Perceptions of EFL Students in Different Proficiency Levels Toward Group Work Experiences During Online Learning

Abstract

Cooperative learning has frequently been studied experimentally, with evidence of its numerous benefits. However, the extent to which students understand their role in enhancing the method's positives is still being determined, and how learners perceive their interactions should be noticed. This study examined students of English as a Foreign Language perceived group interaction at different proficiency levels (proficient and less proficient) during online learning. The study employed a quantitative research design using a survey technique with statistical data analysis. Data showed insignificant differences in perceptions between the proficient and the less proficient students with (p>0.05). Thus, proficient and less proficient students could provide learning opportunities when they worked collaboratively. Moreover, all students preferred to work collaboratively regardless of their proficiency level. These findings suggest that proficiency differences were not the decisive factor affecting the nature of students’ interaction in groups. Instead, the pattern of interaction co-constructed by learners may have a more significant impact on students learning performance.