scholarly journals Peer Interaction in the L2 Classroom: A Study among Malaysian ESL Learners

2021 ◽  
Vol 10 (1) ◽  
pp. 131-150
Author(s):  
Larisa Nikitina ◽  
Siak Bie Soh ◽  
Shu Sim Tam
Keyword(s):  
Cognitive Complexity ◽  
Causal Reasoning ◽  
Peer Interaction ◽  
Task Complexity ◽  
Negotiation Of Meaning ◽  
Complex Tasks ◽  
Significant Difference ◽  
Peer Discussion ◽  
Interactionist Perspective ◽  
Esl Learners

Adopting a cognitive-interactionist perspective, this study focused on peer interaction in the L2 classroom. It explored types of peer interaction in terms of Negotiation of Meaning (NoM), Language-related Episodes (LRE) and Uptake of Recast that tend to prevail during task discussions in the L2 classroom. This study also assessed whether task complexity and task condition influenced L2 peer interaction. Thirty-six (N=36) Malaysian university students learning English as a second language participated in this study. The tasks were designed at two levels of cognitive complexity, namely, simple tasks with two causal reasoning demands and complex tasks with six causal reasoning demands. Each participant was involved in peer discussion sessions of simple and complex tasks in dyadic and triadic groupings. The findings revealed that clarification requests during the NoM were the most prominent feature of the peer interaction. A paired sample t-test showed that statistically significant difference was detected between the dyadic and triadic settings for the comprehension check feature (NoM), the incorrectly resolved episodes (LRE) and the unmodified uptake of recast. The article concludes with a discussion of theoretical and pedagogical implications from these findings.

Task complexity, L2 proficiency and EFL learners’ L1 use in task-based peer interaction

2021 ◽  
pp. 136216882110046
Author(s):  
Jinfen Xu ◽  
Yumei Fan
Keyword(s):  
Foreign Language ◽  
Cognitive Complexity ◽  
Peer Interaction ◽  
Task Complexity ◽  
First Language ◽  
L2 Proficiency ◽  
Complex Tasks ◽  
Efl Learners ◽  
L1 Use ◽  
The Impact

This study is aimed to identify the effects of task complexity on first language (L1) use and the functions it may serve when two groups of learners of English as a foreign language (EFL) work on collaborative tasks. Twenty-four pairs of Chinese EFL learners from two universities were assigned to a lower-proficiency and a higher-proficiency group, each with twelve pairs. Each group completed two collaborative tasks of different cognitive complexity. The results showed that task complexity had an appreciable impact on the use of L1 and its functions. It is also found that the impact of task complexity was dependent on learners’ English proficiency. Specifically, the higher-proficiency group employed more L1 to perform complex tasks than they did in the simple versions of the tasks. These learners also devoted significantly more L1 turns to fulfill the functions of metacognitive and grammar talk to complete the complex tasks. These trends did not hold for the lower-proficiency group.

scholarly journals An Investigation of the Impact of Task Complexity on ESL Learners’ Spoken Language Performance

2018 ◽  
Vol 9 (6) ◽  
pp. 1362
Author(s):  
Amir A. Hassanein ◽  
Emad A. S. Abu-Ayyash
Keyword(s):  
Language Proficiency ◽  
Oral Language ◽  
Cognitive Complexity ◽  
Task Complexity ◽  
High Achievers ◽  
Language Performance ◽  
Oral Production ◽  
To Come ◽  
Esl Learners ◽  
The Impact

This study investigates the multiple effects of task complexity on language performance and production in English as a Second Language (ESL) classrooms. Through its qualitative design, the present study aims to gain well-founded insights about the potential influence the degree of task complexity has on actual oral productions by ESL learners. In particular, this study construed how the increasing task complexity affected students’ oral production. Given that ‘oral production’ is a notion that involves an intricate web of variables, the present study sought to come to grips with three major components of oral production, which are fluency, vocabulary and grammar. The researchers used the IELTS speaking band descriptor to benchmark the learners’ productions. In essence, the study sought to answer three research questions: 1) What is the impact of task complexity on the quality of high achievers’ and mid achievers’ speech production?, 2) What is the relationship, if any, between learners’ language proficiency and their performance in monologic and dialogic tasks?, and 3) Does increasing the cognitive complexity of the task impact oral language performance? The findings revealed that high achievers’ grammar, lexical resource and fluency aligned variably with the task complexity, whereas the three elements dropped markedly among mid-achievers.

