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Advances in Social Sciences Research
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The study aims to explore the patterns of interaction among Indonesian EFL learners engaged in a series of dyadic communicative interactions. It focuses on the effect of different task types and learner’s learning style on the patterns of interaction measured by the quantity of interaction and the amount of interaction. Forty Indonesian undergraduate students majoring in English at a public university in Indonesia took part in the research. The students were paired according to five learning categories and were assigned to perform three communicative tasks: Information gap tasks, Jigsaw tasks and Role-play tasks. The students’ conversations were recorded, transcribed, coded, and analysed statistically.The results showed that students differed significantly in the quantity of interaction and the amount of negotiation of meaning in terms of the task types. Although the students did not differ in their patterns of interaction according to their learning style, the trend analysis showed that students with different learning styles tend to differ in their rate of participations in the communication activities. Key-words: communicative tasks, patterns of interaction, negotiation of meaning
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Journal of Modern Research in English Language Studies,
This study aimed at investigating the potential of different learning tasks in creating a medium for production of discourse markers (DMs). 60 Iranian female EFL (English as a foreign language) students with intermediate level of proficiency rated on Oxford placement test were randomly selected to participate in this study. They were randomly assigned into two groups of students performing optional information exchange task types (OIE) such as problem solving, decision making and opinion exchange tasks and required information exchange task types (RIE) such as storytelling, information gap and spot the differences. Students were instructed to perform the tasks for eight sessions and their performance was audio recorded and transcribed for further analysis. The results of chi-square and crosstabs analysis on frequency and types of DMs indicated that optional information tasks were significantly more potential in providing a medium for production of DMs. In addition, three types of required information exchange task types and three optional information exchange task types had significantly different potential in creating a medium for the occurrence of different types of DMs. Teachers, materials developers and researchers should make principled decisions about language learning task since tasks mediate attending discursive features of language differently. Suggestions for further study were discussed in the light of the limitations of the study.
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Procedia - Social and Behavioral Sciences
