Speaker
Description
This study explores instructional methods to enhance learner-to-learner interaction among Japanese university students (CEFR A1–A2 level). Participants were divided into three groups: (1) received model audio and CA-informed handout, (2) received only model audio, and (3) engaged in paired reflection without materials. The effects of each intervention are examined through pre- and post-tests. Interaction quantity is analyzed by total words, number of turns, and utterances per participant. Quality is assessed using a rubric. Though the study is ongoing, this presentation reports preliminary findings and discusses emerging challenges related to improving mid-task interaction support.
Summary
This study explores instructional methods to enhance learner-to-learner interaction among Japanese university students (CEFR A1–A2 level). Participants were divided into three groups: (1) received model audio and CA-informed handout, (2) received only model audio, and (3) engaged in paired reflection without materials. The effects of each intervention, interaction quantity and quality are assessed.
| Teaching Context | College and university education |
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