Iraqi EFL Learners’ Interactional Competence in Opinion Exchange and Jigsaw Tasks: Face-to-Face Versus Virtual Learning Contexts
الموضوعات : نشریه زبان و ترجمهKarwan Othman Azeez Zanganah 1 , Elaheh Sadeghi Barzani 2 , Parween Shawkat Kawther Qader 3 , Fatinaz Karimi 4
1 - Department of English Language, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
2 - Department of English Language, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
3 - Department of English Language, Salahaddin university/ college of Education, Erbil, Kurdistan Region of Iraq
4 - Islamic Azad University, Isfahan (Khorasgan) Branch
الکلمات المفتاحية: Interactional competence, virtual learning environment, face-to-face learning environment, opinion exchange, jigsaw,
ملخص المقالة :
This study used opinion exchange and jigsaw activities to assess EFL learners' interactional ability in face-to-face and virtual learning contexts. For this objective, 40 elementary Iraqi EFL learners were convenience sampled and assigned to two groups (face-to-face vs. virtual learning environment) and two task groups (opinion exchange vs. jigsaw activities). ANOVA and MANOVA were used to evaluate Oxford Quick Placement Test, story-telling jigsaw, and opinion-exchange task data. Topic management and interactive listening were the most important factors for Iraqi elementary EFL learners' opinion exchange assignment in face-to-face learning. Topic management was also most important for Iraqi elementary EFL students undertaking the jigsaw activity face-to-face. Jigsaw task performance increased turn and subject management ratings of interactional competence, while opinion exchange task performance increased interactive listening. Topic management was the most influential component for Iraqi elementary EFL learners when doing the opinion exchange and jigsaw tasks in the virtual learning environment. Iraqi elementary EFL learners scored higher in subject, turn management, and interactive listening in the virtual learning environment after the opinion exchange exercise. In conclusion, the virtual learning environment promoted topic management and interactive listening competences in the opinion exchange task, while the face-to-face environment promoted turn management and these skills in the jigsaw task.
Al Ruheili, H., & Al-Saidi A. (2015). Students’ perceptions on the effectiveness of using Edmodo in EFL Classes. Journal of Global Academic Institute, 1(1), 23-33.
Alhawiti, M. M. F. (2017). The effect of virtual classes on the student’s English achievement in Tabuk Community College. International Journal of Learning, Teaching and Educational Research, 16(5), 17-25.
Al-Qahtani, M. H. (2019). Teachers’ and students’ perceptions of virtual classes and the effectiveness of virtual classes in enhancing communication skills. Arab World English Journal, Special Issue: The Dynamics of EFL in Saudi Arabia, 7, 223-240.
Al-Said, K. (2015). Students’ perceptions of Edmodo and mobile learning and their real barriers towards them. The Turkish Online Journal of Educational Technology, 14(2), 167-180.
Andyani, H., Setyosari, P., Wiyono, B. B., & Djatmika, E. T. (2020). Does technological pedagogical content knowledge impact on the use of ICT in pedagogy? International Journal of Emerging Technologies in Learning (iJET), 15(3), 126-139.
Atkinson, D. (2011). Alternative approaches to second language acquisition. Taylor & Francis.
Atkinson, J. M., & Heritage, J. (1984). Structures of social action. Cambridge University Press.
Babbie, E. R. (2010). The practice of social research. (12th ed.). Belmont, CA: Wadsworth Cengage.
Baker, D. A., Burns, D. M., & Reynolds-Kueny, C. (2020). Just sit back and watch: Large disparities between video and face-to-face interview observers in applicant ratings. International Journal of Human–Computer Interaction, 36(4), 1–12.
Balasubramanian, K., Jaykumar V., & Fukey L. N. (2014). A study on “student preference towards the use of Edmodo as a learning platform to create responsible learning environment.” Procedia - Social and Behavioral Sciences, 144(2014), 416-422.
Baltes, B. B., Dickson, M. W., Sherman, M. P., Bauer, C. C., & LaGanke, J. S. (2002). Computer-mediated communication and group decision making: A meta-analysis. Organizational Behavior and Human Decision Processes, 87(1), 156–179.
