Determinants that hinder the practice of teaching-learning English speaking skills in group work: Althawra secondary school for Boys babel, Iraq in focus

Abstract

The main objective of this study was to identify variables that affect how well AlThawra Secondary School pupils in Babel, Iraq's grade twelve students practice speaking in groups. This study employed a descriptive survey design that combined quantitative and qualitative techniques. The formula developed by Taro Yemane (1967) was used to determine the sample size. Using a straightforward random sampling selection strategy, 274 students and five teachers were chosen based on the available sample method. Other statistical analyses, such as frequency and percentage, were produced from the data by entering the survey data into SPSS. The results of the statistical study are presented in the tables. The interview data was also transcribed and organized.”Personal traits like low self-esteem, language anxiety, a lack of proficiency in English, and culture are some of the obstacles to productive speaking practice in group work, according to the findings. The results also showed that teachers' failure to fulfill their duties and situational elements such group size, composition, cohesiveness, speaking assignments' quality, seating arrangements, are all obstacles to effective speaking practice in group work. The results show that teachers' divergence from their duties and students' personal and contextual characteristics are some of the factors that affect effective speaking practice during group work. Because of this, course designers, especially English teachers, should take these factors into account and do all possible to ease students' concerns during group discussions in English classes.