Self-Perception and Oral Performance in Group Work: A Linguistic Analysis

Abstract

This study investigates the impact of group work on the oral performance and self-perception of intermediate high school students learning English as a foreign language. Sixteen participants completed individual and group picture description tasks, with their oral performances recorded and analyzed. The study assessed students' self-perception and oral output through pre- and post-task questionnaires. Results indicate that group work significantly enhances oral performance, with three out of four groups demonstrating superior performance. Additionally, the accuracy of self-perception was higher in group activities, with students showing better alignment between their self-assessments and actual performance. Common linguistic errors, such as subject-verb agreement and first-language interference, were less frequent in group work. These findings suggest that collaborative learning improves linguistic accuracy and fluency and positively influences students' self-perception while reducing foreign language anxiety. The study underscores the value of incorporating group work in English language teaching to foster an effective learning environment.