Baralt, M. (2013). The impact of cognitive complexity on feedback efficacy during online versus face-to-face interactive tasks. Studies in Second Language Acquisition, 35(4), 689-725.
Bataineh, R. F., & Mayyas, M. B. (2017). The utility of blended learning in EFL reading and grammar: A case for Moodle. Teaching English with Technology, 17(3), 35-49
Bicen, H. (2014). The role of social learning networks in mobile-assisted language learning: Edmodo as a case study. Journal of Universal Computer Science, 21(10), 1297-1306.
Binder, J. F., Cebula, K., Metwally, S., Vernon, M., Atkin, C., & Mitra, S. (2019). Conversational engagement and mobile technology use. Computers in Human Behavior, 99, 66–75.
Bøhn, H. (2015). Assessing Spoken EFL Without a Common Rating Scale: Norwegian EFL Teachers’ Conceptions of Construct. SAGE Open, 5(4), 27-36.
Borger, L. (2019). Assessing Interactional Skills in A Paired Speaking Test:
Raters’ Interpretation of The Construct. Apples - Journal of Applied Language
Studies, 13(1), 151-174.
Brooks, L. (2009). Interacting in pairs in a test of oral proficiency: Co-constructing a
better performance. Language Testing, 26, 341-366.
Brouwer, C. E., & Wagner, J. (2004). Developmental issues in second language conversation. Journal of Applied Linguistics, 1(1), 29-47.
Creswell, J. W. (2009). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Upper Saddle River, NJ: Pearson.
Dayag, J. (2018). Reaching out: Facilitating EFL learning through Edmodo. International Journal of Advanced Multidisciplinary Scientific Research, 1(2), 1-7.
Dimitrova-Galaczi, E. (2004). Peer-peer interaction in a paired speaking test: The case of the First Certificate in English. (Doctoral dissertation), Columbia University.
Ducasse, A. M., & Brown, A. (2009). Assessing paired orals: Raters' orientation to interaction. Language Testing, 26(3), 423-443.
Duncan, S. (1972). Some signals and rules for taking speaking turns in conversation. Journal of Personality and Social Psychology, 23(2), 283–292.
Emrani, F., & Hooshmand, M. (2019). A conversation analysis of self-initiated self-repair structures in advanced Iranian EFL learners”. International Journal of Language Studies, 13(1), 57-76.
Galaczi, E. D., & Taylor, L. B. (2020). Measuring interactional competence. In P. Winke & T. Brunfaut (Eds.), The Routledge handbook of second language acquisition and language testing (pp. 338-348). Routledge.
Galaczi, E., & Taylor, L. (2018). Interactional competence: Conceptualisations, operationalisations, and outstanding questions. Language Assessment Quarterly, 15(3), 219-236.
Garrison, D. R. (2017). E-learning in the 21st century: A community of inquiry framework for research and practice. Taylor & Francis.
Garrod, S., & Pickering, M. J. (2004). Why is conversation so easy? Trends in Cognitive Sciences, 8(1), 8-11.
Geiger, I. (2020). From letter to Twitter: A systematic review of communication media in negotiation. Group Decision and Negotiation, 29(3), 207–250.
Hamouda, A. (2020). The effect of virtual classes on Saudi EFL students’ speaking skills. International Journal of Linguistics, Literature and Translation, 3(4), 175–204
Herrera Mosquera, L. (2017). Impact of implementing a virtual learning environment (VLE) in the EFL classroom. Íkala, revista de lenguaje y cultura, 22(3), 479-498.
Jungheim, N. O. (2001). The unspoken element of communicative competence:
Evaluating language learners’ nonverbal behavior. In T. Hudson & J. D. Brown
(Eds.), A focus on language test development: Expanding the language
proficiency construct across a variety of tests (pp. 1-34). University of Hawai'i, Second Language Teaching and Curriculum Center.
