Abstract:
This study aims at investigating the effect of pair work and group work techniques on teaching English Language pronunciation in large classes at a tertiary level. Furthermore, the study endeavoured to explore the difference of pronunciation performance between students who were taught using pair work and group work techniques and students who were not taught with it. The target populations of the study was the second year students at the faculty of Education, Shendi University who are majoring in English language. A hundred students participated as a sample to represent the target population. Then they were randomly divided into the experimental and control group. The former received treatment sessions to improve their pronunciation performance using pair and group work techniques, while the latter did not. However, the pair and group work techniques were controlled for both groups to avoid the interference of any unaccepted factors in the analysis process. Furthermore, the questionnaire was designed for English Language teachers. It aims at measuring the teachers’ interest and attitudes towards using pair/group work application for teaching English Language in large classes. It was administered to a total sample of fifty university teachers. Finally, the obtained data were analysed via (SPSS) program. The results demonstrated the positive effect of using pair and group work techniques on teaching English language pronunciation in large classes. Moreover, they showed a significant improvement in pronunciation performance of the participants in the experimental group. The findings revealed that the English language teachers have positive attitudes towards using pair/group work techniques in large classes. According to findings of the study it is recommended to incorporating pair/group work techniques in teaching English Language in large classes at universities.
