terrain of unremittingly shifting realities the

necessity for life long learning and the rebuilding of learning society is predominant.

STATEMENT OF THE PROBLEM

The Question / problem is that how far Group work activities are truly valued by

those involved with the education of young children. Most of the teachers fail to

recognize and acknowledge the value of grouping activities. They do not consider it as a

concrete base of concepts. They consider it as any thing other than a non-work activity.

Many adults and teachers pay lip service to language based activities. Despite knowing

that teaching through group work can be truly utilized for the development and learning

of language throughout life. That is why language learning becomes a boring thing for

students and children are de-motivated to learn language.

OBJECTIVES OF THE STUDY

The research is designed to achieve the following objectives:

1. To improve the speaking ability of the students.

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2. To observe the effectiveness of group work activities as compare to traditional

method of teaching.

3. To teach speaking skill of English in a practical way: instead of theoretical

way used in the traditional approach to language teaching.

4. To find out the attitude of the students who go through group work activities,

towards this method.

5. To encourage language learners to take greater responsibility for their own

motivated and take pleasure in learning language, speaking skill.

SIGNIFICANCE/RATIONAL OF THE STUDY

The rational behind selecting the topic for research Teaching of speaking skill

through group work in large classes at Primary level, is that in group work activities

into the classroom and language activities adds variety, a change of pace and

opportunities for a lot of language production and a lot of fun. Furthermore, students

learn best when they are actively involved in the process. Teacher does not establish

the relation, and integrate group work with language learning. Researcher report that,

regardless of the subject matter, students given the opportunity to learn through hands

on experience learn more of what is taught and retain it longer than when the content

is presented in other instructional formats. Students who work in groups appear more

satisfied with their classes and school environment. The study may prove helpful to

the students working in groups and practicing the different aspects of speaking

practice; during different activities this process will help in developing speaking skill

etc. In Pakistan the traditional methods of teaching English speaking are being

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practiced at primary level. More time and importance is given to the teaching of

English textbook. Majority of the teachers are using GTM method for teaching of

English textbooks. No practice is provided to students in speaking English they

passively hear the lesson and attend the class.

The study may prove helpful in bringing a positive change in the classroom . The

English teachers working in the fields can utilize the group work activities by using

the inductive teaching model at the primary level it will bring positive results because

the students will be practically involved in the lesson. According to Green (1993)

teachers, curriculum planners and others who want to be sensitive to the needs of the

students they serve cannot always rely on their own unaided institution. The findings

of the study may prove helpful to the teacher trainers. The perspective teachers may

be given practice in using group work activities along with the other methods of

teaching English and it may be popularized in the schools while these teachers go to

the fields.

HYPOTHISIS

Teaching English speaking skill through group work is an ideal vehicle at primary

level in large classes. This motivates learners to learn with pleasure instead of learning

under unnecessary stress.

The researcher hypothesis is that children will learn best if motivated and initiated

through group work activities to learn speaking skill. The learning ofspeaking skill will

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be more active, more opportunities will be provided to interest, negotiate shared meaning

and learn from their errors. Children would be able to converse in English language and

achieve the level of competence required for primary class level plus children would be

able to speak on every day topics, read newspaper and basic text for their required level.

They will be able to acquire the ability to tell if one is speaking wrong English with

wrong grammatical structure.

RESEARCH QUESTIONS

The researcher research questions are:

Has the integration of group work any impact on teachers professional

development?

Does teaching speaking skill through group work encourage reflective practice?

Is there lack of necessary skills and knowledge required to implement English

lessons through group work?

Would teachers be able to achieve application of this model teaching English

speaking skill through group work in large classes at primary level?

RESEARCH METHODOLOGY

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This study was carried out by using qualitative and quantitative research methods

The researchers experimental design is basically pre-experimental design, called one

group pre-test, post-test design represented by the following

Group 1 Pre-test Treatment Post-test

As well as questionnaires for teachers and students were also a part of this research.

The researcher also thoroughly studied the literature available on the topic in form of

books, articles and Internet.

The researcher intended to conduct the research at, Government Primary School

No.1 Mardan, Khyber Pukhtoonkhwa.

The data was analyzed in the light of literature available on the researcher

research topic. In the light of data collected findings, recommendations are given

and conclusion has been drawn in the end.

LIMITATION OF THE STUDY

The study is limited to the teaching of English Language at primary level English

teachers and students of Khyber Pukhtoonkhwa (Pakistan)

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DELIMITATION OF THE STUDY

As it is very difficult for the researcher to obtain the required data from the whole

population of the study due to the shortage of the time as well as lack of resources.

Therefore the study was limited to:

1. Government Primary School No.1 Mardan District Mardan Khyber

Pukhtoonkhwa.,Pakistan.

2. Only male teachers and students of primary level.

3. Only teaching speaking skill through group work activities.

Chapter 2

REVIEVE OF LITERATURE

The study was designed to examine the effect of group work activities on teaching/

learning speaking skill of English and academic achievement of primary school students

in English. In connection with this study, review of literature includes the following

topics:-

Nature of group work

Detailed description of group and group work

Instruction related to Co-operative learning (CL) in small group activities.

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Review of the related studies.

1.NATURE OF GROUP WORK

1.1 Group: -

According to Good (1973,p.267), the term of group means: to classify or gather

individual measures into classes or group;to classify pupils or other individuals into

more or less homogenous groups for purposes of instruction, testing or

experimentation ; two or more persons in social interaction.

1.2 Group Activity: -

Good (1973,p.8) defines group activities as discussion or work that produces

results not likely to have been achieved by the same people acting separately

2. DETAILED DESCRIPTION OF GROUP

2.1 The Logic Behind Grouping

Thomas (1986) describes that one popular way of suiting teaching to individual

differences has been to divide the learners into groups. The logic behind this practice

is that students usually must be taught in groups, since society cannot furnish a

separate teacher for each learner .so the most convenient way to suit teaching to the

individual characteristics of the students is to divide the learners into homogeneous

groups with each group composed of learners who are alike. Moreover Calfee and

Pointkowski (1986). Point out that research on grouping for interaction is motivated

by the assumption that grouping practices influence students academic and social

learning.

