8. Engagement with the language
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Melissa Baralt
Abstract
Interactive tasks that have successfully promoted attention to form and language learning in face-to-face (FTF) can be ineffective when performed online (Baralt 2013, 2014). This research is concerning, given the push for online language classes in higher education (Leow, Cerezo, & Baralt 2015). One reason that interactive language tasks do not translate to online settings may be the diminished affect and socialization present in online settings (Baralt 2014). Despite this hypothesis, researchers continue to explore learners’ attention to form from exclusively the cognitive perspective. Recently, Svalberg (2009; 2012) proposed a new model for exploring how learners achieve awareness of forms: a threefold construct including cognitive as well as social and affective engagement. The present chapter is the first to empirically operationalize Svalberg’s model for analyzing learners’ attention (or not) to forms during task-based peer interaction. Forty intermediate-level learners of Spanish performed either cognitively simple or complex interactive dyadic tasks in person or online. Learners’ interaction and post-task questionnaires were then coded for the three types of engagement. Results showed more cognitive engagement (e.g., attention to language forms, reflection), social engagement (e.g., supportive interaction) and affective engagement (e.g., positive feelings) in FTF, particularly during the more complex task. All three types of engagement were diminished or were entirely absent in the online interactions. We argue that the lack of social and affective engagement is what deterred cognitive engagement with language forms. The chapter concludes with a discussion on why researchers must consider social and affective engagement to understand how language awareness can be differentially experienced online.
Abstract
Interactive tasks that have successfully promoted attention to form and language learning in face-to-face (FTF) can be ineffective when performed online (Baralt 2013, 2014). This research is concerning, given the push for online language classes in higher education (Leow, Cerezo, & Baralt 2015). One reason that interactive language tasks do not translate to online settings may be the diminished affect and socialization present in online settings (Baralt 2014). Despite this hypothesis, researchers continue to explore learners’ attention to form from exclusively the cognitive perspective. Recently, Svalberg (2009; 2012) proposed a new model for exploring how learners achieve awareness of forms: a threefold construct including cognitive as well as social and affective engagement. The present chapter is the first to empirically operationalize Svalberg’s model for analyzing learners’ attention (or not) to forms during task-based peer interaction. Forty intermediate-level learners of Spanish performed either cognitively simple or complex interactive dyadic tasks in person or online. Learners’ interaction and post-task questionnaires were then coded for the three types of engagement. Results showed more cognitive engagement (e.g., attention to language forms, reflection), social engagement (e.g., supportive interaction) and affective engagement (e.g., positive feelings) in FTF, particularly during the more complex task. All three types of engagement were diminished or were entirely absent in the online interactions. We argue that the lack of social and affective engagement is what deterred cognitive engagement with language forms. The chapter concludes with a discussion on why researchers must consider social and affective engagement to understand how language awareness can be differentially experienced online.
Chapters in this book
- Prelim pages i
- Table of contents v
- Acknowledgement of reviewers vii
-
Introduction
- Understanding peer interaction 1
-
Section I: Interactional patterns and learner characteristics
- 1. Peer interaction and learning 33
- 2. Peer interaction and metacognitive instruction in the EFL classroom 63
- 3. Interaction or collaboration? Group dynamics in the foreign language classroom 91
- 4. Interactional behaviours of low-proficiency learners in small group work 113
- 5. Collaborative dialogue in a two-way Spanish/English immersion classroom 135
-
Section II: Tasks and interactional modalities
- 6. Peer interaction in F2F and CMC contexts 163
- 7. Thai EFL learners’ interaction during collaborative writing tasks and its relationship to text quality 185
- 8. Engagement with the language 209
- 9. EFL task-based interaction 241
- 10. A focus on mode 267
- 11. Small-group meta-analytic talk and Spanish L2 development 291
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Section III: Learning settings
- 12. How adolescents use social discourse to open space for language learning during peer interactions 319
- 13. Peer interaction while learning to read in a new language 349
-
Epilogue
- New pathways in researching interaction 377
- Index 397
Chapters in this book
- Prelim pages i
- Table of contents v
- Acknowledgement of reviewers vii
-
Introduction
- Understanding peer interaction 1
-
Section I: Interactional patterns and learner characteristics
- 1. Peer interaction and learning 33
- 2. Peer interaction and metacognitive instruction in the EFL classroom 63
- 3. Interaction or collaboration? Group dynamics in the foreign language classroom 91
- 4. Interactional behaviours of low-proficiency learners in small group work 113
- 5. Collaborative dialogue in a two-way Spanish/English immersion classroom 135
-
Section II: Tasks and interactional modalities
- 6. Peer interaction in F2F and CMC contexts 163
- 7. Thai EFL learners’ interaction during collaborative writing tasks and its relationship to text quality 185
- 8. Engagement with the language 209
- 9. EFL task-based interaction 241
- 10. A focus on mode 267
- 11. Small-group meta-analytic talk and Spanish L2 development 291
-
Section III: Learning settings
- 12. How adolescents use social discourse to open space for language learning during peer interactions 319
- 13. Peer interaction while learning to read in a new language 349
-
Epilogue
- New pathways in researching interaction 377
- Index 397
