It was been studied that discussion classes are effective for developing various thinking skills such as problem solving ability and creativity of learners. However, in many cases the effectiveness of the discussion class depends on the learners’ abilities. Particularly, learning effectiveness of discussion heavily replies on learners learning competence and sociality in group, namely their discussion efficacy. This study aims to introduce an instructional method for discussion classes different from conventional approaches and analyze how the learners’ discussion efficacy levels affect the outcomes of the group discussion. A total of 45 college students participated in a structured group and class discussions for one semester. Their discussion efficiency levels were measured with a diagnosis at the beginning of the semester. At the end of the semester, each learner wrote a reflection essays on the given questions on the effectiveness of the group and class discussion. The three related experts analyzed how the learners’ discussion efficacy level affected both the effects of discussion and their individual learning process. The results showed no significant difference in the discussion effectiveness depending on the learners’ discussion efficacy levels. It can be referred that regardless of the level of discussion efficacy, all students were benefited from group and class discussion which resulted in helping their individual learning process