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2.2 Factors Affecting Group Work

According to Nation (1989) the following factors work together to result in-group

work where every one involved is interested, active and thoughtful:

1.the learning goals of group work

2.the task

3.the way information is distributed

4. The seating arrangement of the members of the group

5.the social relationship between the members of the group

2.3 The Goals Of Group Work

Group work can promote language learning in the following ways.

2.3.1 Negotiation of the group work

The learner gets exposure to language that they can understand (comprehensible

input) and which contains unknown items for them. Group work properly handled is

one of the most valuable sources of input. (Long and porter 1985).

2.3.2 New language items

Group work provides more opportunities in teacher led classes. Group work may

improve the quality of these opportunities in terms of individualization, motivation

depth of processing and affective climate.

2.3.3 Fluency

The students attain fluency in the use of language item already learnt.

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2.3.4 Communication strategies

Students learn the following communication strategies

a. Negotiation strategies to control input (seeking clarification, seeking

confirmation, checking comprehension, repetition)

b. Strategies to keep a conversation going (Holmes and Brown 1976,nation 1980).

c. Strategies to make up for a lack of language items or a lack of fluency in the use

of such items (Tarone 1980) and

d. Strategies for managing long turns in speaking (Brownctal. 1984)

2.3.5 Content

Through group work the students can master the content of their English

curriculum. The teacher can also help the learners to achieve one or more of the

language learning goals mentioned above.

2.4 Arranging The Groups

Mc Great (1989) suggests that groups of from four to seven students are efficient

for the communicative use of language. Christison and Bassanus (1981) have

recommended the following classrooms arrangements based on both small and large

groups.

2.4.1 Restructuring

In this case the groups are fluid and are changed according to various criteria.

2.4.2 One centred

In this type of grouping a single student is the Centre of focus and either tells

a story or performs some other communicative language function.

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2.4.3 Unified Group

In this case, every one is part of one large class group.

2.4.4 Dyads (pair)

In dyads two students participate in activities together.

2.5 Types Of Group Work Activities

Group work activities are of the following types

2.5.1 The Co-operating arrangement

In this type of group activities, learners have equal access to the same material or

information and Co-Operate to do the task.

2.5.2 The superior inferior arrangement

In the superior inferior arrangement one member of the group has information

that all the other need.

2.5.3 The combining Arrangement

In these types of group activities, each learner has a different piece of

information that all the others need.

2.5.4 The individual Arrangement

In the individual arrangement each learner has access to the same information but

must perform or deal with a different part of it. The factors involved in the above

mentioned type of group work activities are presented in

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TABLE .1 the factor involved in group work

Combining Co-operating Superior inferior IndividualDistribution

of

information

Each learner

has unique

essential

information

All learners

have equal

access to the

same

information

and to each

others view of

it

One or more

learners have

information that

the others do not

have

All learners

have the same

information but

use a different

part

Seating

arrangement

Learners sit at

equal distance

from each

other, facing

each other

Learners sit

behind each

other facing

the information

The knower face

the seekers

The learners

face each other

Social

relationship

Equality,

Mutual

dependency

Equality Inequality the

knower are in

superior position

Equality , but

with focus on

individual

performance

Most

suitable

learning

Goals

Negotiation of

input

mastering

content

,fluency

New language

items, fluency

New language

items, mastering

content

Fluency new

language items,

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Most

suitable

tasks

Completion,

Ordering,

providing

directions,

matching ,

classifying

distinguishing

Ranking,

Completing,

Choosing,

Finding

Implications,

causes, uses

Data gathering,

Completion,

Providing

directions

Solving

problems

A typical

example

A strip story A ranking

exercise

An interview A chain story or

role playSource: Nation (1989,p.21)

According to Hubicka (1985); William (1980) and Braughton (1969) the following

types of activities can be used for the group work:

2.5.5 Further Practice Activities

These consist of extension activities dealing with language and or material

already used with the class as a whole.

i. Dialogue

The students work in pairs, reading aloud the dialogues that have already been

prepared by the teacher e.g. dealing with new lexis problems of pronunciation, stress and

intonation.

ii. Situations

The students can be made to practice e.g. inviting and responding and using maps

for giving directions.

iii. Grammar exercises

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A lot of textbooks contain exercises to be done either in class or as homework.

The students can do the exercises orally in small groups, helping each other and

discussing the answers.

2.5.6 Interviewing activities

These activities are based on the use of specific structure such as simple

present for likes /dislikes, comparative and superlative, used to etc. they often

involve the use of a chart or questionnaire that has to be filled in.

2.5.7 Jigsaw activities

The class is divided into groups and each group is given written or recorded

material to study. The topic is the same for each group but each piece of material

contains one or two details, which are specific to that group. Questions are

provided to guide the students through their listening or reading. When each

group has found the answers to its questions, the class as a whole is regrouped

with one student from each group and a new set of questions is issued which can

only be answered with the help of information provided in the original groups.

2.5.8 Preparatory activities

The following two types of activities can easily be used:

a) Question preparation

Working in pairs or in groups, the students prepare questions based on

a text or listening passage that they can then ask the other pairs or groups.

Scoring can some time add a bit of fun to this. One point for every

correct question and bonus points for correct questions that the other

pairs / groups answer incorrectly.

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b) Role preparation

The class is divided into groups and each group represents one

character in a role-play. In the groups, the work out what sorts personality

they are, what sorts of things they intend to say and the questions they

think they may be asked. At the end class is arranged for the actual role-

play.

2.6 Teachers Role

MacGreat (1989), describes the role of English teachers as: in the

traditional classroom, the teacher takes on the role of the great leader,

importer of knowledge and as the center of all the activities. But this role is

not suitable for English as a foreign language (EFL) teachers who are teaching

skills. This skill based orientation implies a different role of teacher. Active

participation by the learner is essential. Employing group work activities in

the classroom can do this. In order to promote this, the teacher must not be

some less active in the classroom, but the rather less the center of activity.

