Investigating the Relationship between Group Work and Willingness to Communicate:

Abstract

This study explores the influence of group work on the willingness to communicate (WTC) among first-year students learning English as a Foreign Language (EFL). Despite their effective language proficiency, some students exhibit reluctance to engage in classroom communication. While group work has been found to positively impact academic performance and goal orientation, its effect on EFL students' WTC, particularly among first-year students, remains largely unexplored. Thus, this research aims to examine the impact of group work on EFL students' WTC and their ability to freely use the language in communicative language classes. The study attempted to explore the extent to which first-year EFL learners are willing to communicate and their attitudes towards group work, along with the teachers' perspectives on the effects of group work on WTC. Employing a mixed-methods approach, the research includes a structured interview with 7 oral expression teachers and questionnaires administered to a sample of 30 first-year EFL students. The data analysis uses descriptive statistics and thematic analysis to try and understand EFL learners' WTC within the Algerian context. The findings indicate that first-year EFL learners generally demonstrate a willingness to engage in communication and hold positive attitudes towards group work, recognising its advantages in terms of collaboration and diverse perspectives. These research findings contribute to the existing knowledge on the relationship between group work and willingness to communicate, informing future studies and offering guidance for students aiming to actively participate in the classroom.