Exploring the Use of Teamwork for Achieving Tasks in a Task-Centric Educational Setting: Observations from an Iranian (Hamedan) University

While the educational benefits of collaborative learning to enhance classroom teaching and learning have been extensively discussed, there is limited knowledge regarding the utilization of group work for task performances in the classroom, particularly concerning the improvement of English as a foreign language (EFL) students' speaking proficiency. This study examines a classroom teaching approach by a university instructor in Iran and investigates the potential positive impact of group work on the speaking abilities of ۱۰۶ first-year Iranian university EFL students. The course employed group work within a task-based learning (TBL) framework over a span of ۱۲ weeks. Data for the study were gathered through survey questionnaires and students' in-class speaking performance assessments. Results indicated that although Iranian students were initially unfamiliar with the group work approach, they demonstrated a favorable attitude towards it. Students perceived that engaging in collaborative tasks and activities in groups could enhance their English language skills by facilitating collaborative work with peers. This research contributes to the discourse on classroom teaching methodologies, particularly regarding group work and cooperative learning, with implications for instructional materials design.

Keywords:

Cooperative learning , group work , task performances , task-based learning , instructional practices