Certainly, a teacher who is monitoring, controlling, encouraging and

participating in the different classrooms groups will be even more active than

the traditional teacher .the teachers role must be modified to be come more

managerial and supervisory. Teachers need to be more flexible in their

attitudes toward how learning is achieved.

2.7 The Effects Of Recent Innovations on Grouping Practices.

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Calfec, and Pointkowski (1986) describe that the following recent trends

in educational programs have influenced grouping decisions:

i. Innovations in curricula i.e. individualization and mastery learning

ii. Changes in class assignment procedure.

iii. New forms of school architecture.

iv. New patterns of school organization.

2.8 Advantages Of Group Work

Group work has the following advantages:

Holt; et al (1993) describes that

A. Cooperative learning used in group, is a valuable strategy for teaching

secondary school students, especially useful with students from divers

linguistic and cultural backgrounds who are learning English as a second

language.

B. It offers a method for managing diversity channeling peer influence into a

positive force for improving school performance, and involving students in

classroom communication and activity.

C. Secondary students with limited English language skills have less time to

acquire the English essential to academic success and need a low risk

environment to practice English. Cooperative learning provides an appropriate

method for these purposes and in addition offers increased opportunities for

student social development.

D. Cooperative learning strategies can be used to familiarize students with the

approach and build language skill. Such collaborative activities include games

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for exchanging personal information, problem solving exercises,

brainstorming, group discussion, cooperative review of information and story

sequencing.

E. Jacobs; and Ratmanida (1996), describes that group activities developed in

western countries have been advocated for use in foreign and second language

learning internationally and the South Asian second language educators feel

that group activities are appropriate to their contexts.

F. Long (1975,1977), describes that the potential benefits of the use of group

work are more learner language production, more varied talk, the adoption by

students of a wider range of roles, more individualization, less boredom

among students, more opportunity for communicative language use, more

creative, risk taking language use, greater variety in learner talk, increased

learner independence, and more opportunity to develop social interaction

skills and learning to learn skills.

G. Long and Porter (1985) find: provided careful attention is paid to the structure

of tasks students work on together, the negotiation work possible in group

activity makes it an attractive alternative to the teacher-led, lockstep mode

and a viable classroom substitute for individual conversations with native

speakers.

H. Martnez (1996), describes group work as a means of organizing more

advanced students to tutor lower proficiency classmates: the teacher acts as a

facilitator, only intervening when a group is unable to solve a problem on its

own.

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I. Northcote (1996) describes that collaborative group work can be used to cater

for mixed abilities by building listening and decision, making skills,

encouraging students to state opinion and disagree politely, beginning with

pairs and short, structured tasks before students work in larger groups on

longer, less defined projects, giving students a voice in choosing their group

projects and providing students with responsibilities through the use of well-

defined group roles.

J. According to Rutter M et al (1979), the real art here (in grouping) is keeping

all students actively engaged and on task.

K. Cross (1995) describes that group work activities are frequently used in large

classes because the use of groups minimizes the time and expense that would

otherwise be needed to produce materials for large classes.

L. Some other advantages of group work are Increased frequency; opportunities

to integrate language with content instruction ; freedom for language teachers

to master new professional skills particularly those emphasizing

communication ;and opportunities for students to act as resources for each

other ,and, thus assume a more active role in learning.

2.9 Some Potential Dangers In Group Work

Kelly (1974), suggests that some dangers should be avoided in group work.

1. Sometimes all the potential troublemakers gather together in one group, which

becomes a gang. Such problem should be avoided by the intervention of the

teacher.

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2. The students form themselves into natural ability groups. The teacher should

note that no group is seen to be inferior.

3. Isolates should not be left out. Teachers should try to integrate them into groups at

the put set.

Jacob and Ratmanida (1996), find that the key problems cited in using groups in

second language teaching are: low motivation, significant variation in proficiency

levels and large classes.

3. INSTRUCTION RALATED TO CO-OPERATIVE LEARNING

(CL) IN SMALL GROUP ACTIVITIES.

Co-operative learning (CL) arose in general education. The use of student-

student collaboration to enhance learning has a history going back thousands of years

(Johonson and Hohmson,1994) the 1970s marked a great increase , that continues to

this day in efforts of a theoretical ,research and practical nature, attempting to better

understand and enhance the process of students student collaboration ,traditionally,

the term group includes pairs i.e. groups of two.

A variety of approaches exist within the co-operative learning tradition. Sharan;

(1991) and Sharan (1992), have suggested some concepts, which are integral to these

approaches.

3.1 Positive Interdependence

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It is the feeling among members due to which group members realize that each

members efforts benefit not only himself/herself but all other group members as

well. Positive interdependence provides a feeling of support within the group.

3.2 Individual Accountability

It exist when each individual member feels responsible to learn, to demonstrate

his / her learning and to contribute to the learning of group members. The success of

the group is not measured by a particular group product, but by the individual

progress of each group member. Individual accountability provides a feeling of

pressure within the group, which mixes well with the feeling of support by positive

interdependence.

These two concepts i.e. positive interdependence and individual accountability

are common to most approaches to CL.

3.3 Collaborative Skills

Students need to develop collaborative skills to work successfully with others

such as asking for help, making suggestions and disagreeing politely.

3.4 Heterogeneous Grouping

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It is based on the view that often learning and other educational goals are best

promoted by teacher establishing heterogeneous groups on the basis of such factors as

ethnic group, past achievement or proficiency level, sex and task behavior.

3.5 Equal Participation

In equal participation, all group members are encouraged to participate to a roughly

equal degree. This can be done by providing each member with a turn to speak or

particular information that they need to contribute to the group.

3.6 Simultaneous Instruction

It contrasts with teacher fronted instruction in which one person i.e. after the teacher

speaks at a time, i.e. sequential interaction in the case of group work activities, one

person per group may speaking, e.g. if a class of 40 students working in groups of four,

ten people may be talking simultaneously.

3.7 Progressing Group Interaction

Students regularly analyze and discuss how well their group is working and how

their group might function better in the future.

