This study addresses the perceptions of a cohort of MA TESOL students regarding the evolution of
group dynamics among them. Group dynamics refers here to the learner group’s internal
characteristics and its evolution over time, which affect the learning and teaching process (Dörnyei
and Murphy 2003). Two sets of open-ended questionnaires were administered to each member of
the group (20 participants in total) to gather data, one at the beginning of the first term and one at
the end. At the beginning of the term, the participants were asked to answer questions about some
of the factors which potentially influence group dynamics. At the end of the term, they were invited
to reflect and report on any changes in their views and any developments in the group dynamics of
their cohort from their perspective. Using a grounded theory approach, the data from the two sets of
the questionnaires were analyzed. The findings of the study contribute to observations and ideas
within the academic field of language group dynamics and also importantly extend them in relation
to the specific and unique MA TESOL context.
Keywords: TESOL; TESOL classroom dynamics; student perceptions, intercultural dynamics;
intercultural competence