From Forming to Performing: Analysing Group Collaboration using Tuckman’s Model

This study examines group interactions in group work activities in Arabic, Chinese and English language courses at a Malaysian university using Tuckman’s (1965) model. A quantitative research design was employed with data collected using a questionnaire distributed to 182 undergraduate students. The instrument adapted from Tuckman showed good reliability (Cronbach’s a = .831). The findings of this study indicate that majority of students preferred group work for idea sharing, motivation and relationship-building whereas some others preferred individual work for independence and efficiency. Meanwhile, across the forming, storming, norming and performing stages, clear role assignment, effective leadership, conflict avoidance and prioritization of task completion become their main goals. Paired samples t-tests revealed significant differences in group interactions between Arabic and Chinese classes at the forming and performing stages. The results from this study reveal the relevance of Tuckman’s model in group collaboration and with its effective integration, instructors can structure for successful group work activities. It is suggested for future research to explore the final stage of this model that is adjourning stage, analyse the model using cross cultural analysis and conduct action research in language pedagogy.