The effect of task repetition on the patterns of interaction of ESL children

Research on collaborative work has explored the benefits of task repetition (TR) for L2 development. TR has been claimed to improve L2 complexity, accuracy and fluency, provide opportunities for feedback, and increase learners' engagement in their L2, as reported in studies that have explored p...

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Detalles Bibliográficos
Autores: Azcaray Garay, Agurtzane, García Mayo, María del Pilar, Oliver, Rhonda
Tipo de recurso: artículo
Fecha de publicación:2019
País:España
Institución:Universidad del País Vasco
Repositorio:Addi. Archivo Digital para la Docencia y la Investigación
OAI Identifier:oai:addi.ehu.eus:10810/72077
Acceso en línea:http://hdl.handle.net/10810/72077
Access Level:acceso abierto
Palabra clave:task repetition
patterns of interaction
young learners
ESL
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repository_id_str
spelling The effect of task repetition on the patterns of interaction of ESL childrenAzcaray Garay, AgurtzaneGarcía Mayo, María del PilarOliver, Rhondatask repetitionpatterns of interactionyoung learnersESLResearch on collaborative work has explored the benefits of task repetition (TR) for L2 development. TR has been claimed to improve L2 complexity, accuracy and fluency, provide opportunities for feedback, and increase learners' engagement in their L2, as reported in studies that have explored patterns of interaction. Research on this topic, particularly that undertaken with EFL children as participants, has gained attention in recent years. However, there is a dearth of literature regarding the impact of TR on the patterns of interaction and on the opportunities to receive feedback for child ESL learners. The aim of the present study is to address this gap examining the interactions of 28 young ESL learners who completed the same spot-the-difference task twice within a 3-month time frame. The findings showed that the majority of pairs represented patterns of interaction with low levels of mutuality (i.e. engagement) and upon task repetition these patterns barely varied. However, regardless of learners' patterns of interaction, these ESL learners provided feedback and negotiated during task-based interaction, especially the collaborative pairs.John Benjamins202520252019info:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10810/72077reponame:Addi. Archivo Digital para la Docencia y la Investigacióninstname:Universidad del País VascoIngléshttps://doi.org/10.1075/itl.17034.azkinfo:eu-repo/semantics/openAccess© 2019 John Benjaminsoai:addi.ehu.eus:10810/720772026-06-18T09:23:17Z
dc.title.none.fl_str_mv The effect of task repetition on the patterns of interaction of ESL children
title The effect of task repetition on the patterns of interaction of ESL children
spellingShingle The effect of task repetition on the patterns of interaction of ESL children
Azcaray Garay, Agurtzane
task repetition
patterns of interaction
young learners
ESL
title_short The effect of task repetition on the patterns of interaction of ESL children
title_full The effect of task repetition on the patterns of interaction of ESL children
title_fullStr The effect of task repetition on the patterns of interaction of ESL children
title_full_unstemmed The effect of task repetition on the patterns of interaction of ESL children
title_sort The effect of task repetition on the patterns of interaction of ESL children
dc.creator.none.fl_str_mv Azcaray Garay, Agurtzane
García Mayo, María del Pilar
Oliver, Rhonda
author Azcaray Garay, Agurtzane
author_facet Azcaray Garay, Agurtzane
García Mayo, María del Pilar
Oliver, Rhonda
author_role author
author2 García Mayo, María del Pilar
Oliver, Rhonda
author2_role author
author
dc.subject.none.fl_str_mv task repetition
patterns of interaction
young learners
ESL
topic task repetition
patterns of interaction
young learners
ESL
description Research on collaborative work has explored the benefits of task repetition (TR) for L2 development. TR has been claimed to improve L2 complexity, accuracy and fluency, provide opportunities for feedback, and increase learners' engagement in their L2, as reported in studies that have explored patterns of interaction. Research on this topic, particularly that undertaken with EFL children as participants, has gained attention in recent years. However, there is a dearth of literature regarding the impact of TR on the patterns of interaction and on the opportunities to receive feedback for child ESL learners. The aim of the present study is to address this gap examining the interactions of 28 young ESL learners who completed the same spot-the-difference task twice within a 3-month time frame. The findings showed that the majority of pairs represented patterns of interaction with low levels of mutuality (i.e. engagement) and upon task repetition these patterns barely varied. However, regardless of learners' patterns of interaction, these ESL learners provided feedback and negotiated during task-based interaction, especially the collaborative pairs.
publishDate 2019
dc.date.none.fl_str_mv 2019
2025
2025
dc.type.none.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv http://hdl.handle.net/10810/72077
url http://hdl.handle.net/10810/72077
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv https://doi.org/10.1075/itl.17034.azk
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
© 2019 John Benjamins
eu_rights_str_mv openAccess
rights_invalid_str_mv © 2019 John Benjamins
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv John Benjamins
publisher.none.fl_str_mv John Benjamins
dc.source.none.fl_str_mv reponame:Addi. Archivo Digital para la Docencia y la Investigación
instname:Universidad del País Vasco
instname_str Universidad del País Vasco
reponame_str Addi. Archivo Digital para la Docencia y la Investigación
collection Addi. Archivo Digital para la Docencia y la Investigación
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,81155

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