Reference to a shared past event in primary school setting

İşler, Nergiz Kardaş; Daşkın, Nilüfer Can

doi:10.1016/j.linged.2020.100815

Cited by 5 publications

(2 citation statements)

References 17 publications

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“…Although the study does not inform us about comparison of classroom interaction and peer-peer interaction out of the classroom (Fernândez-Garcia & Martinez-Arbelaiz, 2002), the interaction and learning affordances were not similar to classroom interaction (Cancino, 2015;Kardaş-İşler & Can-Daşkın, 2020;Lee 2006Lee , 2007Mori, 2004;Walsh 2002Walsh , 2006Waring 2008;. That is to say, it was similar to a real-life conversation (Gonzalez-Lloret, 2011) in which power distribution is equal and there is a dynamic role distribution among peers depending on the context.…”

Section: Discussionmentioning

confidence: 78%

“…Although interaction in classroom setting has been examined in various studies (e.g., Cancino, 2015;Kardaş İşler & Can Daşkın, 2020;Lee, 2006;Mori, 2004;Walsh, 2002Walsh, , 2006Waring, 2008Waring, , 2009Waring, , 2011 and studies resulted in the emergence of the notion of classroom interactional competence (CIC) (Walsh, 2006), literature lacks studies which examine language learning opportunities in interactions out of the classroom setting (Kim, 2017) which provide learners with situations similar to real life experience.…”

Section: Learning and Learning Opportunities In Interactionmentioning

confidence: 99%

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Affordances of Lexicon Learning in Peer-Peer Computer Mediated Interaction During Covid-19 Outbreak: Doing Teaching, Initiating and Doing Learning Practices

UYAR>

2022

Boğaziçi Üniversitesi Eğitim Dergisi

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The outbreak of COVID-19 has changed education practices through moving face-to-face education to complete internet-based education. Therefore, the integration of technology which already gained acceleration before the pandemic has become the only solution to be able to carry out educational practices. The issue of making students communicate with each other on online platforms to get the best from educational practice and peer learning especially came into prominence following the outbreak of the COVID-19. This era also brought/raised the importance of the examination of technology integration in various practices in education including the peer-peer interaction in video-mediated task-based communication. To shed a light on an aspect of technology integration, the current study makes use of the data that comes from video recordings of online peer-peer interaction on individual virtual city tours of a group for three weeks during COVID-19 pandemic. The video-recordings of student-student interaction in groups are analyzed by using the micro lenses of multimodal conversation analysis (CA). The study contributes to the field with an in-depth examination of peer-peer interaction out of the classroom. The examination of the data shows that participants do lexicon teaching, initiate and do lexicon learning via negotiation of meaning during their videoconferences on their virtual city tours. Thus, it is obvious that peer-peer computer-mediated interaction provides learning opportunities and enables learning which suggests that tasks which require peer-peer interaction out of classroom can be integrated into course design.

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