Group work dynamics and the role of leadership in face‐to‐face and online second language classes

Abstract

This study aimed to investigate how having a student in a leader role impacts group work dynamics (GWD) in face‐to‐face (FTF) and online communication. A total of 144 pre‐intermediate English learners worked in groups of three on a picture‐description task under one of the four conditions: with or without a leader in FTF or online settings. All exchanges were recorded, transcribed, and analyzed using a GWD measuring instrument to explore the process of GWD. The results showed that GWD scores were lower in the online condition than in FTF, particularly when there was no designated leader. Furthermore, when comparing the GWD scores of the leader‐role students and other students, leaders consistently scored higher across most GWD characteristics, regardless of communication mode. This study suggests that assigning a leader‐role student can facilitate group work activities, especially in online communication. It sheds light on students’ behaviors in group work contexts and highlights the importance of leadership in promoting effective group work.