Investigating Young Korean EFL Learners' Perception of Group Work in Learning English

Abstract

The present study examines young Korean EFL learners' perspective of group work to discover more effective approaches in designing groups. Twenty-four Korean EFL elementary grade 5 students participated in this study. Students’ perceptions of group work were surveyed before and after they participated in a reading discussion program over a 4-month period. The result of the questionnaire showed students with Grade Level proficiency responded mostly positively to group work, felt more confident using English, and enjoyed engaging in group work. The students who were Below or Above Grade Level provided less positive responses after the 4-month period, especially the students with Below Grade Level proficiency. The result also showed that regardless of the students’ proficiency levels, factors such as assigning individual roles in groups, training and reminding the purpose of group work, and designing appropriate tasks affected the group dynamics, which ultimately influenced how the students perceived group work.