The Influence of Group Work Stages among Learners in Learning English Language

Teamwork involves individuals collaborating within a group to achieve common goals. In a collaborative learning environment, students share responsibilities, combine knowledge and skills, and provide mutual support. This quantitative research endeavour aims to investigate the dynamics of group work among undergraduates engaged in English language acquisition. A purposive sample of 110 participants responded to the survey, using a 5-point Likert scale based on Tuckman’s (1965) work. The survey is structured into five sections: demographic profiles (Section A), Forming (7 items in Section B), Storming (6 items in Section C), Norming (8 items in Section D), and Performing (8 items in Section E). Findings highlight distinct learner progress stages, including challenges in trust during Forming, positive team leadership but argumentation in Storming, positive Norming with structured procedures, and a lack of fixed procedures emphasizing a potential improvement area in Performing. The data shows a significant association between Forming and Storming stages (r=.555** and p=.000) and a highly significant association between Storming and Norming stages (r=.641** and p=.000). No statistically significant relationship exists between Performing and Forming stages. Future research exploring individual differences, longitudinal studies, language-specific group dynamics, technology impact, and reflective practices can enhance collaborative language learning understanding and refine pedagogical practices.