Vanttinen2026
| Vanttinen2026 | |
|---|---|
| BibType | ARTICLE |
| Key | Vanttinen2026 |
| Author(s) | Minttu Vänttinen, Mikko Kuronen, Pinja Kemppinen, Paulina Nyman-Koskinen |
| Title | Engaging a peer in task-interaction during a digital language game |
| Editor(s) | |
| Tag(s) | EMCA, Multimodal conversation analysis, Engagement, Participation, Peer interaction, Digital language game |
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| Year | 2026 |
| Language | English |
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| Month | |
| Journal | Linguistics and Education |
| Volume | 94 |
| Number | August 2026 |
| Pages | 101565 |
| URL | Link |
| DOI | 10.1016/j.linged.2026.101565 |
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Abstract
This study investigates adolescent students’ engagement during a digital language game that has been designed to facilitate learning Swedish as a second language (L2). Previous CA research on participation and engagement in educational contexts has focused on teachers’ practices of engaging students in pedagogical interactions, while student elicitations of their peers’ engagement have received less attention. The data consist of video recordings of eight Finnish-speaking learners playing a narrative language game with multiple-choice questions in Swedish. The participants played the game face-to-face in pairs on single tablet computers. The data have been analyzed using multimodal CA, which involves a micro-level, sequential transcription and analysis of human interaction. The analysis focuses on the verbal and embodied resources and practices that participants use to engage a peer in the game and task interaction. The findings illustrate the use of directive actions, recruitments, requests for confirmation, and response pursuits. We show how these practices can either primarily target the peer’s participation or indirectly prompt their engagement as a type of a side trajectory, with the primary orientation to finding the correct answer with the peer’s help. In both cases the interaction results in the peer displaying more engaged participation in task interaction. The study thus sheds light on the role of students in creating opportunities for participation in L2 learning.
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