Abstract
This paper presents the results of how four dyads in an online task-based synchronous computer-mediated (TB-SCMC) interaction event use their agency to carry out speaking tasks, and how their choices and actions affect time spent interacting in the target language. A case study approach was employed to analyse the language functions and cognitive and social processing that occurred in audio recordings of spoken interaction between four dyads, alongside other indicators of pre-task behaviour, triangulated with results from learner questionnaires. The study revealed that whilst all cases engaged in overt spoken interaction, some cases also avoided the designed task and engaged in covert pre-task planning. Learners’ ability to reconfigure the time mode of the task design, the ways in which technological tools were used, and language choice all impacted on their time spent interacting in the target language. The findings highlight tensions between learners’ choices across the three dimensions that they had reconfigured, raising questions as to how to support time in synchronous interaction in the target language whilst supporting the learners’ agency. The implications are presented and discussed below.
Highlights
Increasing global access to and widespread use of Information Communication Technologies means that new tools to facilitate synchronous spoken interaction are emerging
The aim of this study is to explore the relationship between agency and avoidance by focusing on three dimensions of learner choices relating to technological tools, time mode and language use
In order to understand the results and analysis, first we present a descriptive summary of two different general trajectories taken by the four cases outlined in Table 1 below, which highlights how learners used their agency to follow ‘task-as-workplan’ (Breen, 1987) or form their own workplan, trajectory or ‘line of desire’ (Lukin & Du Boulay, 2003)
Summary
Increasing global access to and widespread use of Information Communication Technologies means that new tools to facilitate synchronous spoken interaction are emerging. Having enough opportunities and time to practice speaking is a concern for teachers and designers (Appel, Robbins, Moré & Mullen, 2012; Hampel & Hauck, 2004; O’Dowd, 2000 & Wang, 2006) and learners (Hurd, 2007). Can tasks be designed to allow for maximum speaking time for students (Stickler, Batstone, Duensing & Heins, 2005) but advances in Voice over Internet Protocol (VoiP) and related tools such as Skype boost the possibilities to facilitate synchronous peer-to-peer spoken interaction in the target language ( tl). ’sufficient practice’ can be understood as the number of opportunities to speak on offer during a language learning course, it can mean length of time interacting
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