Task-Based Language Teaching (TBLT): Exploring EFL Learners Peer Interaction Engagement
Pengajaran Bahasa Berasaskan Tugasan (TBLT): Meneroka penglibatan interaksi rakan sebaya pelajar EFL
DOI:
https://doi.org/10.33102/sainsinsani.vol8no1.467Keywords:
peer interaction, TBLT, collaborative tasks, negotiationAbstract
Abstract: This study aimed to explore peer group interaction of learners when engaged in collaborative tasks. Eighteen gifted EFL learners aged 14 from an intact class were the participants of the study. The learners were grouped in groups of three and their oral interactions when they engaged in given collaborative tasks taken from their textbook were audio-recorded and transcribed verbatim. Focusing on the dynamics of peer group interaction and learning, this study used a descriptive system of analysis of peer group interaction to analyse the kinds of peer group interactions generated by the participants as they approached and processed the collaborative tasks given to them. Two main dimensions - cognitive processing and social processing - were explored. The qualitative analysis of the recorded interaction revealed that the learner interactions of the participants were very exploratory in nature when they approached and processed the tasks. This exploratory nature of the learner interactions was very much characterised by intensive negotiation. They were also highly argumentative yet collaborative. The article concludes with a discussion on pedagogical implications generated from these findings.
Abstrak: Kajian ini bertujuan untuk meneroka interaksi pelajar apabila terlibat dalam tugas kolaboratif. Lapan belas pelajar EFL berumur 14 tahun dari kelas satu kelas adalah peserta kajian. Para pelajar dikumpulkan dalam kumpulan tiga dan interaksi lisan mereka apabila mereka terlibat dalam tugas kolaboratif yang diambil dari buku teks mereka telah dirakam audio dan ditranskripsikan verbatim. Memberi tumpuan kepada dinamik interaksi dan pembelajaran kumpulan rakan sebaya, kajian ini menggunakan sistem deskriptif analisis untuk menganalisis jenis interaksi kumpulan yang dihasilkan oleh peserta ketika mereka mendekati dan memproses tugas kolaboratif yang diberikan kepada mereka. Dua dimensi utama - pemprosesan kognitif dan pemprosesan sosial - telah diterokai. Analisis kualitatif interaksi yang direkodkan mendedahkan bahawa interaksi para peserta sangat bersifat penerokaan ketika mereka mendekati dan memproses tugas. Sifat penerokaan interaksi pelajar ini sangat berbentuk rundingan intensif. Mereka juga berdebat namun kolaboratif. Artikel ini menyimpulkan dengan perbincangan mengenai implikasi pedagogi yang dihasilkan daripada penemuan ini.
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