Abstract

The use of group work in classroom activities is a method used for motivating learning and increasing the idea of
pleasure through learning. The current study investigates the advantages of group work in exams in the English
department, in the College of Basic Education. 40 students in two classes of “The Introduction of Phonetics and
Phonology” participated in the study. They performed six tasks; two prior to group work, two done in group
work (by one group only) and two after group work. The tasks were all practical, and they were based on
phonetic transcription. One of the groups participated in group work while the other did not. This was done
enable to compare the results. In addition to exam results, a five-open-questions questionnaire on the students’
perception of group work was distributed to the participants. Throughout the application of the study, the
instructor took notes of her observation of the formation of and participation in group work. It was found that the
students who worked in groups did not improve. However, most students reported that they enjoyed the tasks
and would like to work in a group more often. The method of forming a group also seemed to affect learning. It
was found that social and academic variables of age and GPA affected the formation, engagement and results of
group work.

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