Language Interaction Among EFL Primary Learners and Their Teacher Through Collaborative Task-Based Learning

Ingrid Rocío Suárez Ramírez; Sandra Milena Rodríguez

doi:10.15446/profile.v20n2.63845

Published

2018-07-01

Language Interaction Among EFL Primary Learners and Their Teacher Through Collaborative Task-Based Learning

Interacción del lenguaje entre estudiantes y su docente en el contexto del aprendizaje de la lengua extranjera basado en tareas

DOI:

https://doi.org/10.15446/profile.v20n2.63845

Keywords:

Collaborative learning, interaction, language interaction (en)
aprendizaje colaborativo, aprendizaje de la lengua extranjera, interacción de la lengua (es)

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Authors

Ingrid Rocío Suárez Ramírez https://orcid.org/0000-0002-9475-6292
Sandra Milena Rodríguez https://orcid.org/0000-0003-0567-412X

Abstract (en)
Abstract (es)

This article focuses on research carried out in a private school in Bogotá with a group of English as a foreign language fourth-graders. The study aimed to analyze interaction in the English classroom through action research, based on tasks that promoted collaborative work and involvement of the students and their teacher. The instruments to collect data were video recordings and artefacts from the students’ tasks in the classroom. The analysis of classroom interaction involved the steps of conversational analysis stated by Seedhouse (2004). The study allowed the description of unexpected patterns of interactions among students and their teacher, which revealed changes in the classroom dynamic as a result of the action research plan.

Este artículo presenta los hallazgos de una investigación llevada a cabo con estudiantes de cuarto grado de primaria en un colegio de Bogotá. El objetivo principal fue analizar la interacción en las clases de inglés como lengua extranjera. El diseño investigativo responde a la investigación-acción y los instrumentos utilizados para obtener información fueron grabaciones audiovisuales y la producción de tareas, resultado de los talleres elaborados en clase por los estudiantes. Los datos se analizaron a través del análisis conversacional de Seedhouse (2004). El problema planteado permitió describir patrones inesperados en las interacciones entre los estudiantes y su docente, los cuales revelaron cambios en la dinámica del salón de clase.

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Language Interaction Among EFL Primary Learners and Their Teacher Through Collaborative Task-Based Learning. (2018). Profile: Issues in Teachers’ Professional Development, 20(2), 95-109. https://doi.org/10.15446/profile.v20n2.63845

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