Navigating Leadership and Engagement in L2 Group Work

A Longitudinal Study from a Complex Dynamic Systems Perspective

Abstract

This study explored the relationships between assigned and emergent leadership styles, group dynamics, and learner engagement in second language (L2) group-work activities by employing complex dynamic systems theory (CDST) as its guiding framework. Although collaborative learning is widely recognized as advantageous for language acquisition, the interplay between leadership roles and group dynamics in shaping learner engagement, particularly in long-term group work, has received limited attention. We divided 100 participants into 16 groups with assigned leaders (AL: n = 49) and 17 groups with emergent leaders (EL: n = 51). Of these, we selected ten groups (five AL groups and five EL groups) and collected quantitative data at three points over one academic semester. Subsequently, one focal group from each of the AL and EL groups was selected for qualitative analysis. Grounded in CDST, we examined interrelationships and co-adaptation of leadership styles, group dynamics, and engagement over time. We found that both assigned and emergent leadership styles shaped group dynamics, particularly regarding cohesion and communication patterns, which influenced learner engagement. Furthermore, leadership mediated the relationship between group dynamics and engagement, suggesting that both leadership styles contributed to strengthening group cohesion and, in turn, enhancing engagement. These results underscore the dynamic and reciprocal relationships between leadership, group dynamics, and engagement, offering a more comprehensive understanding of how these elements interact over time in L2 collaborative learning contexts. From the CDST perspective, this study provides practical insights for educators on utilizing leadership roles to optimize the effectiveness of group-based language learning.