This study examined oral discourse generated by learners of English as a foreign language (EFL) using two different communication task types i.e. jigsaw and decision-making. It investigated how the learners approached and processed the tasks and how they interacted during task completion. The data for the study comprised transcribed recordings of learner interactions working on given tasks. They were qualitatively analysed focusing on the cognitive and social processing. Findings showed that both task types promoted episodes of negotiated interaction when the participants attempted task completion. However, close examination showed that the participants engaged in more intensive negotiations which were exploratory in nature and highly collaborative during decision-making task completion than during task completion of the jigsaw task type. The results suggest that different task types elicited different kinds of interaction from the learners and how the participants approached and processed the tasks shaped the kind of learner interactions they generated.
| Published in | Education Journal (Volume 2, Issue 6) |
| DOI | 10.11648/j.edu.20130206.16 |
| Page(s) | 242-248 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
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Copyright © The Author(s), 2024. Published by Science Publishing Group |
ral Discourse, Negotiated Interaction, Exploratory Talk, Communication Tasks
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APA Style
Hazleena Baharun, Abd. Razak Zakari. (2013). A Qualitative Analysis of EFL Learners’ Task-Generated Discourse. Education Journal, 2(6), 242-248. https://doi.org/10.11648/j.edu.20130206.16
ACS Style
Hazleena Baharun; Abd. Razak Zakari. A Qualitative Analysis of EFL Learners’ Task-Generated Discourse. Educ. J. 2013, 2(6), 242-248. doi: 10.11648/j.edu.20130206.16
AMA Style
Hazleena Baharun, Abd. Razak Zakari. A Qualitative Analysis of EFL Learners’ Task-Generated Discourse. Educ J. 2013;2(6):242-248. doi: 10.11648/j.edu.20130206.16
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Download@article{10.11648/j.edu.20130206.16,
author = {Hazleena Baharun and Abd. Razak Zakari},
title = {A Qualitative Analysis of EFL Learners’ Task-Generated Discourse},
journal = {Education Journal},
volume = {2},
number = {6},
pages = {242-248},
doi = {10.11648/j.edu.20130206.16},
url = {https://doi.org/10.11648/j.edu.20130206.16},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20130206.16},
abstract = {This study examined oral discourse generated by learners of English as a foreign language (EFL) using two different communication task types i.e. jigsaw and decision-making. It investigated how the learners approached and processed the tasks and how they interacted during task completion. The data for the study comprised transcribed recordings of learner interactions working on given tasks. They were qualitatively analysed focusing on the cognitive and social processing. Findings showed that both task types promoted episodes of negotiated interaction when the participants attempted task completion. However, close examination showed that the participants engaged in more intensive negotiations which were exploratory in nature and highly collaborative during decision-making task completion than during task completion of the jigsaw task type. The results suggest that different task types elicited different kinds of interaction from the learners and how the participants approached and processed the tasks shaped the kind of learner interactions they generated.},
year = {2013}
}
TY - JOUR T1 - A Qualitative Analysis of EFL Learners’ Task-Generated Discourse AU - Hazleena Baharun AU - Abd. Razak Zakari Y1 - 2013/11/30 PY - 2013 N1 - https://doi.org/10.11648/j.edu.20130206.16 DO - 10.11648/j.edu.20130206.16 T2 - Education Journal JF - Education Journal JO - Education Journal SP - 242 EP - 248 PB - Science Publishing Group SN - 2327-2619 UR - https://doi.org/10.11648/j.edu.20130206.16 AB - This study examined oral discourse generated by learners of English as a foreign language (EFL) using two different communication task types i.e. jigsaw and decision-making. It investigated how the learners approached and processed the tasks and how they interacted during task completion. The data for the study comprised transcribed recordings of learner interactions working on given tasks. They were qualitatively analysed focusing on the cognitive and social processing. Findings showed that both task types promoted episodes of negotiated interaction when the participants attempted task completion. However, close examination showed that the participants engaged in more intensive negotiations which were exploratory in nature and highly collaborative during decision-making task completion than during task completion of the jigsaw task type. The results suggest that different task types elicited different kinds of interaction from the learners and how the participants approached and processed the tasks shaped the kind of learner interactions they generated. VL - 2 IS - 6 ER -
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