Speakers
Description
This study examines interactional engagement in EFL small-talk tasks across Zoom and Frame platforms. Using video recordings and transcripts of Japanese university students’ dyadic interactions, the study adopts an interactional perspective (Young, 2008) to qualitatively examine turn initiation, turn expansion, topic development, and silence management. The analysis explores how technological affordances may shape learner participation in technology-mediated speaking tasks. The study also considers methodological and pedagogical implications for EFL task design and platform selection.
Keywords
Technology-Mediated Communication, Interactional Engagement, Immersive Learning Environment
Abstract
Technology-mediated speaking activities have become increasingly common in EFL instruction, particularly in university contexts. While video-conferencing platforms are now widely used for online interaction, immersive virtual reality environments are emerging as alternative spaces for spoken communication practice. Despite growing interest in these tools, less attention has been paid to how different communication environments shape learners’ participation during interaction, especially in informal speaking tasks. This exploratory study examines how Frame, as an immersive learning environment, could possibly influence interactional engagement during English as a Foreign Language (EFL) tasks in small talks. The data comprise recorded dyadic interactions between Japanese university EFL students who completed the same small-talk activity in two settings: a videoconferencing platform (Zoom) and an immersive learning platform called Frame. Video recordings and verbatim transcripts serve as the primary data sources. Following an interactional perspective on participation (Young, 2008), interactional engagement is examined through turn initiation, turn expansion, topic development, and the management of silence. Using a qualitative approach, the study compares how these features are manifested across the two environments. Selected interactional excerpts are analyzed to demonstrate environment-sensitive patterns of learner participation during small talk. By focusing on engagement as it emerges in interaction, the study aims to contribute to discussions on how technological affordances shape learner participation in technology-mediated speaking tasks. The study also addresses methodological considerations and potential pedagogical implications for task design and platform selection in EFL contexts.
Short summary
This study examines interactional engagement in EFL small-talk tasks across Zoom and Frame platforms. Using video recordings and transcripts of Japanese university students’ dyadic interactions, the study adopts an interactional perspective (Young, 2008) to qualitatively examine turn initiation, turn expansion, topic development, and silence management. The analysis explores how technological affordances may shape learner participation in technology-mediated speaking tasks. The study also considers methodological and pedagogical implications for EFL task design and platform selection.
References
Young, R. F. (2008). Language and interaction. Routledge.
| Scheduling preference | Anytime on Saturday |
|---|---|
| Title | Interactional Engagement in EFL small talks: Zoom vs. Frame |