Kear, K. (2007). Communication aspects of virtual learning environments: Perspectives of early adopters. Retrieved from: http://oro.open.ac.uk/8623/1/KearCommunicationAspects2.pdf
Kern, R., Ware, P., & Warschauer, M. (2004). 11. Crossing frontiers: New directions in online pedagogy and research. Annual Review of Applied Linguistics, 24, 243–260.
Kim, Y. (2009). The effects of task complexity on learner-learner interaction. System, 37(2), 254-268.
Knapp, M.L., & Hall, J.A. (2002). Nonverbal communication in human interaction.
Crawfordsville, IN: Thomson Learning.
Kukulska-Hulme, A., Pettit, J., Bradley, L., Carvalho, A. A., Herrington, A., Kennedy, D. M., & Walker, A. (2011). Mature students using mobile devices in life and learning. International Journal of Mobile and Blended Learning, 3(1), 18-52.
Lee, J., & Choi, H. (2017). What affects learner’s higher-order thinking in technology-enhanced learning environments? The effects of learner factors. Computers & Education, 115, 143–152.
Levinson, S. C., & Holler, J. (2014). The origin of human multi-modal communication. Philosophical Transactions of the Royal Society, 369(1651), 20130302.
Liu, L. (2022). Interactional features of Chines EFL learners' discourse in a paired speaking test: implications for L2 teaching and testing (Doctoral dissertation), Macquarie University.
MacKey, A., & Gass, S. (2006). Second language research: Methodology and design. Routledge.
Martin, F., Stamper, B., & Flowers, C. (2020). Examining student perception of their readiness for online learning: Importance and confidence. Online Learning, 24(2), 38-58.
Mathew, N. G., Sreehari, P., & Al-Rubaat, A. M. (2019). Challenges and implications of virtual e-learning platform in EFL context: Perceptions of teachers. International Journal of English Language Teaching, 7(2), 100–116.
May, L. (2011). Interactional competence in a paired speaking test: Features salient to raters. Language Assessment Quarterly, 8(2), 127–145.
McCarthy, M. (2002). Good listenership made plain: British and American non-minimal response tokens in everyday conversation. In R. Reppen, S.M. Fitzmaurice, & D. Biber (Eds.), Using corpora to explore linguistic variation (pp. 49–72). Philadelphia: John Benjamins.
Mensah, R. O., Quansah, C., Oteng, B., & Nii Akai Nettey, J. (2023). Assessing the effect of information and communication technology usage on high school student’s academic performance in a developing country. Cogent Education, 10(1), 1–16.
Meredith, J. (2020). Conversation analysis, cyberpsychology and online interaction. Social and Personality Psychology Compass, 14, Article e12529.
Milis, K., Wessa, P., Poelmans, S., Doom, C., & Bloemen, E. (2008). The impact of gender on the acceptance of virtual learning environments. KU Leuven Association.
Mondada, L. (2016). Challenges of multimodality: Language and the body in social interaction. Journal of Sociolinguistics, 20(3), 336–366.
Morales, M. C., & Lee, J. S. (2015). Stories of assessment: Spanish-English bilingual children's agency and interactional competence in oral language assessments. Linguistics and Education, 29, 32-45.
Muijs, D. (2010). Doing quantitative research in education with SPSS. (2nd ed.). London, England: Sage.
Mukasheva, M., Kornilov, I., Beisembayev, G., Soroko, N., Sarsimbayeva, S., & Omirzakova, A. (2023). Contextual structure as an approach to the study of virtual reality learning environment. Cogent Education, 10(1), 1–22.
Nayak, D. (2021). E – learning during COVID -19 and student’ s satisfaction. Education, 4, 287–299.
Nisa, L. Z., Prameswari, T. N., & Alawiyah, Y. I. (2021). The effect of using small group discussions through zoom breakout room to increase the frequency of individual speaking participation in the speaking courses. Journal of Digital Learning and Education, 1(3), 109-117.
Nordquist, R. (2019). The cooperative principle in conversation. ThoughtCo.
O’Leary, R. (2004). Virtual learning environment. Retrieved from: https://www.alt.ac.uk/sites/default/files/assets_editor_uploads/documents/eln002pdf.
