Exploring L2 Learners' Task-related Identities in a Reading Circle Task - Through Conversation Analysis

Oct 15, 2026

Using conversation analysis as the research approach, this study examines how L2 learners mobilize task-related identities during interactions in a reading circle task and how these identities function as resources for task management. Eight students in an ESL academic reading class formed two groups across six rounds, alternating role responsibilities in discussion. Data from all rounds were analyzed for emerging patterns. Findings indicate participants skillfully leveraged assigned identities to align the group with institutional goals and drew on their own obligations to problematize task interactions, informing pedagogical implications.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages28

Reading Time1 h 11 min

AccessFree to download

Abstract

Creating a Task-Based Language Teaching Environment

Task design vs. implementation

Research on Tasks in Process

Role of conversation analysis

Purpose of the Study

Background

Reading Circle and Rask

Exploring L2 learners' Task-related Identities in a Reading Circle Task Through Conversation Analysis Hoa T. V. Le University of Hawaiʻi at Mānoa Abstract Using conversation analysis as the research approach, this study explores how L2 learners utilize their task-related identities during task interactions and how those identities are used as resources for task management. Eight students in an ESL academic reading class formed two groups while they did their reading circle task for six rounds. In each round, the students took turns to be in charge of a specific role in the discussion session (i.e., discussion leader, notetaker, vocabulary definer, and contextualizer) . Data was collected from all rounds and analyzed for emerging patterns. Results showed that (a) the participants used each other’s assigned identities skillfully to orient the group to the institutional goal, and (b) the participants used their own existing obligations to problematize the task interactions. By providing insights on those dynamic task-related identities, this study broadens our understanding of interactions happening at the task implementation stage and suggests pedagogical implications. Résumé S’inscrivant dans le courant de l’analyse de la conversation, cette étude explore comment les apprenants d'anglais utilisent leurs identités liées aux tâches lors des interactions entre lestâches et comment ces identités sont utilisées comme ressources pour la gestion des tâches. Huit étudiants dans une classe de lecture universitaire en anglais ont formé deux groupes pendant qu'ils effectuaient leur tâche de cercle de lecture pendant six tours. À chaque tour, les étudiants se sont relayés pour être responsables d'un rôle spécifique dans la session de discussion. Les données ont été collectées à tous les cycles et analysées afin de dégager les éléments les plus saillants. Les résultats ont montré que (a) les participants utilisaienthabilement les identités qui leur avaient été attribuées pour orienter le groupe vers l’objectif identifié en amont; et que (b) les participants ont utilisé leurs propres obligations existantes pour problématiser les interactions entre les tâches. Canadian Journal of Applied Linguistics, Special Issue, 24, 2 (2021): 159-186 CJAL * RCLA Le 160 Exploring L2 Learners' Task-related Identities in a Reading Circle Task through Conversation Analysis Creating an environment where meaningful interactions happen for second language learners is one of the most important goals of task-based language teaching (Ellis, 2003; Long, 2015; Skehan, 1998) . Tasks that require pair or group work, where learners share common goals and interact with each other in a meaningful way, are desirable because they are believed to lead to more negotiations among participants, which benefits interlanguage development (Long, 2015). However, in order for learning to happen, many factors should be taken into consideration, one of which is the match or mismatch between task design and implementation. Breen (1987/2009) argued that a task is designed with a‘blueprint,’ but also has a fluidity, so it often departs from the original plan of the task creator (i.e., the teachers) when it was carried out by the learners. In other words, task design is not a guarantee for a maximization of learning opportunities for language learners as often hoped for by the task designers. In Breen’s words, learner outcomes are “often diverse, sometimes unexpected, and occasionally downright disappointing”(1987/2009, p. 334) . Therefore, in order to evaluate the effectiveness of a task, close examination of the execution of a task is important. In light of that, many researchers have called for more research that analyzes the details of the task-in-process and interactions of learners as they do the task (e.g., Ellis, 2005; Samuda, 2015) . In response to such calls, there has been a growing body of research examining tasks in process (e.g., Balaman & Sert, 2017a,

FAQs

What is the study investigating about L2 learners during a reading circle task?

The study examines how L2 learners use task-related identities in task interactions and how those identities support task management.

How was the reading circle task organized and what roles did students take?

Eight ESL students worked in two groups for six rounds, taking turns in specific discussion roles such as discussion leader, notetaker, vocabulary definer, and contextualizer.

What were the main findings from the conversation analysis?

Participants used each other’s assigned identities to orient the group toward institutional goals, and they used their own existing obligations to problematize task interactions.

Oct 15, 2026

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