Abstract
This study analyzes the interactions of EFL learners while working on two technology-mediated tasks in breakout rooms. The study is based on a qualitative analysis of 7 hours of video recordings of four groups participating in a task-based learning project conducted during the Emergency Remote Teaching period of the COVID-19 pandemic. The results show that the groups approach technological challenges differently, and that interactions in technology-related episodes can provide a venue for collaborative problem-solving and language-learning opportunities.
| Original language | English |
|---|---|
| Journal | CALICO Journal |
| Volume | 42 |
| Issue number | 3 |
| Pages (from-to) | 502-526 |
| Number of pages | 25 |
| ISSN | 2056-9017 |
| DOIs | |
| Publication status | Published - 10.2025 |
Bibliographical note
Publisher Copyright:© University of Toronto Press, 2025.
Research areas and keywords
- breakout rooms
- collaborative dialogue
- group interaction
- technology-mediated tasks
- technology-related episodes
- Educational science
ASJC Scopus Subject Areas
- Education
- Language and Linguistics
- Linguistics and Language
- Computer Science Applications