Improving Students’ Ability to Communicate Interpersonally in English Classroom Discussions through Group Dynamics Implementation

Yozhef Markevych (Kyiv National University of Culture and Arts, Ukraine)
Anastasia Khavanska (Kyiv National University of Culture and Arts, Ukraine)
Iryna Filenko (Kyiv National University of Culture and Arts, Ukraine)

Journal of English Language Teaching and Literature (JELITA)
Vol 3 No 1 (2022): Journal of English Language Teaching and Literature (JELITA)

This study investigates the implementation of group dynamics to students to improve their interpersonal communication skill in doing classroom discussions in English lesson. Using proportional random sampling technique, researchers selected 35 of the 2nd grade students of Odessa Secondary School No. 121. The type of this quantitative research is a pre-experimental research with pre-test post-test one group design model. The experiment was carried out in one group without a comparison group. Based on the research findings and discussion, the application of group dynamics to students was known to be effective in improving their interpersonal communication skill in conducting classroom discussions, especially in English lesson. With the implementation of group dynamics, all students confidently expressed their opinions in class discussions. The application of group dynamics also allowed students to appreciate the opinions expressed by others, and ultimately trained the students’ ability to find problem-solving solutions.