This paper first makes a brief review of some central beliefs about the significance of group work in communicative language teaching. Then the paper reports on a classroom survey about students' attitude toward group work. The results of this study indicate that group work has brought about considerable positive effects upon EFL learning from psychological, social, and cultural perspectives. The author suggests that EFL teachers take into account those possible variables which could bring negative effects to learners' initiative and assign different tasks to dissimilar learner types.
