Face-to-face and online interactions – Is a task a task?

Barbara Heins,Annette Duensing,Carolyn Batstone,Ursula Stickler

doi:10.5204/jld.v1i2.14

Abstract

This study contrasts two different ways of analysing interaction and participation in language learning tutorials: Social network analysis of frequency and QSR analysis of type of interaction. One task from three German beginners' language tutorials (one delivered face-to-face and two online) is analysed. A description of the background and method of the study is provided together with some examples of the findings. As this is work in progress, only tentative conclusions can be provided at this stage.

Highlights

Social interaction, that is the active and productive communication between different speakers, is beneficial to language learners
Albeit on a small scale, this paper provides some results from a detailed investigation into the nature of interaction in both online and face-to-face tutorials
For reliable conclusions further aspects of the social interaction in these situations will have to be analysed more closely, in particular the actual content of verbal exchanges and non-verbal communication. This analysis has shown that the tutorial mode does have an influence on the interaction taking place, especially in respect to the type and frequency of the interaction

Summary

Introduction

That is the active and productive communication between different speakers, is beneficial to language learners. This first analysis allowed us to draw the conclusion that the tuition medium is by no means the only aspect defining interaction patterns: task design and tutor style play an important role as well (Stickler et al, 2005).

Results

Conclusion