Triads in the L2 classroom: Interaction patterns and engagement during a collaborative task

Abstract

Abstract Communication is a primary goal of most second and foreign language classes, and teachers frequently implement group work to maximize opportunities for interaction. Previous research has investigated the communicative exchanges between paired learners during collaborative tasks, but few studies have examined interactions among learners in triads. The present study explores this context, focusing specifically on the distribution of participation among learners, the frequency and nature of the LREs they produce, and the patterns of interaction that characterize triadic exchanges. This descriptive investigation documents the nature of learners' interactions rather than attempts to establish a link between their performance and learning. The findings offer no evidence to indicate that triads are superior or inferior but do affirm the importance of true collaboration in group interaction. Also interesting are these participants' almost exclusive use of their first language in carrying out the task. The results showcase the challenging realities of the language classroom and highlight several pedagogical implications.