English-majored University Students' Perceptions of Factors Affecting the Establishment of Group Cohesion in Group Learning Activities

Abstract

Effective collaboration and learning in group activities depends on the development of group cohesion. The purpose of this study is to investigate how third-year English majors perceive group cohesion and the variables that shape it during cooperative learning exercises. This is a quanlitative research design. The data were collected from an open-ended questionnaire focusing on three key aspects: students' frequency of collaborative learning, their awareness of group cohesion and its importance in group work, and the factors contribiute to establish group cohesion. Ninety-three students participated in the survey. The findings show that the majority regularly engaged in group work and were aware of the multifaceted nature of group cohesion, including social-, task-, perceived-, emotional-, and structural cohesion as well as its importance in group learning activities. In addition, group nature, group cooperation, interdependency, management behaviors, and leadership were acknowledged as obstacles that inhibited the participants to build up group cohesion. The study highlighted the importance of improving group cohesion knowledge and skills to foster the effectiveness of group work, resulting in successful language learning.