Collaborative Action Pursuits within EFL Task- Based Peer Interactions
This study aimed to unveil collaborative actions in EFL task-based peer interactions. Collaboration in peer interaction has been mainly investigated by analysing language-related episodes (LREs). Assuming that an etic coding would limit the understanding of collaborative actions, a qualitative anal...
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| Format: | Article |
| Language: | English |
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Anı Publishing
2021-05-01
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| Series: | Eğitimde Nitel Araştırmalar Dergisi |
| Subjects: | |
| Online Access: | https://www.enadonline.com/index.php/enad/article/view/1010 |
| _version_ | 1797912244826144768 |
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| author | Kadriye AKSOY PEKACAR İsmail Hakki ERTEN |
| author_facet | Kadriye AKSOY PEKACAR İsmail Hakki ERTEN |
| author_sort | Kadriye AKSOY PEKACAR |
| collection | DOAJ |
| description |
This study aimed to unveil collaborative actions in EFL task-based peer interactions. Collaboration in peer interaction has been mainly investigated by analysing language-related episodes (LREs). Assuming that an etic coding would limit the understanding of collaborative actions, a qualitative analysis of learner interactions, particularly sociocultural discourse analysis, was adopted for this study. The data include 11 hours of peer interactions collected from a speaking club designed as an extracurricular activity. The participants were 15 adult learners enrolled at a language school of a Turkish state university and they were informed to have B1+ proficiency level. The learners were grouped into three groups and assigned to complete two language tasks: divergent and convergent tasks in L2. The interactions were recorded, and by employing the constant comparative method, all the collaborative actions were identified in the data. Two broad categories of collaborative actions emerged; languagerelated and task-related, each of which has different subcategories. In this paper, the language-related collaborative actions, which are eight in total, are defined and exemplified with extracts from the data. The results present implications for the inclusion of peer interaction activities, especially in EFL contexts where learners have limited opportunities in participating in L2 interaction.
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| first_indexed | 2024-04-10T11:53:28Z |
| format | Article |
| id | doaj.art-25b0d3fecbe04269a92e1fb87d2ad015 |
| institution | Directory Open Access Journal |
| issn | 2148-2624 |
| language | English |
| last_indexed | 2024-04-10T11:53:28Z |
| publishDate | 2021-05-01 |
| publisher | Anı Publishing |
| record_format | Article |
| series | Eğitimde Nitel Araştırmalar Dergisi |
| spelling | doaj.art-25b0d3fecbe04269a92e1fb87d2ad0152023-02-15T16:16:55ZengAnı PublishingEğitimde Nitel Araştırmalar Dergisi2148-26242021-05-012710.14689/enad.27.9Collaborative Action Pursuits within EFL Task- Based Peer InteractionsKadriye AKSOY PEKACARİsmail Hakki ERTEN This study aimed to unveil collaborative actions in EFL task-based peer interactions. Collaboration in peer interaction has been mainly investigated by analysing language-related episodes (LREs). Assuming that an etic coding would limit the understanding of collaborative actions, a qualitative analysis of learner interactions, particularly sociocultural discourse analysis, was adopted for this study. The data include 11 hours of peer interactions collected from a speaking club designed as an extracurricular activity. The participants were 15 adult learners enrolled at a language school of a Turkish state university and they were informed to have B1+ proficiency level. The learners were grouped into three groups and assigned to complete two language tasks: divergent and convergent tasks in L2. The interactions were recorded, and by employing the constant comparative method, all the collaborative actions were identified in the data. Two broad categories of collaborative actions emerged; languagerelated and task-related, each of which has different subcategories. In this paper, the language-related collaborative actions, which are eight in total, are defined and exemplified with extracts from the data. The results present implications for the inclusion of peer interaction activities, especially in EFL contexts where learners have limited opportunities in participating in L2 interaction. https://www.enadonline.com/index.php/enad/article/view/1010Sollaborationpeer interactionL2 taskssociocultural theoryenglish as a foreign language (EFL) |
| spellingShingle | Kadriye AKSOY PEKACAR İsmail Hakki ERTEN Collaborative Action Pursuits within EFL Task- Based Peer Interactions Eğitimde Nitel Araştırmalar Dergisi Sollaboration peer interaction L2 tasks sociocultural theory english as a foreign language (EFL) |
| title | Collaborative Action Pursuits within EFL Task- Based Peer Interactions |
| title_full | Collaborative Action Pursuits within EFL Task- Based Peer Interactions |
| title_fullStr | Collaborative Action Pursuits within EFL Task- Based Peer Interactions |
| title_full_unstemmed | Collaborative Action Pursuits within EFL Task- Based Peer Interactions |
| title_short | Collaborative Action Pursuits within EFL Task- Based Peer Interactions |
| title_sort | collaborative action pursuits within efl task based peer interactions |
| topic | Sollaboration peer interaction L2 tasks sociocultural theory english as a foreign language (EFL) |
| url | https://www.enadonline.com/index.php/enad/article/view/1010 |
| work_keys_str_mv | AT kadriyeaksoypekacar collaborativeactionpursuitswithinefltaskbasedpeerinteractions AT ismailhakkierten collaborativeactionpursuitswithinefltaskbasedpeerinteractions |