scholarly journals L2 Proficiency Pairing, Task Type and L1 Use: A Mixed-Methods Study on Optimal Pairing in Dyadic Task-Based Peer Interaction

2021 ◽  
Vol 12 ◽  
Author(s):  
Lili Tian ◽  
Yan Jiang
Keyword(s):  
Peer Interaction ◽  
Task Type ◽  
Negotiation Of Meaning ◽  
Efl Learners ◽  
Low Level ◽  
Information Gap ◽  
Significant Difference ◽  
Quantitative Results ◽  
L1 Use ◽  
High Level

While task-based peer interaction in dyads has been commonly practiced in English as a foreign language (EFL) classrooms, how to pair learners in dyadic tasks has always been a concern of teachers and researchers. This study examined learner proficiency pairing, task type and L1 use by Chinese EFL learners in two dyadic speaking tasks. Thirty-six participants were paired according to their oral English proficiency levels into: same-level pairs (high-high; medium-medium; low-low), and mixed-level pairs (high-low). All pairs completed two types of speaking tasks—information-gap and opinion-exchange. Quantitative results showed a significant difference between low-low pairs and other pairs in the amount of L1 use. Low-level learners produced significantly more L1 words and turns when paired with other low-level peers (low-low) than with high-level peers (high-low) in both types of tasks. Qualitative analysis further indicated that the mixed-level (high-low) pairs produced more opportunities for negotiation of meaning than the same-level (low-low) pairs during the interactional episodes where the L1 served various functions. The study offers pedagogical implications for EFL teachers about how to optimally pair learners to maximize their language development.

The effects of topic familiarity on emotionality and linguistic complexity in EAP writing

2021 ◽  
pp. 136216882110335
Author(s):  
Mahmoud Abdi Tabari ◽  
Gavin Bui ◽  
Yizhou Wang
Keyword(s):  
Cognitive Complexity ◽  
Task Complexity ◽  
Assessment Tools ◽  
Automatic Assessment ◽  
Complexity Measures ◽  
Linguistic Complexity ◽  
Writing Performance ◽  
Topic Familiarity ◽  
Writing Courses ◽  
International Graduate

Focusing on the relationship between linguistic, cognitive, socioemotional factors in writing English for academic purposes (EAP), this study investigated whether topic familiarity as an important cognitive factor of task complexity influences different levels of emotionality and linguistic complexity in EAP writing and whether there are relationships between emotionality and linguistic complexity. To do so, 64 international graduate learners enrolled in EAP writing courses participated in the present study. Each wrote on familiar and unfamiliar topics determined via a questionnaire at the onset of the study. Their writings were then measured for textual emotionality and linguistic complexity using automatic assessment tools. Results showed that EAP writings differed systematically in terms of both emotionality and linguistic complexity due to the influence of topic familiarity. Unfamiliar topics led to writing performance with a significantly higher level of emotional negativity and significantly lower linguistic complexity levels as compared to familiar topics. A follow-up correlation analysis also revealed significant relationships between emotionality and linguistic complexity measures, indicating complex interactions between linguistic and socioemotional factors. Implications of these findings are discussed relative to deploying writing topics with varied levels of cognitive complexity for encouraging classroom engagement and improving L2 learners’ writing performance by effective task sequencing.

Language typology, task complexity and the development of L2 lexicalization patterns for describing motion events

2009 ◽  
Vol 7 ◽  
pp. 245-276 ◽  
Author(s):  
Teresa Cadierno ◽  
Peter Robinson
Keyword(s):  
Cognitive Complexity ◽  
Task Complexity ◽  
Motion Events ◽  
L2 Proficiency ◽  
Language Typology ◽  
Linguistic Study ◽  
L2 Learners ◽  
Thinking For Speaking ◽  
Ways Of Thinking ◽  
Motion Constructions

