This article explains how shared leadership can be recognised and established in project-based learning as a situated English practice. It specifically explores the task characteristics of Cox et al.'s (2003) leadership model, which illustrates the functional relations between the procedural features of project work and its outcomes. The result of the analysis is that project work underlies the collective and highly integrative potential of the group of students, transforming them into a community of practice. The findings indicate that factors contributing to facilitating shared leadership are the interdependence of tasks between individuals driven by intrinsic motivation to act and the low complexity of tasks. The analysis also suggests that, although low complexity tasks may weaken shared leadership, they maximise relevance, thereby minimising cognitive effort. Consequently, this response strategy can help boost collaboration.