Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
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TY - JOUR
T1 - Interactional feedback in learner-learner interactions in a task-based output EFL classroom
AU - Fujii, Akiko
AU - Mackey, Alison
PY - 2009
Y1 - 2009
N2 - 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.
AB - 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.
U2 - 10.1515/iral.2009.012
DO - 10.1515/iral.2009.012
M3 - Journal article
VL - 47
SP - 267
EP - 301
JO - International Review of Applied Linguistics in Language Teaching
JF - International Review of Applied Linguistics in Language Teaching
SN - 1613-4141
IS - 3-4
ER -