The present paper focuses on the acquisition of L2 constructions for the expression of motion from a typological (Cadierno, 2008; Talmy, 1985, 1991, 2000) and a psycholinguistic perspective with implications for pedagogy (Robinson, 2003a, 2007; Robinson & Gilabert, 2007a, 2007b). Specifically, we report the results of a cross-linguistic study which examined the extent to which the manipulation of pedagogic tasks in terms of cognitive complexity can facilitate the development of target-like lexicalization patterns and appropriate L2 ways of thinking-for-speaking for the expression of motion by adult L2 learners with typologically similar and typologically different L1s and L2s, i.e., Danish vs. Japanese L1 learners of English. The results of the study show that level of L2 proficiency, assessed using a cloze test, predicts more target-like reference to L2 motion across both L1 groups. Typological similarity between the L1 (Danish) and L2 (English) results in greater use of motion constructions incorporating mention of ground of motion compared to their use by Japanese L1 speakers. More cognitively complex tasks lead to production of more target-like lexicalization patterns, but also only for speakers of the typologically similar L1, Danish.

Task Complexity and Affect in Collegiate Football

1989 ◽  
Vol 69 (2) ◽  
pp. 671-674 ◽  
Author(s):  
Robert W. McGowan ◽  
Barry B. Shultz
Keyword(s):  
Task Complexity ◽  
Complex Tasks ◽  
Collegiate Football

This research examined difference in affect of athletes performing complex tasks (offensive positions) and those performing relatively simple tasks (defensive positions). As hypothesized, defensive players were more vigorous than offensive players. Differences were also found between positions (linemen, backs, and quarterbacks). Results agreed with previous research on differences in affect between microcycles of training. Specifically, athletes about to perform relatively simple tasks appeared to utilize anger as a preevent motivating strategy. No differences in attentional styles were detected between offensive players and defensive players or among positions in collegiate football.

scholarly journals Teachers' Error Treatment Practices and Perceptions in Teaching English to Adult EFL Learners in Saudi Arabia: A Gender-Based Qualitative Study

2020 ◽  
Vol V (I) ◽  
pp. 290-299
Author(s):  
Muhammad Sabboor Hussain ◽  
Khaled B. Albesher ◽  
Aisha Farid
Keyword(s):  
English Language Learners ◽  
Qualitative Study ◽  
English Language ◽  
Teaching English ◽  
Treatment Practices ◽  
Female Teachers ◽  
Significant Difference ◽  
Error Treatment ◽  
Gender Based ◽  
Esl Learners

This paper explores error treatment practices in teaching English to Saudi adult English Language learners. In this genderbased qualitative study, thirty-six male and twenty-four female teachers were interviewed, using Hendrickson's (1978) theoretical framework to analyze learners' error treatment practices by EFL teachers. No significant difference in the male and female teachers was found in their perception of the students' errors, reasons and ways to correct students' errors and their perceptions of the backwash effect of the error correction. However, female teachers find a lack of student motivation as a major cause of errors. The study has also explored some unreflective and unprofessional error treatment practices that urge the need for regular training for the teachers to make them aware of the psychological dimensions of error treatment practices. The study recommends the transformation of the traditional style of teaching into coaching to give professional, reflective, and effective treatment to adult EFL/ESL learners' errors.

scholarly journals THE INFLUENCE OF PERSONALITY AND LANGUAGE PROFICIENCY ON ESL LEARNERS' WORD CONTRIBUTIONS IN FACE-TO-FACE AND SYNCHRONOUS ONLINE FORUMS

2021 ◽  
Vol 6 (1) ◽  
pp. 199-221
Author(s):  
Shin Yi Chew ◽  
Lee Luan Ng
Keyword(s):  
High School ◽  
High School Students ◽  
Language Proficiency ◽  
Online Discussions ◽  
Online Forums ◽  
School Students ◽  
Face To Face ◽  
Significant Difference ◽  
Esl Learners ◽  
Synchronous Online

