VIETNAMESE EFL PRE-SERVICE TEACHERS’ PERSPECTIVE ON PEER INFLUENCE IN COLLABORATIVE GROUP DYNAMICS

Abstract

Collaborative learning has emerged as a vital pedagogical approach in English as a Foreign Language (EFL) teacher education, particularly valued for its capacity to develop essential 21st-century skills such as critical thinking, problem-solving, and effective communication. This study aims to investigate Vietnamese EFL pre-service teachers’ perceptions of peer influence in collaborative group dynamics. By focusing on how peer interactions shape learning behaviors, motivation, and professional growth, the research offers insights into the social and psychological dimensions of group learning that are often overlooked in traditional language instruction. Employing a qualitative research design, the study draws on data collected through semi-structured interviews with nine fourth-year students enrolled in an English Teacher Education program. The findings reveal that peer influence plays a multifaceted and sometimes paradoxical role in collaborative learning environments. Positive peer dynamics were reported to enhance group cohesion, increase confidence, and encourage active engagement. Many participants expressed that working with enthusiastic, communicative, and supportive peers motivated them to contribute more meaningfully to group tasks and to push themselves academically. The study also highlights the challenges posed by negative peer dynamics. Several participants described experiences of peer dominance, lack of communication, or disengagement within the group, which led to feelings of anxiety, self-doubt, and reluctance to participate. These negative outcomes often stemmed from mismatches in language proficiency, differing personality traits, or the absence of supportive interpersonal relationships.