Effect of elementary efl learners’ negotiation on their classroom participation and grammatical achievement

Abstract

The principal concern of the present study was to explore the effects of two types of negotiation (group work and pair work) on the degree of elementary EFL students’ participation and its corollary impact on their grammatical achievement. Both classes in the study received grammar instruction for twenty sessions. The learners took two grammar tests before and after the treatment in the multiple-choice format. The results showed that negotiation in pairs leads to less participation but better grammatical achievement. In other words, while students in the group work negotiated more, their grammatical achievement was significantly less than the students in the pair work who participated less. It could be concluded, therefore, that while group work leads to more participation, higher grammatical knowledge is possible to be obtained by less participative students.