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The diploma paper is devoted to the topic “GROUP WORK AS A POTENTIAL SOURCE OF MOTIVATION”. Group work is very important in every domain nowadays and the education is not an exception, this is one of the most important classroom patterns of interaction. This topic is very actual and the interest has increased in comparison with 19th and 20th centuries. As we can see from the diagram starting with 1940, there has been a steady rise in interest in this topic. The main aim of this diploma thesis is to investigate the impact of the group work classroom interaction on pupils and to determine its influence on their motivation for the study of the material. The theoretical value consists in helping the teachers with additional information at English lessons showing the pros and cons and also the difficulties that teacher could encounter when using the group work. The practical value of this study lies in the possibility of using it for beginner teachers who want to improve their knowledge of how to work with pupils in order to motivate them to study the material. And can work also as a guide for choosing group work activities. To achieve the main aim, the following objectives have been set: To identify group work activities which can be useful when teaching at the pre-intermediate level. To carry out a pre-experiment test in order to reveal pupil’s initial level of motivation and to give a post experiment test in order to observe the changes. To highlight the difficulties that students encountered in the process and give recommendations. To analyze data obtained from the experiment and denote the results to see the influence of group work on students’ motivation. To make conclusions comparing the results of the experiment. Chapter 1 presents the necessary theoretical material and a structural overview of group work and motivation. Here are some authors that we used in presenting the theoretical material about group work: Jeffs Tony , Smith Mark, Burke Alison, Bell Brad , Amiar R. , Hammar Chiriac. The concept of group work is derived from the democratic paradigm, reflecting a democratic governance in which all members of the group have an equal say in all decisions. Group work or working with others is a form of collaborative or cooperative learning which emphasizes the interaction among students. It is based on Vygostky’ social constructivist theory about the importance of social interaction in the process of learning. Teachers in higher education have used this theory to motivate students to participate in the learning process by collaborating with their peers. Group work is a great example of implementing this theory in education. In order to explain the motivation, the following authors were consulted: Abraham Maslow, Diane Huber, Collin M. Barnes, Hal G. Rainey, Jean Piaget and Lev vigotsky. Motivation is defined as the degree to which a person is pushed or aroused to exert effort toward a specific goal or purpose. One of the first theories of motivation was Maslow’s hierarchy of needs published in 1943 in the journal Psychological Review. Abraham Maslow explained motivation through the satisfaction of needs arranged in a hierarchical order, starting with basic needs (as food water and need of security) and ending with the need for self-actualization. It was concluded that despite the fact that There are several theories reflecting the concept of motivation and its way of working. However, the large number of theories has not resulted in a single accepted theory. SO, according to Rainey (2001), motivation should be understood as a broad notion with a variety of concepts and difficulties rather than a single theory with a definite operational meaning. In order to measure the motivation of the students it was used to two types of motivation: intrinsic motivation sustained by Jean Piaget and extrinsic motivation sustained by Lev Vygotsky. In the chapter 2 was presented several group work activities and which of them can be used in teaching a certain skill (teaching speaking, listening ,writing, reading): In the chapter 3 it’s presented the experimental analysis. The experiment itself was carried out at the "Mihail Berezovshi" lyceum in Chişinău for a total period of six weeks. The subjects of the study were two groups of pupils from the 8th (experimental group) and the 9th (control group) grades. Total number of 28 students, 14 students in each class. Group 1 was considered to be the experimental group, being taught using student-centered approach. (Group work activities) Group 2 was considered to be the control one. In this group, we mostly used teacher-centered approach. (Individual work, teacher's speech, and so on.) At the Pre-experiment stage it was given to students the Pre-experiment questionnaire using 5-point Leichardt Scale in order to see their initial level of motivation. The results of pre-experimental questionnaire show us mostly the same results for both groups with minimal differences. The students were not intrinsically motivated to study a foreign language before the experiment. The students were mostly neutral concerning some statements or only little bit motivated. The next five weeks in the experimental group was used student-centered approach and group work as the predominant classroom interaction. In control group it was used traditional methods guided by course book. During the experiment it was used different group work activities for teaching: reading, writing, speaking and listening. Here is presented a teaching reading activity using group work activity and namely: Think-pair-share group work activity. After the experiment it was given the same questionnaire in order to observe the changes. Analysing the results, we can see that after the experiment there is a considerable difference in results of the two groups, The students from group 1 were more successful. We can observe that their motivation has increased having and increase at each statement in comparison with pre-experiment results. (The orange line represents post experiment results and the blue one pre-experiment results). So, the theory has been proved by the post-experiment results. Here are some difficulties that were encountered during the experiment and recommendations. So, the third objective was accomplished too. And finally, we can draw our general conclusions that: Group work develops critical thinking and learning capacities because the pupils learn from each other. Group work increases intrinsic and extrinsic motivation. The more group work is employed, the more students will prefer this method of learning. The success of group learning is dependent on both teachers and students. The teacher should monitor the process and provide frequent feedback. Group work prepares students for work placement where it is required collaboration. Group work helps students to socialize, accept each other and respect different opinions. Students are still exploring the world, and in order to keep their pursuit to knowledge alive, they need to be motivated not only extrinsically but also intrinsically. And this is where group work plays its’ role, the role of a catalyst for motivation.