The role of the language of interaction and translanguaging on attention to interactional feedback in virtual exchanges
Bibliographic Data
| ID | 11991103 |
|---|---|
| Authors | Laia Canals (0000-0002-9605-012X, Universitat Oberta de Catalunya, corresponding author) |
| Year | 2022 |
| Volume | 105 |
| Pages | 102721-102721 |
| Publication date | 2022-01-03 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | System (JOURNAL) |
| Journal identifiers | ISSN: 0346-251X • E-ISSN: 1879-3282 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.system.2022.102721 |
| OpenAlex | W4206186041 |
| Language | EN |
| Citations received | 9 |
| References cited | 57 |
This study sets out to examine learner-learner oral interaction during a task-based virtual exchange carried out online using video-based SCMC among 32 English and Spanish foreign language learners from two different universities. The video-recordings of three oral tasks in which learners took part in pairs were analyzed to identify, transcribe, and code language related episodes. These were divided into episodes carried out entirely in Spanish, entirely in English or by combining the use of the two languages resulting in episodes which originally started in English or Spanish but exhibited translanguaging. The aim of the study was to identify the language or language-combination mode that was more effective in eliciting interactional feedback and modified output and thus aiding in L2 development. The results indicated that English episodes exhibited slightly more explicit corrective feedback but Spanish episodes contained significantly more modified output. The presence of translanguaging had a statistically significant effect on the amount of interactional feedback and modified output in the episodes which started in Spanish. These findings suggest that English may act as the default language when the focus of attention in an oral task switches to examine a language point in virtual exchanges which has implications for L2 development
Code-switching · Corrective Feedback · English as a foreign language · Focus (optics · Foreign language · Linguistics · Mathematics education · Pedagogy · Second language · Second-language acquisition · Task (project management · Translanguaging · Computer Science · EFL/ESL Teaching and Learning · Engineering · Innovative Teaching and Learning Methods · Psychology · Second Language Learning and Teaching
Effects of translanguaging practices and linguistic inclusivity on foreign language enjoyment, anxiety, and engagement in multilingual language classrooms
Telecolaboración y tecnologías asociadas a la producción oral delinglés
Fostering an ecological synergy of learning-research-practice with pre-service Languages Other Than English teachers in China
Oral translanguaging in telecollaboration
Topic maintenance in video-mediated virtual exchanges
English-medium-instruction students’ interactional competence
Translanguaging
Telecollaboration In Japanese Among Spanish And Finnish Students
The presence of translanguaging and its effect on EFL learners’ languaging opportunities in video-based peer editing
Multilingual Education
Language, Bilingualism and Education
Translanguaging in Bilingual Education
The effect of interlocutor proficiency on the collaborative dialogue between Korean as a second language learners
Translanguaging in the Bilingual Classroom
Negotiation for Meaning and Peer Assistance in Second Language Classrooms
Non-native/Non-native Conversations
The Role of Consciousness in Second Language Learning1
Technology-mediated task-based interaction
Communicative Aspects of Multilingual Code Switching in Computer-Mediated Communication
Clarifying translanguaging and deconstructing named languages
Translanguaging design in a third grade Chinese Language Arts class
Translanguaging in the classroom
Translanguaging in a Chinese immersion classroom
Eco-dialogical learning and translanguaging in open-ended 3D virtual learning environments
Translanguaging
Translanguaging
Interactional feedback in Synchronous Voice-based Computer Mediated Communication
Video call or chat? Negotiation of meaning and issues of face in telecollaboration
Repair and codeswitching for learning in online intercultural talk
Interaction and instructed second language acquisition
Preemptive Focus on Form in the ESL Classroom
Interactional Input and The Incorporation of Feedback
| Citations per year | 2.25 |
|---|---|
| Citation span | 2022 - 2026 (5) |
| Highly cited | No |