Factors Influencing EFL Learners’ Participation in Group Work in Speaking Classes at Elmergib University

Abstract

Group work is widely recognized in English as a Foreign Language (EFL) instruction as a vital interactive approach for promoting oral fluency, peer communication, and learner-centered practice. However, learners’ willingness to participate actively in collaborative speaking activities is influenced by complex and multifaceted factors. This study addresses the second research question: What are the factors that influence EFL students’ attitudes towards participating in group work activities? A focused qualitative analysis was conducted using data collected through semi-structured interviews with nine EFL undergraduate students from diverse faculties at Elmergib University. The findings indicate that participation is shaped by an intricate interplay of individual learner characteristics, peer group dynamics, linguistic choices, task design, affective filters, and classroom conditions. Specifically, individual confidence, prior task preparation, and personality significantly affect engagement. Internal group dynamics, particularly peer encouragement versus peer dominance, directly influence comfort levels. Frequent switching to the first language (Arabic) functions as an avoidance mechanism, limiting spoken English practice. Additionally, participants expressed a clear preference for authentic, task-based designs such as role-plays and debates, while noting that speaking anxiety, classroom noise, and the absence of structured roles impede equitable participation. These findings are discussed in relation to Sociocultural Theory, Cooperative Learning Theory, and Task-Based Language Teaching (TBLT). The study concludes that successful group speaking tasks require intentional pedagogical structuring, explicit role division, and guided teacher facilitation to promote sustained communicative engagement.