The Effect of Task Type on Autonomous EFL Learners’ Interactive Negotiations in a Text-based Synchronous Computer-mediated Context
The importance of communicative ability in second language classroom context has increased the interest in interaction among foreign language learners. The quality of negotiations is influenced by so many factors that should be investigated in order to facilitate the process of second language acqui...
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| Format: | Article |
| Language: | English |
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University of Tabriz
2019-12-01
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| Series: | Journal of English Language Teaching and Learning |
| Subjects: | |
| Online Access: | https://elt.tabrizu.ac.ir/article_9634_49b9ab4815c45a7d21b6ec835e6776dd.pdf |
| _version_ | 1827314021111431168 |
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| author | Ali Akbar Khomeijani Farahani Shiva Kaivanpanah Zainab Naseri |
| author_facet | Ali Akbar Khomeijani Farahani Shiva Kaivanpanah Zainab Naseri |
| author_sort | Ali Akbar Khomeijani Farahani |
| collection | DOAJ |
| description | The importance of communicative ability in second language classroom context has increased the interest in interaction among foreign language learners. The quality of negotiations is influenced by so many factors that should be investigated in order to facilitate the process of second language acquisition. This study seeks to investigate the effect of task type on autonomous EFL learners’ interactive negotiation in synchronous computer-mediated communication context. Total number of 60 pre- intermediate EFL learners were chosen from Iran Language Institute of Birjand based on their performance on the language learning autonomy questionnaire designed by Zhang and Li (2004). They participated in three types of tasks, including Decision making, Jigsaw, and Opinion gap tasks via Telegram Desktop. The chat history of EFL learners was analyzed in terms of the model of interaction proposed by Tsui (1994). Three main moves of Initiating, Responding, and Follow-up were included in her taxonomy of interaction analysis. The results suggested that the learners tried to utilize different frequencies of appropriate moves to achieve the goals of the specific task. Practically, this study presented a revised model that can be used as a frame work for designing suitable task types in the process of computer-mediated communication. |
| first_indexed | 2024-04-24T22:27:45Z |
| format | Article |
| id | doaj.art-f6273213645842e5a42ac5260079dc22 |
| institution | Directory Open Access Journal |
| issn | 2251-7995 2676-6876 |
| language | English |
| last_indexed | 2024-04-24T22:27:45Z |
| publishDate | 2019-12-01 |
| publisher | University of Tabriz |
| record_format | Article |
| series | Journal of English Language Teaching and Learning |
| spelling | doaj.art-f6273213645842e5a42ac5260079dc222024-03-19T22:27:36ZengUniversity of TabrizJournal of English Language Teaching and Learning2251-79952676-68762019-12-0111241772009634The Effect of Task Type on Autonomous EFL Learners’ Interactive Negotiations in a Text-based Synchronous Computer-mediated ContextAli Akbar Khomeijani Farahani0Shiva Kaivanpanah1Zainab Naseri2Associate Professor, University of TehranAssistant Professor in TEFL, University of TehranPhD Candidate, University of Tehran, Alborz Campus, Tehran, IranThe importance of communicative ability in second language classroom context has increased the interest in interaction among foreign language learners. The quality of negotiations is influenced by so many factors that should be investigated in order to facilitate the process of second language acquisition. This study seeks to investigate the effect of task type on autonomous EFL learners’ interactive negotiation in synchronous computer-mediated communication context. Total number of 60 pre- intermediate EFL learners were chosen from Iran Language Institute of Birjand based on their performance on the language learning autonomy questionnaire designed by Zhang and Li (2004). They participated in three types of tasks, including Decision making, Jigsaw, and Opinion gap tasks via Telegram Desktop. The chat history of EFL learners was analyzed in terms of the model of interaction proposed by Tsui (1994). Three main moves of Initiating, Responding, and Follow-up were included in her taxonomy of interaction analysis. The results suggested that the learners tried to utilize different frequencies of appropriate moves to achieve the goals of the specific task. Practically, this study presented a revised model that can be used as a frame work for designing suitable task types in the process of computer-mediated communication.https://elt.tabrizu.ac.ir/article_9634_49b9ab4815c45a7d21b6ec835e6776dd.pdfkeywords: communicative abilityautonomytask typeinteractive negotiation |
| spellingShingle | Ali Akbar Khomeijani Farahani Shiva Kaivanpanah Zainab Naseri The Effect of Task Type on Autonomous EFL Learners’ Interactive Negotiations in a Text-based Synchronous Computer-mediated Context Journal of English Language Teaching and Learning keywords: communicative ability autonomy task type interactive negotiation |
| title | The Effect of Task Type on Autonomous EFL Learners’ Interactive Negotiations in a Text-based Synchronous Computer-mediated Context |
| title_full | The Effect of Task Type on Autonomous EFL Learners’ Interactive Negotiations in a Text-based Synchronous Computer-mediated Context |
| title_fullStr | The Effect of Task Type on Autonomous EFL Learners’ Interactive Negotiations in a Text-based Synchronous Computer-mediated Context |
| title_full_unstemmed | The Effect of Task Type on Autonomous EFL Learners’ Interactive Negotiations in a Text-based Synchronous Computer-mediated Context |
| title_short | The Effect of Task Type on Autonomous EFL Learners’ Interactive Negotiations in a Text-based Synchronous Computer-mediated Context |
| title_sort | effect of task type on autonomous efl learners interactive negotiations in a text based synchronous computer mediated context |
| topic | keywords: communicative ability autonomy task type interactive negotiation |
| url | https://elt.tabrizu.ac.ir/article_9634_49b9ab4815c45a7d21b6ec835e6776dd.pdf |
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