3.8 Class Building and Teambuilding

It involves efforts to create a feeling of respect, trust, co-operation and understanding

within classes and groups.

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3.9 Face-to-Face Prom motive Interaction

It is based with each other to explain, debate, encourage and question one another.

4. REVIEW OF THE RELATED STUDIES

This part of the thesis contains review of the studies and researches already

conducted in the field related to the effectiveness of group work activities regarding

teaching.

According to Gimson A.C (1992) it is rare for the foreign learner, usually

acquiring English in an artificial and intermitted fashion, to approach the natives

receptive and productive competence. Indeed, it can be argued that only exceptionally

is it necessary to have such an aim. But, whatever abilities the learner may acquire in

the later stages of learning English , he will be well advised at the beginning to model

his productive performance on but one type of spoken English , without any

conscious attempt to alter his pronunciation according to style or situation in the way

that the native speaker does.

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According to Sharan (1980,1999) simultaneous interaction in a group contrasts

with teacher fronted instruction in which one person often the teacher speaks at a time

i.e. sequential intention. When group activities are used, one person per group may be

speaking e.g. if a class of 40 students are working in groups of four, then people may

be talking simultaneously.

The research studies conducted by Bossert,(1988-1989) ; Cohen (1994),Johnson

and Johnson (1989), Sharan (1980) Slavin (1995); conclude that group work activities

produce superior results on a host of variables, including achievements, thinking

skills , interethnic relation , liking for school and self esteem.

Davies (1952) finds that group work allows learners to develop fluency in the use

of language features that they have already learnt .The learners also develop

proficiency in the use of new items.

Christensen (1994), discusses the nature and implications of problems which are

faced by the English language teachers in excessively large classes. Christensen has

discussed three categories of problems: pedagogical, management and affective.

Pedagogical problems include; difficulties with speaking reading and writing tasks:

difficulties with monitoring and providing feedback; problems in individualizing

work; avoidance of tasks that are demanding to implement; difficulty in getting

around the classroom and poor attention of students. Management problems include;

correction of large number of essays in writing classes; high noise levels; difficulties

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in attending to all students, discipline problems and difficulties in returning home

work and examination in time. Affective concerns include; difficulty in learning

student names; difficulty in establishing rapport with students, difficulty in attending

to weaker students; difficulties in assessing student interests and moods.

The teacher can tackle these difficulties by introducing group work activities and

by providing teacher provide listening practice upon which other activities can be

built.

Courtney (1966) discusses research findings in relation to oral communication

tasks and concludes that although direct linkage between task type, language output

and language acquisition has not been established, and probably could not be

informed pedagogic choices can still be made, particularly using the concepts of

control; of information and communication goal.

CHAPTER 3

PROCEDURE OF THE STUDY

This chapter deals with the design and method of the study. The discussion has been

divided into the following six parts:

i. Population

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ii. Sampling

iii. Instrumentation

iv. Design of the study

v. Methodology

vi. Description of statistics and the analysis of data.

POPULATION

All the Government Primary Schools (male) of District Mardan, Khyber

Pukhtoonkhwa, Pakistan were included in the study.

SAMPLING

This section has been subdivided into two parts; Sampling of the students and teachers.

1) Sampling of the Students:-

In this experimental study, one school i.e. Government Primary School No.1

Mardan was selected. Class five both sections were selected for the study. Then both

sections were randomly assigned as the experimental group and the other as the

control group.

On other aspect of the research questionnaire the researcher selected 40 students

of class Four and five randomly from the near most 10 Government Primary Schools

of District Mardan.The schools names are as under:

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1. Government Primary School No.1 Mardan


3. Government Primary School Malak Abad Mardan

4. Government Primary School Koragh Mardan

5. Government Primary School Bicket Gunj Mardan

6. Government Primary School Mirwas Mardan

7. Government Primary School Mistri Abad Mardan

8. Government Primary School Kaskoroona Mardan

9. Government Primary School Sharif Abad Mardan

10. Government Primary School Zaman Abad Mardan

2) Sampling of the Teachers:-

In this experimental study, one school i.e. Government Primary School No.1

Mardan was selected. Class five both sections were selected for the study. Then both

sections were randomly assigned as the experimental group and the other as the

control group to the teachers.

On the aspect of the research questionnaire the researcher selected 40 teachers

randomly from the near most 10 Government Primary Schools of District Mardan

who were teaching English .The schools names are as under:



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3. Government Primary School Malak Abad Mardan

4. Government Primary School Koragh Mardan

5. Government Primary School Bicket Gunj Mardan

6. Government Primary School Mirwas Mardan

7. Government Primary School Mistri Abad Mardan

8. Government Primary School Kaskoroona Mardan

9. Government Primary School Sharif Abad Mardan

10. Government Primary School Zaman Abad Mardan

INSTRUMENTATION

The following were used as instruments for the study.

a. Pre-test (Appendix-A),

b. Post-test, (Appendix-B),

c. Attitude Scale (Appendix-C)

d. Questionnaire for the Teachers. (Appendix-F),

e. Questionnaire for students (Appendix-G),

DESIGN OF THE STUDY

The following are the process for the study:-

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A. Two achievements tests (pre-test and post-test)in the subject of English for class

five.

B. Different aspects of speaking skill relevant to the Primary level

C. Five lessons of textbook of English for Class V.

D. Five lessons of textbook of English for Class IV.

E. Deferent group work activities.

F. Instructions for the teachers.

G. Questionnaire for students: - In this Questionnaire the researcher tried to cover as

much aspects of the students as was possible regarding learning of Speaking skill.

For this purpose the researcher developed a Questionnaire for students, which was

consisting 25 questions.

H. Questionnaire for teachers: - In this Questionnaire the researcher tried to cover as

much aspects of the teachers teaching as was possible regarding Teaching of

Speaking skill. For this purpose the researcher developed a Questionnaire for

teachers, which was consisting 40 questions.

