Avoid using the first language in Group-based communicative English classroom of higher education (Small scale experimental study in Georgia)

Abstract

Avoid using first language in group-based communicative English classroom, especially in higher education level, is full of challenges for students as well as for teachers, who should plan lesson based on effective studying methods and ways. Teacher’s role as the facilitator or/and group process manager in this type of activity is not always enough to promote students’ usage of second language. Reviewing various literature on this topic, the researcher, who is also the lecturer at one of the universities in Georgia, began to find solution how to deal with this challenge. The paper presents a small-scale experimental study aimed at finding the most effective way to reduce first language usage in group-based communicative English classrooms. The researcher assigned to one of the student the role of facilitator and process manager observing the impact on the group. The study discusses the results of the experiment, including students’ feedback, analysis of the effects on students’ behavior, and the extent of first language use during communicative activity. Additionally, the paper reports findings from a small-scale questionnaire involving teachers facing similar challenges, offering recommendations and suggestions. In the summary, this experiment represents an initial step in addressing the challenge - using less first language in group-based communicative English classroom, highlighting the need for further research, offering to try finding other ways to deal with this issue and careful study in the future.