Interactional feedback in learner-learner interactions in a task-based EFL classroom
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Akiko Fujii
Abstract
This research explores learner-learner interactions (n = 18) in an authentic EFL classroom. First, we examined the nature of interactional feedback provided during two decision-making tasks. We then investigated whether the learners had made use of the feedback by looking at whether (and if so, how) they had modified their output immediately after receiving feedback. Quantitative results indicated a relatively low rate of interactional feedback while qualitative analysis of the interactions revealed interesting trends in the nature of the feedback that was provided. In discussing the findings we draw on learners' written reports elicited at the end of class as well as their verbal introspections elicited through individual stimulated recall sessions with each learner. The study sheds light on how patterns of interaction may be shaped by cultural, contextual, and interlocutor-related factors, thus helping to inform considerations for task-based instructional design.
©Walter de Gruyter
Artikel in diesem Heft
- Introduction
- Language acquisition in foreign language contexts and the differential benefits of interaction
- Interactional feedback in learner-learner interactions in a task-based EFL classroom
- The relative efficacy of explicit and implicit feedback in the learning of a less-commonly-taught foreign language
- Oral interaction in task-based EFL learning: The use of the L1 as a cognitive tool
- Focus on form, learner uptake and subsequent lexical gains in learners' oral production
- Manipulating cognitive complexity across task types and its impact on learners' interaction during oral performance
- External reviewers
- Index of articles in Volume 47 (2009)
Artikel in diesem Heft
- Introduction
- Language acquisition in foreign language contexts and the differential benefits of interaction
- Interactional feedback in learner-learner interactions in a task-based EFL classroom
- The relative efficacy of explicit and implicit feedback in the learning of a less-commonly-taught foreign language
- Oral interaction in task-based EFL learning: The use of the L1 as a cognitive tool
- Focus on form, learner uptake and subsequent lexical gains in learners' oral production
- Manipulating cognitive complexity across task types and its impact on learners' interaction during oral performance
- External reviewers
- Index of articles in Volume 47 (2009)
