Abstract:
The process of Teaching-Learning in higher education stream is now changing.
Active student-centered learning has become a vital focus in modern pedagogical trend.
Therefore this research was undertaken to bridge the gap between teaching theories and
practices to make ESL teaching most effective. Globalization has opened new avenues and
increased the opportunity for international achievements. ESL teachers are expected to
mould their students as enthusiastic communicators in the globalized world. Interaction has
considerable influence on second language learning. Group work promotes collaboration
among learners and it leads to peer-scaffolding. Since speaking is the primary productive
skill, this study is limited to the competency level of oral proficiency. Objective of this study
was to examine and identify the students' perspectives with regard to their involvement in
group activities to develop their oral proficiency in English. To achieve this objective, data
were collected through the analysis of questionnaires, interviews as well as observations
during the teaching-learning process of the first year students of the Faculty of Management
studies and Commerce. The respondents of this study consist of fifty students from commerce
and fifty students from management. A quantitative analytical comparative methodology
was utilized. Findings of this study brought out the factors which hinder students'
participation in speaking activities and confirmed that well-planned group activity is the
corner-stone to build-up confidence among themselves to achieve their target competency
level in speaking skill