Background and Purpose: Recent technological advancements and Covid-19 pandemic have prompted more opportunities for online learning. However, there is a dearth of empirical research that is focused on high school students. Therefore, this study aims to obtain a more comprehensive view of ESL learners’ involvement or word contributions in a ‘normal’ face-to-face situation and in a synchronous online text-based environment by relating it to their personality and language proficiency.   Methodology: In this study, a quasi-experiment was carried out over four weeks. It involved eight sessions of face-to-face and online discussions with 48 Malaysian high school students who were divided into two matched-sample groups. The participants' feedback was used to support and provide insights on the findings. The quantitative data were analysed using using IBM SPSS statistics 26 software while the participants’ responses to the online feedback session were analysed using open coding and axial coding strategies.   Findings: Statistically significant difference was found in learners’ word contributions during face-to-face and online discussions. Apart from the extroverts with high-intermediate language proficiency, the other groups of learners who are either introverts or having lower level language proficiency were found to produce significantly more words in synchronous online text-based discussions. The non-face-to-face context of online forums might have lowered the learners’ level of anxiety and increased their confidence to interact with their peers. Contributions: Learners’ personalities and language proficiency levels should be considered when choosing a discussion setting and when facilitating discussion activities. More support should be provided for the less proficient or introverted learners to express themselves in a face-to-face discussion.     Keywords: Personality, Language proficiency, Computer-mediated communication, Synchronous text-based online discussions, Word contributions   Cite as: Chew, S. Y., & Ng, L. L. (2021). The influence of personality and language proficiency on ESL learners' word contributions in face-to-face and synchronous online forums. Journal of Nusantara Studies, 6(1), 199-221. http://dx.doi.org/10.24200/jonus.vol6iss1pp199-221

Peer-Interaction Strategies: Fostering Positive Experiences for Students With Severe Disabilities in Inclusive Music Classes

2019 ◽  
Vol 37 (3) ◽  
pp. 28-35 ◽  
Author(s):  
Ellary A. Draper ◽  
Laura S. Brown ◽  
Judith A. Jellison
Keyword(s):  
Students With Disabilities ◽  
Peer Interaction ◽  
Task Complexity ◽  
Severe Disabilities ◽  
Positive Interactions ◽  
Typically Developing ◽  
Wide Range ◽  
Regular Classrooms ◽  
Working Together ◽  
Students With Severe Disabilities

Too often, students with disabilities in regular classrooms have limited access to the regular curriculum, and for students with severe disabilities, interactions are often with paraprofessionals, not typical classmates. The present study is grounded in action research methods in that an elementary teacher and the authors worked together for the purpose of designing, implementing, and evaluating interaction guidelines between her students with severe disabilities and their typically developing classmates. Overall, instruction and implementation of peer-interaction activities for working together and helping each other were efficient and resulted in high rates of positive interactions. Although the students with disabilities needed different kinds of support, they were capable of participating in a wide-range of music activities and interacting with their typical classmates. Differences in frequencies and quality of interactions are attributed primarily to task complexity, individual needs, and partner assignments.

TASK COMPLEXITY, LANGUAGE-RELATED EPISODES, AND PRODUCTION OF L2 SPANISH VOWELS

2016 ◽  
Vol 39 (2) ◽  
pp. 347-380 ◽  
Author(s):  
Megan Solon ◽  
Avizia Y. Long ◽  
Laura Gurzynski-Weiss
Keyword(s):  
Statistical Difference ◽  
Task Complexity ◽  
Task Completion ◽  
Complex Task ◽  
Vowel Production ◽  
Complex Tasks ◽  
Information Gap ◽  
Theoretical Predictions ◽  
L2 Spanish ◽  
L2 Pronunciation

This study tests the theoretical predictions regarding effects of increasing task complexity (Robinson, 2001a, 2001b, 2007, 2010; Robinson & Gilabert, 2007) for second language (L2) pronunciation. Specifically, we examine whether more complex tasks (a) lead to greater incidence of pronunciation-focused language-related episodes (LREs) and (b) positively impact accuracy of phonetic form during task completion. Seventeen dyads of intermediate L2 Spanish learners completed simple (+few elements) and complex (-few elements) information-gap map tasks in which the pronunciation of Spanish vowels was made task essential through the inclusion of minimal pair street names (e.g.,Calle Copa“Copa Street” andCalle Capa“Capa Street”). Results revealed no statistical difference in learner-produced pronunciation-related LREs in the simple and complex tasks. Vowel production, however, moved in a targetlike direction for one of five segments (/e/) during the complex task. Results therefore point to some benefits of task complexity manipulations for L2 pronunciation.

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