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The Effect of Task Type on Autonomous EFL Learners’ Interactive Negotiations in a Text-based Synchronous Computer-mediated Context | ||
| Journal of English Language Teaching and Learning | ||
| مقاله 8، دوره 11، شماره 24، اسفند 2019، صفحه 177-200 اصل مقاله (540.6 K) | ||
| نوع مقاله: Research Paper | ||
| نویسندگان | ||
| Ali Akbar Khomeijani Farahani1؛ Shiva Kaivanpanah2؛ Zainab Sadat Naseri* 3 | ||
| 1Associate Professor, University of Tehran | ||
| 2Assistant Professor in TEFL, University of Tehran | ||
| 3PhD Candidate, University of Tehran, Alborz Campus, Tehran, Iran | ||
| چکیده | ||
| The importance of communicative ability in second language classroom context has increased the interest in interaction among foreign language learners. The quality of negotiations is influenced by so many factors that should be investigated in order to facilitate the process of second language acquisition. This study seeks to investigate the effect of task type on autonomous EFL learners’ interactive negotiation in synchronous computer-mediated communication context. Total number of 60 pre- intermediate EFL learners were chosen from Iran Language Institute of Birjand based on their performance on the language learning autonomy questionnaire designed by Zhang and Li (2004). They participated in three types of tasks, including Decision making, Jigsaw, and Opinion gap tasks via Telegram Desktop. The chat history of EFL learners was analyzed in terms of the model of interaction proposed by Tsui (1994). Three main moves of Initiating, Responding, and Follow-up were included in her taxonomy of interaction analysis. The results suggested that the learners tried to utilize different frequencies of appropriate moves to achieve the goals of the specific task. Practically, this study presented a revised model that can be used as a frame work for designing suitable task types in the process of computer-mediated communication. | ||
| کلیدواژهها | ||
| Keywords: communicative ability؛ autonomy؛ task type؛ interactive negotiation | ||
| مراجع | ||
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