EFL ability grouping in Estonian basic schools: teachers’ practices and perspectives

Abstract

This thesis investigates the practice of ability grouping or temporühmad in English as a Foreign Language (EFL) classroom in Estonian basic schools. Drawing on interviews with eight EFL teachers across six schools, the study explores how teachers perceive and implement ability and attainment grouping or tasemerühmad, the criteria used for group placement, and the differentiation strategies applied within groups. Findings indicate that teachers generally appreciate the structured learning environments provided by ability grouping, as it allows for targeted instruction tailored to students’ learning paces. However, concerns arise regarding the potential for labelling, lowered expectations for slower-paced groups, and logistical challenges in resource allocation. Grouping practices vary significantly across schools, with some initiating placement as early as the second grade and others waiting until the fifth grade. Teachers also highlighted the importance of flexibility and careful observation in determining group movement. The study provides insights into optimizing ability grouping to enhance equity and learning outcomes in EFL contexts on the verge of educational reforms in Estonia. Keywords: ability groups, grouping by pace, differentiated teaching, EFL.