This study aims to investigate the role of collaborative group work in early English language learning by exploring English language teachers’ perspectives and experiences. Grounded in research highlighting the importance of interaction, motivation, and collaboration in language learning, the study examines how group work supports student engagement and language skill development at the primary school level. A qualitative case study design was employed to gain an in-depth understanding of a specific educational context. The case focused on two primary school English teachers, with data collected through semi-structured interviews. The findings indicate that group work is an effective strategy for improving students’ English language skills, increasing motivation, and promoting active classroom engagement. Teachers reported that group work enhances language development, encourages social interaction, and fosters a collaborative learning environment in which students can learn from one another. Furthermore, group work helps students communicate more confidently, build friendships, develop a sense of belonging, and share knowledge, thereby enriching their overall learning experience. These findings suggest that collaborative group work plays a significant role in creating dynamic and interactive learning environments that support successful early English language learning. The study highlights the pedagogical value of incorporating group work into early language instruction and suggests that future research could examine its impact across broader educational contexts and larger participant samples.
AVDIU et al. (Mon,) studied this question.