Interactional feedback in learner-learner interactions in a task-based EFL classroom

Fujii, Akiko; Mackey, Alison

doi:10.1515/iral.2009.012

Cited by 71EFL/ESL Teaching and LearningLinguistics and Language AnalysisLanguage, Discourse, Communication Strategies

Interactional feedback in learner-learner interactions in a task-based EFL classroom

Fujii, Akiko, Mackey, Alison·2009·IRAL - International Review of Applied Linguistics in Language Teaching

DOI 10.1515/iral.2009.012

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Abstract

This research explores learner-learner interactions (n = 18) in an authentic EFL classroom. First, we examined the nature of interactional feedback provided during two decision-making tasks. We then investigated whether the learners had made use of the feedback by looking at whether (and if so, how) they had modified their output immediately after receiving feedback. Quantitative results indicated a relatively low rate of interactional feedback while qualitative analysis of the interactions revealed interesting trends in the nature of the feedback that was provided. In discussing the findings we draw on learners' written reports elicited at the end of class as well as their verbal introspections elicited through individual stimulated recall sessions with each learner. The study sheds light on how patterns of interaction may be shaped by cultural, contextual, and interlocutor-related factors, thus helping to inform considerations for task-based instructional design.

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Learners tend to react to feedback by modifying their initial errors more often during interaction with L2 peers rather than when they interact with L1 speakers.
“Research has also found that learners tend to react to feedback by modifying their initial errors (modified output) more often during interaction with L2 peers rather than when they interact with L1 speakers.”
From Interaction and instructed second language acquisition (2018) · cites this paper as Fujii & Mackey 2009

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Authors: Fujii, A., & Mackey, A.
Affiliations: International Christian University (JP)
Georgetown University (US)
ORCID: Mackey, Alison
Venue: IRAL - International Review of Applied Linguistics in Language Teaching
Publisher: Walter de Gruyter GmbH
Published: 2009-01
Volume: 47
Issue: 3-4
ISSN: 0019-042X (ISSN-L)
1613-4141
DOI: 10.1515/iral.2009.012
OpenAlex: W2074666881
Cited by: 71
References: 51
Citations by year: 2026: 1 · 2024: 3 · 2023: 3 · 2022: 3 · 2021: 4 · 2020: 6 · 2019: 4 · 2018: 10 · 2017: 6 · 2016: 9 · 2015: 3 · 2014: 5 · 2013: 5 · 2012: 3
FWCI: 22.70
Type: journal article
Language: en
Open access: closed
Locations: IRAL - International Review of Applied Linguistics in Language Teaching (publishedVersion)
Topics: Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
Social Sciences › Arts and Humanities › Language and Linguistics › Linguistics and Language Analysis
Social Sciences › Arts and Humanities › Language and Linguistics › Language, Discourse, Communication Strategies
Keywords: interactional feedback, student-student interaction, task-based language teaching, EFL classroom, decision-making tasks, stimulated recall

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Interactional feedback in learner-learner interactions in a task-based EFL classroom

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