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Group Work in the Efl Classroom in China: A Closer Look

Runyi Chen

School of Foreign Studies, South China Normal University, Zhongshan Road, Tianhe District, Guangzhou, Guangdong Province, P.R. China, chenry{at}scnu.edu.cn

Bernard Hird

Edith Cowan University, Australia, b.hird{at}ecu.edu.au

Small group work in EFL classrooms has been largely accepted as an effective strategy in the development of students’ communicative proficiency in English. This acceptance has occurred despite a lack of research in key areas about what actually happens when students work in groups in real classrooms.

This study examines both quantitative and qualitative data relating to student behaviour in groups collected in EFL lessons in China. Tape recordings of group discussions were analysed and data dealing with turn taking and length of turns were calculated. Interview data were also collected and student perceptions of their contributions to the discussions are presented.

Results highlight the complexity of what happens when students work in groups in EFL lessons. The study shows that it is difficult to generalize about student behaviour in group work and though there are some aspects of how students behave in groups that are well understood, there are still many questions that remain unexplored regarding how group work functions in the EFL setting.

Key Words: China • classroom strategy • data • discussions • dyads • group work

RELC Journal, Vol. 37, No. 1, 91-103 (2006)
DOI: 10.1177/0033688206063476
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