Pekarek Doehler, S., & Pochon-Berger, E. (2015). The development of L2 interactional
competence: evidence from turn-taking organization, sequence organization, repair organization and preference organization. In T. Cadierno, & W. S. Eskildsen, (Eds.), Usage-Based Perspectives on Second Language Learning (pp. 233–268). De Gruyter.
Piccoli, G., Ahmad, R., & Ives, B. (2001). Web-Based Virtual Learning Environment: A research framework and a preliminary assessment of effectiveness in basic IT skills training. MIS Quarterly, 25(4), 401–426.
Raman, A., & Rathakrishnan, M. (2018). FROG VLE: Teachers’ technology acceptance using utaut model. International Journal of Mechanical Engineering and Technology, 9(3), 529–538.
Ramirez, A., Jr., & Burgoon, J. K. (2004). The effect of interactivity on initial interactions: The influence of information valence and modality and information richness on computer-mediated interaction. Communication Monographs, 71(4), 422–447.
Rashid, A. H. A., Shukor, N. A., Tasir, Z., & Na, K. S. (2021). Teachers’ perceptions and readiness toward the implementation of virtual learning environment. International Journal of Evaluation and Research in Education (IJERE), 10(1), 209–214
Rusk, F., & Pörn, M. (2019). Delay in L2 interaction in video-mediated environments in the context of virtual tandem language learning. Linguistics and Education, 50, 56–70.
Schegloff, E. A. (1986). The routine as achievement. Human Studies, 9(2-3), 111-151.
Schegloff, E. A., Jefferson, G., & Sacks, H. (1977). The preference for self-correction in the organization of repair in conversation. Language, 53(ii), 361-382.
Seuren, L. M., Wherton, J., Greenhalgh, T., & Shaw, S. E. (2021). Whose turn is it anyway? Latency and the organization of turn-taking in video-mediated interaction. Journal of Pragmatics, 172(4), 63–78.
Syukur, H. (2016). Building up students’ speaking achievement through jigsaw technique. Jurnal Adabiyah, 16(2), 122-137.
Tuzlukova, V., Al Busaidi, S., Coombe, C. & Stojkovic N. (2016). Research on technology-based language education in the Sultanate of Oman: Perspectives for student skills’ enhancement. Journal of Teaching English for Specific and Academic Purposes, 4(1), 1-8.
Varonis, E. M., & Gass, S. M. (1985). Miscommunication in native/nonnative conversation. Language in society, 14(3), 327-343.
Wahjono, H., Wiyono, B. B., Maisyaroh, & Mustiningsih. (2021). Development of blended-learning-based semester credit system implementation model to improve learning service. Information, 12(12), 511. https://doi.org/10.3390/info12120511
Wang, L. (2015). Assessing interactional competence in second language paired speaking tasks. (Doctoral Dissertation), Northern Arizona University.
Waring, H. Z. (2018). Teaching L2 interactional competence: Problems and possibilities. Classroom Discourse, 9(1), 57-67.
Warner, R. (2013). Personal and professional skills of TESOL practitioners of the future. In P. Davidson, M. Al Hamly, C. Coombe, S. Troudi & C. Gunn (Eds.), Proceedings of the 18th TESOL Arabia conference: Achieving Excellence through Life Skills Education (pp. 22-28). Dubai: TESOL Arabia.
Wells, G. (2002). Learning and teaching for understanding: The key role of collaborative knowledge building. Advances in Research on Teaching, 9, 1-42.
Wilson, M., & Wilson, T. P. (2005). An oscillator model of the timing of turn-taking. Psychonomic Bulletin & Review, 12(6), 957–968.
Yildiz, L. M. (2011). English VG1 level oral examinations: how are they designed, conducted and assessed? (Master's thesis), Universitetet i Oslo.
Zhu, M. X., Yan, X. L., & Yuan, Q. J. (2018). A review of researches based on media richness theory in MIS discipline. Journal of Modern Information, 38(09), 146–154.
