Autre Publication Scientifique Année : 2025

INTERACTIONAL PATTERNS IN A SYNCHRONOUS GETTING-TO-KNOW-YOU VIRTUAL EXCHANGE TASK WITH PRIMARY LEARNERS

Résumé

This case study examines a virtual exchange with young learners at primary school level. It examines how interactions in English as a lingua franca unfold during a synchronous getting-to-know you task designed for young learners of CEFR A1 level. The case study focuses specifically on learner autonomy and the teacher's role. The results offer a detailed analysis of when do teachers and students speak, as well as how much of the interaction is directed toward the remote virtual exchange participants as opposed to peers in their local classroom or their own local teacher. The analysis sheds light on how learners interact with their remote partners during different phases of the getting-to-know you task and reveals what happens backstage "behind the scenes" in off-screen or side interactions in the local classroom. The teacher conceived her role as that of a mediator. Nevertheless, the learners still took more independent (non-prompted) than dependent (prompted) turns. The latter related more to task moves/management than to target form. Our analysis demonstrates the need for careful task design as well as young learners' capabilities to engage in synchronous virtual exchange to support their language learning.

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Dates et versions

hal-04895714 , version 1 (18-01-2025)

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  • HAL Id : hal-04895714 , version 1

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Ciara R. Wigham, Shona Whyte. INTERACTIONAL PATTERNS IN A SYNCHRONOUS GETTING-TO-KNOW-YOU VIRTUAL EXCHANGE TASK WITH PRIMARY LEARNERS. 2025. ⟨hal-04895714⟩
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