1.Achievement Tests

Two achievement tests (pre-test and post-test) in the subject of English were

developed for the control group and experimental group. The tests for both groups were

the same. In preparing the Pre-test and Post-test for the groups and particularly selecting

items for testing different variables through post-test e.g. listening comprehension and

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speaking ability. Pre-test was used to determine that the two groups were equivalent at

the time of starting the experiment. Post-test was used to measure the academic

achievement of the students (with respect to different variables) after the treatment

period.

2. Different items Related to Speaking Skill

The researcher tried to put such items which may help the students to produce the

English speech sounds and sound patterns, to use word and sentence, to select appropriate

words and sentences according to the proper social setting, audience, situation and

subject matter, to organize their thoughts in a meaningful and logical sequence to use

language as a means of expressing values and judgments and to use the language quickly

and confidently with few unnatural pauses, which is called as fluency. For this purpose

the researcher selected as follow: -

2.1 Primary Level

The researcher selected the 10 units from My English Reader For Class V and IV

which are as under: -

Class V

1. Unit 1.Introduction (Appendix-I)

2. Unit 2.My Family and Friends (Appendix- J)

3. Unit 3.My Friends Family (Appendix-K)

4. Unit 4.Occupation (Appendix- L)

5. Unit 5.Directions (Appendix- M)

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Class IV

1. Unit 11.Asking Time (Appendix-N)

2. Unit 12.Days of the Week (Appendix-O)

3. Unit 13.Months (Appendix-P)

4. Unit 15.Colours (Appendix- Q)

5. Unit 16.Shapes (Appendix- R)

3.Group work activities

Different group work activities for primary level students (Appendix-D)

4.Time Table

Timetable for determining the propionate amount of time taken by the students

students + teacher and teacher in each group.

Total time per class = 40 minutes

Serial .No Participant / Participants Time given

1 Teacher 10

2 Teacher + Students 10

3 Students 20

5.Instructions for the Teachers

The instructions for teachers were of two types: written and oral.

5.1 Written Instructions

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The description of different group work activities and how to use them at different

stages i.e. preparation, presentation and practice stage. (Appendix-H)

5.2 Oral Instructions

Following general instructions were given to the teacher before starting the

experiment, about:

A. The use of group work activities.

B. The use of attitude scale with the students of experimental group.

C. The administration and scoring of pre-test, post-test and attitude scale.

6. Attitude Scale

6.1 Objective

The objective of the attitude scale was to measure the attitude of the

experimental group towards group work activities.

6.2 Preparation

Attitude scale was prepared and reviewed by teachers and then it was

finalized.

METHODOLOGY

1. Administration of the Pre-test

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The pre-test was administered to the students both experimental and

controlled groups to make sure that both the groups at that stage were equivalent

at the time of starting the experiment.

2. Pre-treatment Conditions

Equal conditions for both the groups were i.e. all factors of the time of the

day treatment length in time were equaled.

3. Treatment

Their respective teachers taught the students of the selected groups. Both the

group was exposed to essentially the same experience, except for the method of

instruction. The experimental group was taught English speaking through group

work activities.

For this purpose the experimental group was divided into groups of five .For

this purpose mixed ability groups were used so that more proficient students

would help some what weak in English .The scores of the students on pre-test

were used for grouping. The control group was taught English speaking with the

help of traditional method. Duration of the teaching was about one month with

daily period of forty minutes.

4. Administration and Scoring of the Post-test

At the end of the treatment period, the relevant post-test was administered to

the students of both the experimental and controlled group. The test was

administered and scored by one teacher.

5. Attitude Scale

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Attitude test was administered after the treatment and post-test to the

experimental group students .the purpose was to know their attitude toward group

work after experiencing it.

6. Questionnaire for students

In this Questionnaire the researcher tried to cover as much aspects of the

students as was possible regarding learning of speaking skill. For this purpose the

researcher developed a Questionnaire for students which was consisting 25

questions

7. Questionnaire for the Teachers.

In this Questionnaire the researcher tried to cover as much aspects of the teachers

teaching as was possible regarding Teaching of Speaking skill. For this purpose the

researcher developed a Questionnaire for teachers, which was consisting 40

questions.

VARIABLES OF THE STUDY

I. Independent Variable

Teaching of English speaking skill through group work activities.

II. Dependent variable

Scores in the achievement test (Post-Test).

III. Controlled Variables

Intelligence of the students, their previous achievements, Socio-economic status,

their anxieties, interest and attitude.

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DESCRIPTION OF STATISTICS AND THE ANALYSIS OF DATA

Data was arranged and analysed: the data was analysed by calculating the

percentage of the frequency counts in respect of each category of the response.

Findings, conclusions and recommendations were made on the basis of the analysis

of data.

CHAPTER 4

ANALYSIS AND INTERPRETATION OF DATA

This chapter gives analysis and interpretation of data regarding the problems of

teaching speaking skill through group work in large classes at primary level. This study

was based on qualitative as well as quantitative research. the main purpose of this study

was to find out the existing problems large classes as perceived by the Teachers and

Students, and suggest methods, techniques and strategies to manage them. during the

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process of interpretation Yes was considered as positive response while No was

considered as negative response.

The obtained data were analysed through one-way percentile. In the light of, analysis

and interpretation of data, findings of the study are given comprehensively in the

backdrop of teachers and students responses. Discussion encompasses kaleidoscopic view

of the study.

A comprehensive analysis and interpretation has been carried out by the help of the

following Tables and Graphs:

ANALYSIS OF THE PRE-TEST

Table No.1 The average scores of both control group and experimental group at the

start of the experiment.

Stage Variables Numbers of

students

Obtained marks Total

marks

Average

Percentage

marks

Primary Experimental

Group

40 328/1600=0.205 40 20.5

Primary Control Group 40 336/1600=0.21 40 21

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Table 1 shows that the average scores of both control group and experimental group

20.5 % and 21% respectively indicate that Experimental Group and Control Group were

equivalent at the time of starting the experiment.

