MARKOS MATHEWOS ALARO (MA in TEFL)
Wolaita Sodo University, Ethiopia
The purpose of the study was to explore classroom challenges that affect the implementation of group work in English class in Gesuba secondary school. The subjects of the study were four purposively selected English teachers from grade 9. In addition, six grade 9 students were involved in the study. The data was collected by using two instruments: classroom observation and interview with both teachers and students. Qualitative data analysis method was employed to obtain the results. Thus, the findings of the study indicated that teachers were not properly performing their roles. On the other hand, there were a lot of challenges that hinder the effective implementation of group work in English classroom. The major problems were teachers’ lack of skill on how to implement group work effectively, in appropriate classroom arrangement and the large number of students, status discrimination among the students, students’ lack of interest towards group work, teachers’ reluctance to guide and supervise the students during group work and lack of motivation among the students. Besides, students’ poor command of the language to communicate freely with each other as well as teachers’ lack of awareness to identify and accommodate all students when group work is in progress. And, because of all this group work was not effective. Thus, it is possible to conclude that there was no real practice of group work in English classroom. Hence, it is recommended that the concerned body, especially the Woreda Education Bureau and the school should build additional classrooms in the school for the students and relevant training should be provided for the teachers on how to implement group work effectively in English classrooms.
KEY WORDS: Implementation, Group work, secondary school, classroom, class size