Abstract:
The purpose of this research was to assess students’ group work interaction in EFL speaking class, grade ten in focus. Accordingly, Basso and Debre-Eba Secondary Schools were selected through accessibility as samples. Then, 192 grade ten students were selected through simple random sampling techniques. In addition, four English language teachers (two from each school) were purposely selected for interview. As a result, data were taken through questionnaire, interview and classroom observation. The study employed descriptive survey method, which involves both quantitative and qualitative methods. Thus, descriptive statistics using frequencies and percentages were employed in analyzing the quantitative data, and the qualitative data were analyzed qualitatively. Based on the analyzed data, findings were obtained. Students have positive attitude towards group work interaction in EFL speaking class. In contrast to this, teachers perceive their students as if they have negative attitude towards group work interaction. On the other hand, the main hindering factors for students’ group work interaction were found to be lack of adequate vocabularies, lack of previous speaking experience, anxiety, shyness and afraid of making mistake while speaking . In addition, students prefer homogenous group instead of heterogeneous ones. Also, they like to interact freely if the group members are their friends. Furthermore, most teachers were unable to tell the objectives of the students’ group work interaction and the allotted time for group work interaction. They also failed to evaluate the students’ interactions and to give feedback on students’ interaction in EFL speaking class. Based on the above findings, conclusions were drawn. Although students have positive attitude towards group work interaction, teachers perceive them as if they have negative attitude towards group work interaction in EFL speaking. Students may not have active group work interaction in EFL speaking class if they lack adequate vocabularies and speaking experience; feel anxiety and shyness. Students who also prefer homogenous group may not be advantageous. In addition, students who always prefer their friends for interaction may be in a difficulty when they try to interact with new individuals or groups. And students may be in confusion if they do not know the objective of their group work interaction and the time given for group work interaction. They may also be careless if their interaction in the group work is not evaluated. Above all, they may not be ready for the next group work interaction if feedback is not given on their present group work interaction.