ANALYSIS OF THE POST-TEST

Table No.2 the average scores of both control group and experimental group at the

end of the experiment.


students

Obtained marks Total

marks

Average

Percentage

marks

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Primary Experimental

Group

40 2610/4400=0.5932 110 59.32

Primary Control Group 40 2032/4400=0.4618 110 46.18


59.32 % and 46.18% respectively which indicate that the Experimental group performed

significantly better than the Control group in the post-test, testing the academic

achievement of the student

COMPARISON OF PRE-TEST AND POST-TEST

Table 3


students

Average

Percentage marks

in pre-test

Average

Percentage marks

in post-testPrimary Experimental

Group

40 20.5 59.32

Primary Control

Group

40 21 46.18


59.32 % and 46.18% respectively which indicate that the Experimental group performed

significantly better than the Control group in the post-test, testing the academic

achievement of the student. It indicates that the Experimental group and Control group

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were of the same average scores in the pre-test. Which proves that using group work

activities for teaching of speaking skills can give good results.

ANALYSIS OF THE ATTITUDE TEST

Analysis of attitude scale for measuring the attitude of the experimental group

students towards group work activities at primary level.

Table No.4

Serial No Question Yes (in %) No (in %)

1 Do you like your class work to be accomplished in

group work?

100 00

2 Is it easy for you to work in a group i.e. you can

understand it in a better manner?

95 05

3 Does your speed of learning get better while

working in a group?

100 00

4 Do you want to see your group on top in your class 100 00

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i.e. No.1 in class?

5 Do you think that dull students can improve by

working in a group?

95 05

6 Do you think that your time is wasted in group

work?

00 100

7 Which of your abilities can improve by working in

a group?

1. Reading 100 00

2. Speaking 100 00

3. Listening 100 00

4. Writing 100 00

8 How do you learn speaking skill in a better way?1. By reading the book only 00 00

2. By working in a group 75 00

3, Mixing both 25 00

Table No.4 shows that the responses received by experimental group students after

treatment indicate a positive response to group work activities: hence the result could be

generalized to the entire population and concluded as following: -

Q.1, 100% students like to do their class work to be accomplished in-group work

Q.2, 95% of the responded in Yes while only 5% answered was No which means that it is

easy to work in a group i.e. they can understand it in a better manner

Q.3, 100% students responded in Yes, which means that speed of learning get better

while working in a group

Q.4, 100% students responded in Yes which means that they want to see their group on

top in their class i.e. No.1 in class.

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Q.5, 95% of the responded in Yes while only 5% answered was No which means that dull

students can improve by working in a group

Q.6, 100% students responded in No, which means that time is not wasted in-group work

activities.

Q.7, 100% students responded in Yes which means that all four skills i.e. Listening,

Speaking, Reading and Writing can improve by working in a group.

Q.8, 00% responded in favour of by reading the book only, 75% By working in a group

and 25% by mixing both of them. Which means that majority of the students preferred to

work in group and accomplish their work.

Summary: - After the data analysis of the attitude the data indicate that Group work

Activities in Teaching of speaking skill in Large Classes can play a very good role in

learning process.

TEACHERS RESPONSES

Table No.5.1 Section Personal Information

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S. No Question (In %)

1 ACADEMIC QULIFICATION

SSC 00 %

HSSC 12 %

GRADUATE 40 %M.A/M.Sc 48 %

M.Phil

Ph.D

2 PROFFESSIONAL QULIFICATION

PTC 30 %

C.T 10 %

B,Ed 48 %

M.Ed 12 %

UNTRAINED

3 By which of the following you are satisfied?

1. Condition of your job 16

2. Salary 32

3. Promotion criteria 00

4. Non of these 52

As Table No.5.1 data reveals that there is significant difference in the frequency of

responses: hence the result could be generalized to the entire population and concluded

that 12% teachers are having HSSC, 40% Graduates and 48% are M.A / M.Sc.

30% of the teachers are PTC, 10% C.T, 48% B.Ed and 12% M.Ed. which shows that they

all are trained and qualified. While 16% are satisfied with their job,32% happy with their

salaries and 52 % are not satisfied with the above three in serial No 3,which means that

they are not happy in their position.

Table No.5.2 Pre-Service Training

S. No Question Yes (in %) No (in %)

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1 Have you read English as a subject in PTC COURSE? 00 100

2 Have you done any In-service English language

teaching course?

20 80

3 Do you have sufficient English language teaching

experience?

30 70

4 Do you use ELT based methodology for teaching

listening and speaking skill?

20 80



that in PTC there is no English subject, they have not done any English teaching In-

Service training, they are not having sufficient experience of English language teaching

and they are not using ELT based methodologies.

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Table No.5.3


1 Do you prepare lesson plans for your classroom? 20 80

2 Which methods of teaching do you use for

teaching English?

GTM

=100

3 Do you succeed in achieving the aims and

objectives set in the beginning of the class?

30 70

4 Do your students seem satisfied with your

teaching?

65 35



that teachers are not preparing lesson plans, they only use GTM for teaching, they are not

achieving their objectives which they set in the beginning of the class and unexpectedly

students seems to be satisfied.

Table No. 5.4


1 Do you think that oral skill is quite important as

reading and writing?

60 40

2 Do your students take interest in learning speaking

skill?

80 20

3 Does the present curriculum fulfill the required

needs of learning speaking skill?

90 10

4 For whom the present curriculum is interested ?

1. Teacher 15

2. Learner 25

3. Both 60

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that oral skill is important like other skills of language, students are interested in learning

speaking skill, the curriculum fulfill the needs of learning speaking skill and the present

curriculum is interested for teachers and students.

Table No. 5.5


1 What do you mean by large size class?

40 70

50 15

60 10

70 05

80

2 Do you have special training to handle large size

classes?

25 75

3 To whom you can pay attention?

1. All students 90

2. Weak students 10

4 How do you feel taking large size classes?

1. Comfortable

2. Uncomfortable 100

5 Do you have problems in maintaining discipline? 90 10



that students number exceeding than 40 is a large class, No special training for handling

large classes, weak students are neglected, teachers are not feeling comfort in taking large

classes and they face discipline problems.

