Fujii, Akiko and Mackey, Alison (2009) Interactional feedback in learner-learner interactions in a task-based output EFL classroom. International Review of Applied Linguistics in Language Teaching, 47 (3-4). pp. 267-301. ISSN 1613-4141Full text not available from this repository.
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.
|Journal or Publication Title:||International Review of Applied Linguistics in Language Teaching|
|Subjects:||?? p1 ??|
|Departments:||Faculty of Arts & Social Sciences > Linguistics & English Language|
|Deposited On:||02 Nov 2012 16:15|
|Last Modified:||23 Mar 2017 12:41|
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