"I don't want to join a group!" or scientific ways to convince any reluctant student to shift to group lessons.

If you have students who are reluctant to join a group — no matter how hard you try to pair them up — here’s how you can change their minds and address their objections. The scientific way!
I’ve been teaching groups since 2012, and if there’s one thing I’ve learned, it’s that some students are very reluctant to switch from 1-to-1 lessons to group lessons. As a teacher, there are many reasons why you might want to bundle students together, such as better learning outcomes, higher income, or simply a more engaging classroom experience — but what happens when they resist?

Over the years, I’ve heard all kinds of objections from students about group work, and in this article, I’m breaking down the most common ones explaining why I believe they’re far from reality.
Each section starts with a direct quote coming from a hesitant student, followed by a research-backed response that might just change their mind. If you want to take a deeper dive into the science behind these arguments, I’ve included reference sources at the end.

"With everyone talking, I won't have time to talk!"

A student might feel like being in a group means less speaking time, but the opposite is actually true. When students work in groups, they get more opportunities to hear and produce language (Ellis, 2012). Why? Because group conversations are more dynamic: there’s less pressure, more back-and-forth, and plenty of chances to jump in and contribute.

Of course, if a teacher goes around the room asking each student one by one in a chain-like manner, then mathematically speaking, yes, individual speaking time will be limited (though listening to comprehensible language still counts as valuable input). However, when pair and group work are used effectively, students actually get more opportunities to engage with the target language.

📝 What to say to your students: In my class I don't always call on students one by one, and you do spend a lot of time talking to your peers. Group discussions flow more naturally, and you’ll get to practice responding in real conversations, just like in real life!

"I'm here to learn for myself, not watch others make the same mistakes over and over."

Yes, hearing a teacher go over things you already understand for someone who didn’t get it can be frustrating. But let's flip this perspective. Being in a group actually increases accountability. If a student skips a one-to-one class, reschedule, or show up unprepared — no big deal. But in a group, if they miss out or fall behind, they feel pressure to keep up. That pushes them to show up, stay engaged, and keep up with the pace. Groups provide you with the support network and instill the sense of responsibility, and that sense of responsibility makes learning more meaningful. (Dornyei, 2020).

📝 What to say to your students: Research suggests that having a community of learners around you increases motivation and accountability. When students know their peers are counting on them, they’re more likely to stay engaged, show up consistently, and take their lessons more seriously.

"I don't like working with others."

Reality check: Collaboration is a life skill. Whether they are applying for a job, working on a project, or doing something as simple as booking a hotel room, knowing how to work with others is crucial. Group work helps build skills that are essential in both personal and professional life. Explain to your students that they don’t have to become best friends with their classmates, but learning to collaborate is a skill worth mastering.

Humans are social creatures (a revolutionary idea, I know!). When learning feels like an isolated, silent struggle, motivation drops. But when you’re interacting, debating, and problem-solving with others, the process becomes more engaging.

📝 What to say to your students: You don’t have to be best friends with your classmates, but learning how to work with others is a skill that will help you in school, in your career, and in life. Plus, it makes learning way more fun! It also allows me to introduce different interaction patterns and multistage activities—things we simply can’t do with just the two of us.

"I need my teacher to explain everything!"

Ahh, yes... the classic "The teacher is the ultimate source of wisdom" . Well, if you’re reading this, you’re probably a fantastic teacher, and your explanations are always on point. But sometimes, teachers explain things in ways that go over students' heads.

Have you ever read a textbook definition of when to use the Past Perfect? "Used for events that started in the past but were over by a certain time period in the past indicated in the sentence." Makes sense to us, we’ve been professionally trained to differentiate between things like "connotation" and "collocation". But for our students? Not so much.

This is where peer explanations can work wonders. Peers are more likely to phrase things in a way that actually makes sense to other students. When students hear and read the target language from their classmates, it’s often clearer and more understandable. Instead of struggling alone, they have built-in support from people who get their struggles. And here’s the bonus: when students are in a group, they can turn to their classmates for immediate help instead of waiting for the teacher. You’d be surprised how much they can figure out together!


📝 What to say to your students: Even though I’m here to help, sometimes hearing an explanation from a classmate makes things click in a way that my explanation might not. Plus, when you help each other, you remember things better! Some research shows that we retain about 90% of what we teach to others, compared to only 10% of what we read. So, by explaining concepts to your classmates, you're actually reinforcing your own learning!
The research is clear — group work boosts language use, motivation, comprehension, and essential life skills. I hope this article gives you solid arguments to gently nudge your reluctant students toward embracing group work. And if you’re a student reading this, why not give groups a try? You might just find yourself speaking more, learning faster, and even enjoying it (who knows?).

Happy teaching (and grouping)!
REFERENCE SOURCES
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