But some teachers are not yet ready to change and accept change. Besides, they are unconvinced about the value of using pair and group work in the classroom environment. From another angle of view, the mind-set of student community towards pedagogical innovation deeply influences its effectiveness in the classroom environment. This view has been supported in the work of Hinkel (2005, P. 141). The value of pair and group work in classroom environment is that it helps learners gets enough opportunity to practice the language. For instance, pair and group work help the learners to have enough time for oral practice. Besides, less confident learners get exposure to put newly acquired language skills into practice. Pair and group work in classroom environment leads to less dependence on teacher, helping and learning enhances language acquisition. Pair and group work change the traditional role of the individual teacher in classroom environment.
Group work is helpful for the learners to share their ideas with their peers. In addition, learning experience in classroom environment under the supervision of teacher enhances the learning process. Dividing the class into different groups consist of gifted, fast learners, average students and below average students is helpful for the student community to develop their language skills. Besides, pair and group work helps the teacher to provide individual attention to each and every student. Grouping the students by considering their ability or language proficiency is not democratic but it leads to the failure of classroom instruction and tasks formulated by the teacher. This view has been supported in the work of Genesee (1994, p.186). The traditional mode of classroom instruction based on the teacher is not democratic. In this situation, teacher is lecturing and the students are mere listeners. They do not get enough opportunity to share their