RedondoJuarez2025
| RedondoJuarez2025 | |
|---|---|
| BibType | PHDTHESIS |
| Key | RedondoJuarez2025 |
| Author(s) | Paula Redondo Juárez |
| Title | La gestión de las interacciones orales entre estudiantes de español como lengua adicional en un curso semi-gamificado |
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| Tag(s) | EMCA, Conversation analysis, Second language acquisition, L2, Spanish, Feedback, Gamification |
| Publisher | Universidad de Barcelona |
| Year | 2025 |
| Language | Spanish |
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| URL | Link |
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| Institution | Universidad de Barcelona |
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Abstract
This qualitative research presents an instrumental case study on the management of peer oral interactions within a semi-gamified course in a Spanish as an Additional Language class. The study is further enhanced by an analysis of written feedback aimed at the management of oral interaction and its potential impact on students' interactional behaviours. Consequently, the study has a dual objective: to examine how the management of peer oral interaction is characterized in the classroom, and to explore the potential impact of specific written feedback. To inform this study, the study adheres to the theoretical framework of Conversation Analysis (CA), aligning with prior research that analyses peer oral interactions in the classroom. Additionally, theoretical foundation is supplemented by studies that examine the role of feedback in the management of learners' oral interactions.
Following the specific parameters of CA as a research methodology, we analyse the management of peer oral interactions recorded in a Spanish as an Additional Language class at the University of Glasgow with students at the A2 proficiency level. This analysis allows for a characterization of how learners organize their turn-taking and an understanding of the resources they use to manage their interactions. Written feedback, provided through different media and intended to assess students' management of oral interactions, is also examined using Thematic Analysis (TA) to identify patterns and recurrences. Finally, the two analyses are combined to determine the impact of feedback on the management of peer oral interactions.
The results of the interaction management analysis reveal a clear orientation to the pedagogical context in which the interactions occur. The most common types of turn-taking involve self-selection to take the floor and contribute or demonstrate listenership. However, the selection of other possible speakers through different types of questions is also a frequent feature of the data. Regarding the interactional resources employed, the study demonstrates that learners manage their interactions independently, despite their limited proficiency in Spanish. They generate relevant actions and employ appropriate linguistic resources to produce contingent contributions, select other speakers, resolve lapses, demonstrate listenership and understanding, and keep the interaction.
In terms of the characteristics of the written feedback, the analysis reveals a tendency to describe the actions they perform well, while also providing feedforward to highlight the interactional resources that were not used or that need to be mobilized more effectively to achieve the interactional objectives of the activities. Furthermore, the most frequently mentioned feedback refers to the use of questions to select other speakers, the need to extend prior turns and demonstrate that contributions are aligned with previous statements made by other participants, and, finally, the need to demonstrate listenership and understanding.
Lastly, the analysis of feedback’s impact illustrates that students' interpretation and understanding of the activity's objectives is the most influential factor in shaping their management of peer oral interactions and in the potential significance of feedback. Nevertheless, feedback plays a significant role throughout the course, guiding students in orienting their contributions toward both the context of the interaction and the ongoing discourse, while also encouraging the activation of interactional resources to support this dual orientation.
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