Enhancing Peer Collaborative Oral Interaction Through Interactional Strategy Training
xmlui.mirage2.itemSummaryView.MetaDataShow full item record
This study aims to examine the effectiveness of interactional strategy training on the level of collaboration between pairs during peer interaction. The research sample consisted of 28 students, aged 18-22, who were divided into two groups: the experimental group, which received instruction in interactional strategies, and the control group, which engaged in the same pair-tasks as the experimental group but without strategy training. Employing a mixed-methods research design, quantitative and qualitative data were collected through pre-task, immediate post-task, and delayed post-task speaking activities, self-evaluation forms, and interviews. The interactions during pre-, post-, and delayed post-tasks were analyzed to identify the interactional strategies and patterns formed by the dyads. The self-evaluation forms and interviews provided additional insights into the participants' reflections and perceptions of the interactional strategy training. The analysis of dyadic interaction revealed that both groups showed increased collaboration and utilization of interactional strategies in the post-task. However, the experimental group exhibited a significantly higher level of collaboration and implementation of strategies during interactions. The examination of interaction patterns and strategy use demonstrated the positive impact of interactional strategy training in enhancing collaboration and promoting the use of interactional strategies. Furthermore, the analysis of self-evaluation forms and interviews revealed that participants in the strategy group experienced various benefits, including heightened awareness of their interactional behaviors, improvements in speech fluency, interactional skills, strategy usage, and affective factors such as motivation, self-confidence, and anxiety levels.
Showing items related by title, author, creator and subject.
Role Exchange as an Interactional Resource for Maintaining Progressivity in Role-Play Interactional Competence Assessment Tasks in L2 English Doyğun, Sonay (Eğitim Bilimleri Enstitüsü, 2021)Assessment of L2 interactional competence has undergone scrutiny in recent decades with the increasing attention directed to social facets of the process. While oral proficiency interviews have been largely investigated ...
Assuming Learner Behavior as an Interactional Resource in L2 Testing and Evaluation Classroom Interaction in a Teacher Education Context Yöney, Reyyan Zülal (Eğitim Bilimleri Enstitüsü, 2021)This study uncovers an unexplored phenomenon of “Assuming Learner Behavior” (ALB) emerging within the context of testing and evaluation course in an English Language Teaching (ELT) program by using Conversation Analysis ...
Orientation to Teacher Identity as an Interactional Resource in L2 Testing and Evaluation Classroom Interaction in a Teacher Education Context Düzün, Nakşidil (Eğitim Bilimleri Enstitüsü, 2022)Studies of interaction-based reflective practices in training pre-service English teachers have been gaining momentum; however, the micro-analysis of classroom interactional processes emerging in teacher education programs ...