The Distribution of Interactional Space and Collaboration in EFL Task-Based Peer Interactions

Autor/in	Aksoy-Pekacar, Kadriye
Titel	The Distribution of Interactional Space and Collaboration in EFL Task-Based Peer Interactions
Quelle	In: Educational Policy Analysis and Strategic Research, 18 (2023) 1, S.8-30 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Aksoy-Pekacar, Kadriye)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1949-4270
Schlagwörter	English (Second Language); Second Language Instruction; Interaction; Adult Students; Clubs; Language Usage; Cooperation; Speech Communication; Peer Relationship; Learning Activities; Learner Engagement; Foreign Countries; College Students; Turkey + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Interaktion; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Club; Klub; Sprachgebrauch; Co-operation; Kooperation; Peer-Beziehungen; Lernaktivität; Ausland; Collegestudent; Türkei
Abstract	This paper focuses on the influence of task types, namely divergent and convergent tasks, on the interactional space of learners and the amount of collaboration in EFL adult learners' interactions naturally emerging from performing each type of task. To define interactional space, behavioural engagement measurement was adopted, and the total number of turns and words were quantified to define the distribution of learner talk in each task. Additionally, the categories of collaborative behaviours were quantified for both task types to illustrate their distribution in the tasks. The data of this study involve eleven hours of learner interactions collected from an EFL context where the learners voluntarily participated in a speaking club and completed eight tasks. The interactions were audio-recorded and used for the analysis of the influence of task types on learners' L2 production and the distribution of collaboration in each task. The results yield a difference in the amount of L2 production between tasks; for example, convergent tasks facilitate more L2 turns and more L2 words than divergent tasks although the mean length of utterance is higher in divergent tasks. Similarly, the distribution of collaborative behaviours is mostly higher in convergent tasks. The results are discussed in relation to both interactionist and sociocultural theories of L2 learning and some implications are also provided based on the results. (As Provided).
Anmerkungen	International Association of Educators. Egitim Fakultesi Dekanligi, Canakkale Onsekiz Mart University, Canakkale 17100, Turkey. e-mail: secretary@inased.org; Web site: https://inased.org/epasrpi/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01