Abstract
Exploring group dynamics in a foreign language classroom has not yet received ample consideration in mainstream research, notably their specified role in foreign language development. The study reported presently sought to document the particularity of this effect on an uncommonly chartered segment of the low‐achieving students in an intermediate‐level class. Following a time‐series design in which they performed watch‐and‐tell speaking tasks in a 14‐week experimental process, analysis considered audio‐recorded data from 15 participants after being transcribed and coded. While the results confirmed the positive relationship between the maturity of group processes and the participants’ willingness to communicate, they suggested slight to moderate improvement in their speaking skill development which in turn revealed a consistent use of processing patterns uncommon to group‐excepted students.
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