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Table No. 5.6


1 What should be the position of the teacher in class?

1. Group supervisor 20

2. Chairman 00

3. Chief speaker 80

2 Which type of class does you like?

1. Teacher centered 10

2. Student centered 20

3. Learning centered 70



that teacher wish to be chief speakers and they like learning centred classes.

Table No. 5.7


1 Do you assign homework to your students? 60 40

2 Is it possible for you to check the homework of all

your students?

10 90



that teachers assign homework but unable to check them.

Table No. 5.8


1 Which of the following AV aids do you use during

teaching speaking skill?

1. Black Board 100 00

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2. Books 100 00

3. Charts 100 00

4. Tape Recorder 00 100

5. Computer 00 100

6. OHD projector 00 100

7. Multimedia projector 00 100

8. Flash Cards 00 100



that only black boards, books and charts are available as AV Aids.

Table No.5.9

Serial No Question Yes (in %) No (in %)1 What do you think about the present examination

system?

1. Good 05

2. Bad 15

3 Need Improvement 80

2 Does the existing examination system encourage

rote learning?

90 10

Table No.5.9 data reveals that there is significant difference in the frequency of


that the present examination system needs improvement and the present examination

system encourage rote learning.

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Table No. 5.10 Section Related To Group Work


1 Do you use group work activities? 10 90

2 In-group activities which skill do you want to

improve?

i. Listening

ii. Speaking 10

iii. Reading

iv. Writing

v. All 90

3 Do your students want to learn in pair and group

work?

90 10

4 Do the students Co-operate during the teaching

learning process?

95 05

5 Can large groups carry out the classroom activities? 20 80

6 How many students should be in a group? Give

figure.

85=5

10=6

05=4

7 Can group work activities solve the problems of

large size classes?

75 25

8 Can it creates balance in between weak and

intelligent students?

80 20

9 Do you agree that pair and group work enhances

the process of learning?

85 15

10 Will it make the bright students over confidant? 15 85

11 Has it any bad effect on the weak students? 05 95

12 Will the parents of the weak students accept this

system?

100 00

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13 Do the group work activities make the shy students

retreat further?

75 25

14 Which of the Group Work activities do you use in

your classroom for teaching speaking skill?

00 100



that teachers are not using group work activities, they want to improve all the skills by

group work activities, students want to learn in pair and group work, students co-operate

in learning process, large groups can not carry out class room activities, five (5) students

should be in a group, group work activities can solve the problems of large size classes,

group work activities can create balance in between weak and intelligent students, group

work activities enhance the process of learning ,it will not make the bright students over

confident, it has no bad effect on the weak students , the parents of the weak students

will accept this system, the group work activities make the shy students retreat further

and they are not using any specified group work activities.

STUDENTS RESPONSES

Table No.6.1


1 Is attendance checked regularly? 100 00

2 Are latecomers punished? 10 90

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As Table No. 6.1data reveals that there is significant difference in the frequency of

responses : hence the result could be generalized to the entire population and concluded

that attendance is checked regularly but latecomers are not punished.

Table No. 6.2


1 Do you find your teacher confident? 100 00

2 Does the teacher seem well prepared while

teaching?

90 10

3 Does the teacher teach only through grammar

translation method?

80 20

4 Is language learning a pleasant experience for you? 30 70



that teachers seems confident and well prepared, they use GTM to teach and learning

speaking skill is not a pleasant experience.

Table No.6.3


1 Does the teacher give individual attention? 25 75

2 Do the weak students feel ignored? 85 15

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3 Are the good students given more attention? 85 15

4 Are backbencher students neglected? 80 20

5 Are the physically handicapped students given due

attention?

90 10

6 Are the psycho cases referred to the concerned

authority?

00 100

7 Does a proper student teacher relation exist? 25 75

8 How many present students names does the teacher

know?

40%

As Table No. 6.3 data reveals that there is significant difference in the frequency of


that teacher does not give individual attention, weak and backbenchers students are

ignored, good students are given more attention by the teacher, the physically

handicapped students are given due attention, psycho cases are not referred to the

concerned authority, a proper student teacher relation does not exist and teachers hardly

know 40% students names.

Table No. 6.4

Serial No Question Yes (in %)

1 Which of the following A.V aids are available?

1. Black Board 100

2. Books 100

3. Charts 100

4. Tape Recorder 00

5. Computer 006. OHD projector 00

7. Multimedia projector 00

8. Flash Cards 00

2 Which of the following A.V aids are used by your

teacher?

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1. Black Board 100

2. Books 100

3. Charts 100

4. Tape Recorder 00

5. Computer 00

6. OHD projector 00

7. Multimedia projector 00

8. Flash Cards 00



that only black boards, books and charts are available as AV Aids.

Table No. 6.5


1 Can you talk to a native speaker in English? 00 100

2 Can you comprehend the dialogue of an English

movie?

00 100

3 Can student easily answer in the question answer

session?

30 70



that students can not talk to a native speaker in English, students can not comprehend the

dialogue of an English movie and they can not answer in the question answer session

easily.

Table No. 6.6


1 How many students are in your class? Give figure More than

40

2 Are sufficient home assignments given? 25 75

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3 Can the teacher check the homework satisfactory? 25 75



that the students number in a class exceed than 40, sufficient home assignments are not

given and the teacher can not check the homework satisfactory

Table No.6.7


1 Is the English syllabus bore? 10 90

2 Are your speaking skill improved in the present

ELT system?

20 80

3 Do your listening skill improved by the teaching

learning process?

20 80



that English syllabus is not boring and students speaking and listening skill are not

improved in the present ELT system.

FINDINGS

The analysis and interpretation of the data lead to the following findings:

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1. Pre-Test Scores: There was no significant difference between the pre-

test scores of the experimental and control group.

2. Post-Test Scores: There was a significant difference between the post-

test scores of the experimental and control group Which means that group

work activities have positive effect on learning speaking skill in class

room.

3. Attitude test: Attitude test shows that experimental group are in favour

of group work activities for learning speaking skill in classroom and they

want to learn in group work.

