Collaborative Action Pursuits within EFL Task-Based Peer Interactions

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dc.authorid0000-0001-7332-7387en_US
dc.authorscopusid57220204730en_US
dc.authorwosidAAN-2262-2020en_US
dc.contributor.authorAksoy-Pekacar, Kadriye
dc.contributor.authorErten, İsmail Hakkı
dc.date.accessioned2023-04-10T05:59:02Z
dc.date.available2023-04-10T05:59:02Z
dc.date.issued2021en_US
dc.departmentFakülteler, Eğitim Fakültesi, Yabancı Diller Eğitimi Bölümü
dc.description.abstractThis study aimed to unveil collaborative actions in EFL task-based peer interactions. Collaboration in peer interaction has been mainly investigated by analysing language-related episodes (LREs). Assuming that an etic coding would limit the understanding of collaborative actions, a qualitative analysis of learner interactions, particularly sociocultural discourse analysis, was adopted for this study. The data include 11 hours of peer interactions collected from a speaking club designed as an extracurricular activity. The participants were 15 adult learners enrolled at a language school of a Turkish state university and they were informed to have B1+ proficiency level. The learners were grouped into three groups and assigned to complete two language tasks: divergent and convergent tasks in L2. The interactions were recorded, and by employing the constant comparative method, all the collaborative actions were identified in the data. Two broad categories of collaborative actions emerged; language related and task-related, each of which has different subcategories. In this paper, the language-related collaborative actions, which are eight in total, are defined and exemplified with extracts from the data. The results present implications for the inclusion of peer interaction activities, especially in EFL contexts where learners have limited opportunities in participating in L2 interaction.en_US
dc.identifier.citationAksoy-Pekacar, K., & Erten, İ.H. (2021). Collaborative action pursuits within EFLtask-based peer interactions. Journal of Qualitative Research in Education, 27, 182-207. doi:10.14689/enad.27.9en_US
dc.identifier.doi10.14689/enad.27.9
dc.identifier.endpage207en_US
dc.identifier.issn2148-2624
dc.identifier.issue27en_US
dc.identifier.startpage182en_US
dc.identifier.trdizinid473090
dc.identifier.urihttps://doi.org/10.14689/enad.27.9
dc.identifier.urihttps://hdl.handle.net/20.500.12428/3959
dc.identifier.wosWOS:000718765400008
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakTR-Dizin
dc.institutionauthorAksoy-Pekacar, Kadriye
dc.language.isoen
dc.publisherAnı Publishingen_US
dc.relation.ispartofJournal of Qualitative Research in Education (ENAD)en_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectCollaborationpeer interactionen_US
dc.subjectL2 tasksen_US
dc.subjectEnglish as a foreign language (EFL)en_US
dc.subjectSociocultural theoryen_US
dc.titleCollaborative Action Pursuits within EFL Task-Based Peer Interactions
dc.typeArticle

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