A Multimodal Analysis of Efl Learners Willingness To Participate in Collaborative Tasks:A Conversation Analysis Approach

Despite the fact that classroom interaction is an indispensable aspect of language learning, many efl students do not show any willingness to participate (wtp) in classroom activities. in view of this problem, the current study aimed to describe how efl learners’ participation in collaborative tasks can lead to wtp. to this aim, nine efl intermediate learners participated in the study and were recruited to two groups. first two collaborative tasks were designed: the first group was asked to make a digital story collaboratively, and the second group was asked to make an advertisement for selling a house. while they were doing their tasks, the classroom interactions between students in different classrooms were video-recorded and transcribed based on conversation analysis principles. multimodal analysis was also used to analyze behavioral representations of efl learners wtp. the findings revealed that verbal indicators of wtp include negotiation, elaboration, conflict, turn-taking, shared expertise, humor, repair, and adjacency pair, and behavioral indicators include eye contact, body language, and the sitting position of students. despite the fact that classroom interaction is an indispensable aspect of language learning, many efl students did not show any willingness to participate (wtp) in classroom activities. in view of this problem, the current study aimed to describe how efl learners’ participation in collaborative tasks can lead to wtp.

A Multimodal Analysis of EFL Learners Willingness to Participate in Collaborative Tasks:A Conversation Analysis Approach

Despite the fact that classroom interaction is an indispensable aspect of language learning, many EFL students do not show any willingness to participate (WTP) in classroom activities. In view of this problem, the current study aimed to describe how EFL learners’ participation in collaborative tasks can lead to WTP. To this aim, nine EFL intermediate learners participated in the study and were recruited to two groups. First two collaborative tasks were designed: The first group was asked to make a digital story collaboratively, and the second group was asked to make an advertisement for selling a house. While they were doing their tasks, the classroom interactions between students in different classrooms were video-recorded and transcribed based on conversation analysis principles. Multimodal analysis was also used to analyze behavioral representations of EFL learners WTP. The findings revealed that verbal indicators of WTP include negotiation, elaboration, conflict, turn-taking, shared expertise, humor, repair, and adjacency pair, and behavioral indicators include eye contact, body language, and the sitting position of students. Despite the fact that classroom interaction is an indispensable aspect of language learning, many EFL students did not show any willingness to participate (WTP) in classroom activities. In view of this problem, the current study aimed to describe how EFL learners’ participation in collaborative tasks can lead to WTP.