How Does Limited English Proficiency of Thai Peers Impact Group Work Dynamics in EMI Settings? Insights from International Students in Thailand
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Abstract
This qualitative study explores how Thai students’ limited English proficiency affects group work dynamics from the perspective of international students in English-medium instruction (EMI) programs. By adopting the concept of cooperative learning as the analytical lens, this study focuses on four key elements of group dynamics: positive interdependence, individual accountability, promotive interaction, and group processing. The data were collected through individual semi-structured interviews with 10 international students from various EMI programs at a Thai university. The findings reveal that the participants struggled to build a belief in positive interdependence, as recurring communication problems made it difficult for them to rely on their Thai peers. Moreover, because of language limitations, some Thai peers participated less actively and avoided taking responsibility in group tasks. As a result, this led to an uneven distribution of work and a sense of unfairness. In addition, emotional support and constructive feedback within groups were often limited or absent, as Thai students could not express themselves effectively in English. These findings highlight the urgent need for more effective cooperative learning strategies that can help international and local students work together more successfully in EMI settings.
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