This pilot project offered three separate University of Strathclyde MSc class groups the opportunity to use LSP in a group work activity designed to support their transitions from teacher-led, classbased learning to more independent 60-credit research projects. The groups consisted of both non-native speakers (NNS) and native speakers (NS) of English. Results indicate that LSP was effective in enhancing the group work experience of both NNS and NS of English, supporting the notion that inclusive learning and teaching practice benefits all students
