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