Effect of interaction strategy instruction on learner engagement in peer interaction

Dao, Phung

doi:10.1016/j.system.2020.102244

Cited by 57 publications

(37 citation statements)

References 58 publications

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“…Second, given that learners' emotional engagement was positively correlated with language production and collaboration, it is essential for teachers to find ways to promote learners' positive emotional engagement. Some of the ways to promote their engagement (including emotional engagement) suggested in previous research include giving them opportunities to generate their own task content (Lambert et al, 2017(Lambert et al, , 2021, select their preferred tasks (Phung, 2017), practice interactional strategies (Dao, 2020;Sato, 2020); interact with peers of a different ethnolinguistic group (Aubrey, 2017;Phung, 2017), work with partners of different proficiency levels (Dao & McDonough, 2017, use point cards to score and track their own performance for the sake of improving their performance (Stroud, 2017), and/or carry out tasks with a manipulation of task goals (Dao, 2019).…”

Section: Conclusion Pedagogical Implications and Limitationsmentioning

confidence: 99%

Exploring fluctuations in the relationship between learners’ positive emotional engagement and their interactional behaviours

Dao

Sato

2021

Language Teaching Research

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This study investigated the nature of learners’ positive emotional engagement during a task-based interaction and its relationship with their interactional behaviours. Vietnamese learners of English as a foreign language (EFL; n = 74) performed a communicative task in dyads in 15 minutes. Their positive emotional engagement was gauged using an Experience Sampling Method via a questionnaire that the participants completed after every five-minute interval of the interaction, capturing three timepoints of learners’ emotional engagement. Learners’ cognitive and social interactional behaviours were examined in light of the amount of second language production (words and turns), language-related episodes (LREs), and the degree of collaboration. Results showed that learners’ positive emotional engagement fluctuated over the course of a 15-minute interaction. Also, learners’ levels of positive emotional engagement were positively correlated with the amount of second language production and the degree of collaboration, but these relationships varied across the three intervals. No relationship was observed between learners’ emotional engagement and LREs. The results indicate that although learners’ positive emotional engagement may not be linked with their attention to form, relationships exist between learners’ positive emotional engagement and their language production, as well as their social relationships. These relationships can be, however, subject to change over the course of a short interaction.

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Section: Conclusion Pedagogical Implications and Limitationsmentioning

confidence: 99%

Exploring fluctuations in the relationship between learners’ positive emotional engagement and their interactional behaviours

Dao

Sato

2021

Language Teaching Research

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“…In addition, using the game will make students interact and learn with their fellow friends. Strategies that make students learn together and from their peers can make students more active and their interactions in the learning process more effective (Dao, 2020). In addition, by involving friends in the process of learning and evaluation will make students' dependence on teachers also reduced.…”

Section: Resultsmentioning

confidence: 99%

The Cognitive Aspect Development of Matching Numbers Symbols in Children

Murni

Aslamiah

Rachmayani

2019

JK6EM

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The learning activity by using the picture and picture, make a matching model uses various goods near the children has an aim to increase the cognitive aspect development of B Group in the Anak Bangsa Marabahan Kindergarten, Marabahan sub-district, Barito Kuala District with 18 students which consist of 6 females and 12 males. The data was collected by observing the teacher, student's activities, and the development of the study results. The result of this study shows that there are various enhancements in the cognitive aspect development in matching numbers with the number symbol through the combination model of Picture and Picture, Make a Match. The result of the teacher's activity cycle 1 showed a score of 22, and in cycle IV it got a score of 41. Meanwhile, the students' activity reached up to 50% in cycle 1 and reached 82.63% in cycle IV. The cognitive development result in cycle 1 reached 49.3%, and it reached 91.67% in cycle IV.

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“… Mehall (2020) explored the purposeful interpersonal interaction in the online course. Dao (2020) investigated the effect of interactional strategies instruction on learners’ engagement in peer reaction.…”

Section: Literature Reviewmentioning

confidence: 99%

“…The appropriate and purposed use of effective interactional strategies in teaching contributes to successful interaction and pedagogic qualities of competent teachers (Chiang, 2006;Garton, 2012;Astutik, 2016). Besides learners and instructors, the interface and media have been observed and revisited.…”

Section: The Application Of Interactional Strategies To English As a Foreign Language Speaking And Listeningmentioning

confidence: 99%

Exploring Effective Teacher-Student Interpersonal Interaction Strategies in English as a Foreign Language Listening and Speaking Class

Ding

2021

Front. Psychol.

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The main purpose of English learning is to communicate and interact in global contexts. However, in English as a foreign language (EFL) contexts as in China, most of the students have limited interactional competence in contrast to their grammatical and structural competence. The reason is that Chinese classrooms mostly lack an interactional climate. This calls for an urgent need to develop interpersonal interaction skills by EFL teachers via appropriate strategies. To this end, this article presents an overview of nine interpersonal communication skills/strategies which are pivotal in L2 education. It also describes their definitions and related theories. Moreover, the outcomes of such strategies in aural skills are also explained. Finally, implications, research gaps, and future avenues for research are provided.

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Effect of interaction strategy instruction on learner engagement in peer interaction

Cited by 57 publications

References 58 publications

Exploring fluctuations in the relationship between learners’ positive emotional engagement and their interactional behaviours

Exploring fluctuations in the relationship between learners’ positive emotional engagement and their interactional behaviours

The Cognitive Aspect Development of Matching Numbers Symbols in Children

Exploring Effective Teacher-Student Interpersonal Interaction Strategies in English as a Foreign Language Listening and Speaking Class

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