Journal article
Interactional patterns in the online language classroom: a quantitative analysis across proficiency levels and lesson types
- Abstract:
- Online second language instruction has boomed in recent years, aided by technological affordances and the forced changes in instructional modality resulting from the COVID-19 pandemic. This transformation has underscored the critical role of interaction in online pedagogy. Research suggests that increasing opportunities for interaction between students and instructors is essential for fostering second language acquisition (SLA). However, little research exists quantifying the production of diverse types of interaction in online language instruction, particularly among experienced instructors. The present study utilizes an interactionist framework to perform a quantitative analysis of interaction in online Spanish language coursework, categorized according to interaction initiation type: Instructor-Prompted Participation (IPP), Unprompted Oral Participation (UOP), Unprompted Text Participation (UTP), i.e., chat usage, and interaction length (as exhibited by both the number of student turns in an interaction and the average length of those turns). Data includes 18 h of video recordings of synchronous L2 Spanish language instruction across proficiency levels and lesson types at a distance-learning university in the UK. Lesson types included grammar workshops and exam preparation. Results show that the interactional patterns in online language courses are influenced by proficiency level and lesson type. Lower proficiency students engaged in interaction routines more frequently, while the ability to engage in extended discourse was contingent upon the specific activity/lesson type. The study helps address the dearth of research on interaction and language teaching in languages other than English (LOTE).
- Publication status:
- Published
- Peer review status:
- Peer reviewed
Actions
Access Document
- Files:
-
-
(Preview, Version of record, pdf, 2.5MB, Terms of use)
-
- Publisher copy:
- 10.1080/09588221.2023.2286536
Authors
- Publisher:
- Taylor & Francis
- Journal:
- Computer Assisted Language Learning More from this journal
- Volume:
- 38
- Issue:
- 7
- Pages:
- 1488-1514
- Publication date:
- 2023-11-29
- Acceptance date:
- 2023-11-17
- DOI:
- EISSN:
-
1744-3210
- ISSN:
-
0958-8221
- Language:
-
English
- Keywords:
- Pubs id:
-
1784428
- Local pid:
-
pubs:1784428
- Source identifiers:
-
W4389138759
- Deposit date:
-
2026-08-05
- ARK identifier:
Terms of use
- Copyright holder:
- Muñoz-Basols et al.
- Copyright date:
- 2023
- Rights statement:
- © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.
- Licence:
- CC Attribution (CC BY)
If you are the owner of this record, you can report an update to it here: Report update to this record