Homogeneous and heterogeneous ability grouping in the EFL classroom : A study of teachers' experience and views regarding homogeneous and heterogeneous ability groups

Sammanfattning: In this qualitative case-study, EFL teachers’ experience and views regarding homogeneous and heterogeneous ability groups are investigated. Four EFL teachers working in the Introduction program in upper secondary school were interviewed through semi-structured questions. The interviews were held individually and conducted by the researcher. The questions focused on a teacher perspective as well as a student perspective and the teachers were also asked whether they preferred any of the two ability groups and possible reasons for this. The answers were quite similar and the teachers mentioned some common factors, such as time and efficiency, assignments, lectures, student interaction and learning progression. It was clear that the teachers found homogeneous ability groups easier to manage and this was also the group that three of them preferred working with. Additional reasons for this choice was the experience that this type of group was more beneficial for students and the teachers also felt more successful in their roles as teachers. Although one teacher mostly agreed with the others she was more in favour of heterogeneous ability groups, or a mix of both groups, because it allowed students to develop in their own pace and from their individual preferences and she also experienced more satisfaction in finding the right structure and strategies for each student.