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A qualitative design involves 10 English Club members from Mulawarman University. Data collection uses video recording observation and semi-structured interviews, while analysis applies conversational analysis and percentage frequencies. Results show specific dominant turn-taking types and that female members dominate talk more than male members.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/language-learning-process-and-gender-difference-implied-from-the-turn-takings-used-in-efl-student-conversation/600952/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/language-learning-process-and-gender-difference-implied-from-the-turn-takings-used-in-efl-student-conversation/600952.png","ImageObject",300,407,{"name":92,"@type":93},"mieayamfan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study investigate about EFL learners’ turn-taking?","Question",{"text":112,"@type":113},"It investigates the kinds of turn-taking mostly used, how turn-taking portrays the EFL learning process, and how turn-taking differs by gender.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the data collected and analyzed?",{"text":117,"@type":113},"Data were collected through video-tape recording observation and semi-structured interviews, then analyzed using conversational analysis and percentage frequencies.",{"name":119,"@type":110,"acceptedAnswer":120},"What turn-taking types were reported as most common among participants?",{"text":121,"@type":113},"Adjacency pair and insertion sequence were common, along with many overlap turn-taking types except third-party mediation, plus other-repair and self-repair from repair turn-taking.",{"name":123,"@type":110,"acceptedAnswer":124},"Did the study find gender differences in talk participation?",{"text":125,"@type":113},"Yes. Female members dominated talk more than male members.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},600952,1792189759,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":143,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":148,"read_time":149},962090893677,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","DINAMIKA ILMU  \nVol. 19 No. 1, 2019  \nP-ISSN: 1411-3031; E-ISSN: 2442-9651  \ndoi: [http://doi.org/10.21093/di.v19i1.1319](http://doi.org/10.21093/di.v19i1.1319)  \nLanguage Learning Process and Gender Difference Implied from the Turn-Takings Used in EFL Student Conversation  \nClub  \nSyaripa Nurul Ilmi  \nMulawarman University, Indonesia  \ne-mail: [ilmibafaqih@gmail.com](ilmibafaqih@gmail.com)  \nSusilo  \nMulawarman University, Indonesia (Corresponding Author)  \ne-mail: [olisusunmul@gmail.com](olisusunmul@gmail.com)  \nIstanti Hermagustiana  \nMulawarman University, Indonesia  \ne-mail: [dulcemaria_81@yahoo.com](dulcemaria_81@yahoo.com)  \nAbstract  \nThis study aims at investigating the kinds of turn-taking mostly used by EFL learners, how the turn-takings are portrayed as a process of EFL learning, and how the EFL learners differ in making their turn-takings according to their gender. This study was qualitative in nature, using 10 members of English Club of English department students, Mulawarman University as the participants. The procedures of data collecting were video-tape recording observation and semistructure interview. The data were analyzed by using conversational analysis and percentage frequencies. The result revealed that: 1) the kinds of turn-taking mostly used by the participants were adjacency pair and insertion sequence from the sequence type of turn-taking, almost all kinds turn-taking from the overlap turntaking except the third party mediation, and other-repair and self-repair from therepair turn-taking; 2) all members of the English Club felt they acquired their languages as they practiced them in either written and spoken communication; and  \n3) the female members dominated talk than the male ones.  \nKeywords: gender differences, turn-taking, EFL learning, students‟ conversation  \nA. Introduction  \nPeer interaction among L2 learners needs in-depth understandings in order that language learning process can get the benefits from it. Researches suggested the importance of effective peer interaction for L2 learning (Chen, 2017) and how participants in a conversation employed certain strategies (Ardianto, 2016) . Effective interaction occurs in a good conversation, however, in the context of EFL learning, very often conversation has not been perfect enough to be called effective conversation. Language errors and problems often influenced the conversations between non-native speakers. Turn-taking concepts, especially “repair” or “negotiation” are used to deal with the errors and problems (Larsen-Freeman, 1980) . Sack et al in Wilson & Wilson,(2005) stated that in a conversation, turn taking is the phenomenon when human beings talk to one another, they overwhelmingly engage in a speech exchange between two or more parties. Meanwhile, to communicate each other means to build up social relationships and exchange ideas for knowledge or information (Rahman, 2006) . Building a realistic conversational agent can be a difficult challenge, because a lot offactors come into play when choosing the right turn taking strategy.  \nMore research findings proved that turn taking in conversation and language learning are mutually related; for instance, in a conversation, social roles, in which turn taking plays a role, can trigger learners in functioning the language (Dewi, et al. 2018); several misunderstanding in a conversation happened due to the inappropriate distribution of turn-takings, for instance, certain turn-taking features may cause misunderstandings even among speakers (Tannen, 2005); in dyadic telephone conversation, participants perform very few sentence completions and overwhelmingly apply a turn-taking distribution of 'one party talks at a time' (Firth, 1996) . By contrast, Gramkow-Andersen (2001), despite using a similar data set and methodology, observesa lot of overlapping speech in his data and argues for a turn-taking model that is violated by other speakers. His findings are corroborated by Cogo (2007), who also o","cbCaiuZ9GxgfuQF1","https://ap.wps.com/l/cbCaiuZ9GxgfuQF1","pdf",1550879,21,"English","# A. Introduction\n## Background on peer interaction and effective conversation in EFL learning\n## Turn-taking concepts and repair/negotiation in learner conversations\n## Prior research on turn-taking and its relation to language learning\n## Gender differences in turn-taking","[{\"question\":\"What does the study investigate about EFL learners’ turn-taking?\",\"answer\":\"It investigates the kinds of turn-taking mostly used, how turn-taking portrays the EFL learning process, and how turn-taking differs by gender.\"},{\"question\":\"How were the data collected and analyzed?\",\"answer\":\"Data were collected through video-tape recording observation and semi-structured interviews, then analyzed using conversational analysis and percentage frequencies.\"},{\"question\":\"What turn-taking types were reported as most common among participants?\",\"answer\":\"Adjacency pair and insertion sequence were common, along with many overlap turn-taking types except third-party mediation, plus other-repair and self-repair from repair turn-taking.\"},{\"question\":\"Did the study find gender differences in talk participation?\",\"answer\":\"Yes. Female members dominated talk more than male members.\"}]","Language Learning Process and Gender Difference Implied from the Turn-Takings Used in EFL Student Conversation | PDF",1792091696,53]