4. Teachers Responses by questionnaire: A significant number of

the teachers replied in negative of having attended any pre-service training

course, special training to handle the teaching speaking skills to large

classes and any ELT course in the past five years from 2005-2010.A

significant number of the teachers highlighted discipline problems in

teaching speaking skill in large classes. They supported that classes

beyond 40 be considered of large size class was significant. Most of them

were of the view that their students were interested in learning English and

in this regard pupil-teacher interaction was possible though difficult. A

large number of the teachers pointed out that teaching aids were not

available in the ELT classes. A significant number of the responded

expressed that they did not resort to grammar translation method only.

However a good number of teachers confirmed that they could cover the

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prescribed syllabus in time. They unanimously agreed that further

professional enhancement was desired. A significant number of the

teachers highlighted that teaching in large size ELT classes was not a

pleasant experience. However most of them agreed that the students

cooperate with them in teaching learning process. A large number of the

teachers expressed that they and their students were satisfied with the

methods of teaching adopted in class. A significant number of the teachers

agreed that the present syllabus /curriculum meet students needs. A good

number of the teachers agreed that they give assignments to their students

but they highlighted that it was not possible for them to check them. A

significant number of the teachers agreed that streaming could solve the

problems of large size classes; but they agreed that this system would have

bad effect on weak as well as bright students. They agreed that the present

examination system did not serve the purpose and it needed improvement.

A significant number of the respondents expressed their satisfaction with

their service conditions; however most of them replied in negative about

the provision of other facilities by the government. A large number of

them responded that they are well conversant with the English language

course and they can cover it within given time; however they desired the

present course to be changed. A significant number of the teachers

supported student-centred activities in the class; however all of them

supported that learning can be made meaningful by getting students to

speak/ communicate in class.

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5. Students Responses by questionnaire A significant number of

the students pointed out non- availability of ELT aids in the classrooms. A

good number of students expressed their inability to converse with a

native speaker of English and also to comprehend the dialogues of an

English movie. ELT was highlighted as syllabus bound. A significant

number of the students pointed out that the number of students in their

classes exceeds 40.

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CHAPTER 5

CONCLUSIONS AND SUGGESTIONS

This chapter deals with the conclusions and suggestions in the light of the study. On

the analysis and interpretation of data it was found that the subjects faced multifarious

and multidimensional problems in the sphere of management of large size ELT classes.

In the backdrop of research conclusions have been drawn:

5.1 CONCLUSIONS

Based on the findings of the study, the following conclusions were drawn:

1. There is a significant difference in the Post-Test scores of both

Experimental Group and Control group, which shows that

experimental group performed well as compared to control group and

achieved better scores in academic achievements.

2. There is a significant improvement in speaking skill of the

experimental group as compared to the control group.

3. The results of the research leads to the conclusion that group work

activities can be used for improving the all skill of a language and

especially for improving of speaking skill.

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4. There is a positive effect of the group work activities on the attitude of

the experimental students who have been involved in-group work

activities.

5. Group work activities can make the learning process easy in large

classes.

6. A significant number of the teachers hold that maintaining discipline is

mostly a problem in large size classes and group work can solve it.

7. It becomes very difficult to give individual attention to the weak

students in a class of large size.

8. Most of the teachers do not feel comfortable while teaching in large

classes.

9. It becomes very difficult for the teachers to carry out an effective

evaluation in a large size ELT class.

10. Teachers find it almost impossible to check the homework of the all

students in a large size ELT class on regular basis.

11. Modern teaching aids are not available in most of the institutions.

12. Teacher-pupil interaction cannot be maintained in a large size ELT

class.

13. In a large size ELT class effective class management is difficult to

maintain.

14. Because large size of the class the ill disciplined the teacher cannot

give students individual attention.

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15. Teacher cannot develop proper rapport with the students of a class of

large size.

16. Present curriculum is not prepared keeping in mind the problems of

large size ELT classes.

17. Present English language course needs improvement.

18. Most of English teachers lack special training in large classes

management.

19. Students do not feel motivated in a large size ELT class.

20. As compared to a class of small size there is a larger range of variation

in a large size ELT classes being students more in numbers.

21. Most of the English language teachers teaching large classes lack

professional competence, which leads to classroom management

problems.

22. Arrangements of extra coaching to the students need to be made.

23. Parent-teacher, Student-teacher meetings need to be arranged.

24. Present syllabus helps in improving the students all skills but the

management of teacher side lack.

5.2 SUGGESTIONS.

In the light of the findings of study and the conclusions drawn, following suggestion are

given:

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5.2.1 Suggestions for Action

1) The teachers teaching English at primary level may be encouraged to use group

work activities in their English language classes. Techniques of dividing the class

into groups, providing different group work activities according to the need of the

given lesson and keeping the students busy may be taught to the existing teachers

at primary level through refresher courses.

2) The prospective teachers may be encouraged to apply the group work activities

for the teaching speaking skill.

3) The English language teachers may provide maximum time to the students for the

development of speaking skill.

4) The primary teacher may be informed of the results of the study to convince them

to use group work activities for achieving the best results.

5) An ELT teacher can feel comfortable if he comes well prepared and at the same

time keeps the class busy by giving them written assignments, forming pairs and

groups, drills and repetitions e.g. An unprepared teacher can never feel

comfortable in a large size class.

6) Maintenance of discipline is given top priority. A teacher should ensure proper

discipline by being firm, fair and friendly to his students .Ill disciplined students

be made to sit in the front row so that the teacher can watch them directly.

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7) Weak students may be given individual attention. If needed the teacher should

give them extra time in coaching so that they come up to the level of others

students.

8) Effective class management is ensured in a large size ELT class, otherwise all

teaching will go waste. A large class requires special techniques and methods

such as pair and group work activity, close procedure exercises, jigsaw,

adaptations, special seating arrangement, etc, which a teacher should know and

apply while teaching English Language.

9) Effective evaluation can be ensured in a class of large size. When a test or

assignment is given to the students that should be checked fairly well in time and

the students is given immediate feed back.

10) Not only home assignments be given regularly but they should also be checked

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teaching of English language through group work in large classes