Collaborative group work plays a vital role in fostering the comprehensive growth of university students. Within the context of students' collective efforts, conflict within student collaboration can disrupt harmony or catalyse growth and innovation. Tuckman (1965) introduced the group development model involving forming, storming, norming, and performing stages. This study aims to investigate the impact of conflict in group work on learning the Japanese language, employing (Tuckman's Model, 1965). A quantitative survey was conducted, utilising a Google Form with four sections, including items on demographic profiles and 29 questions rated on a 5-Likert scale. The survey involved 112 students from a public university in Malaysia. The findings have shown effective leadership, positive communication, and consensus on goals play a crucial role in resolving conflicts within a group. Furthermore, the results highlight significant associations and relationships among the four stages of forming, storming, norming, and performing group work. Hence, educators should prioritize guiding students through the norming stage, as successful progression is crucial for achieving a high-performing stage. Further research is recommended to explore common conflicts during group formation and develop effective resolution strategies.
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