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Unlike prior work that treats NS as expert and NNS as learner, the study reverses these participant roles during task performance. Across video calls and written chats, NSs and NNSs show similar patterns when positioned as apprentices and learners, indicating that situated identities shape interaction and task outcomes. The article argues that task design and telecollaboration practice should account for these identities.",{"@graph":69,"@context":122},[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/reversal-of-participation-roles-in-ns-nns-synchronous-telecollaboration/595740/",{"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/reversal-of-participation-roles-in-ns-nns-synchronous-telecollaboration/595740.png","ImageObject",300,407,{"name":92,"@type":93},"Fans","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-25","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What participant-role reversal does the study investigate?","Question",{"text":112,"@type":113},"The study reverses typical expert–learner roles by casting the NS as a (cultural) learner and the NNS as an expert during task performance.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the article compare communication channels?",{"text":117,"@type":113},"It analyzes behavior in both video calls and written chats to see whether reversed participant categories affect interaction and task performance similarly across media.",{"name":119,"@type":110,"acceptedAnswer":120},"What conclusion does the article draw about task design in telecollaboration?",{"text":121,"@type":113},"It concludes that situated identities should be considered in task design and telecollaboration practice because these identities influence participant behavior during interaction.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595740,1792160853,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},5909892330395,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","calico journal (online) issn 2056–9017  \nArticle  \nReversal of Participation Roles in NS-NNS Synchronous Telecollaboration  \nRose van der Zwaard1 and Anne Bannink2  \nAbstract  \nIn this article we investigate data from digital interactions between native speaker (NS) and non-native speaker (NNS) dyads of English during synchronous computermediated communication. As opposed to most studies into the NS–NNS interface, we reversed the expert-learner participant roles: during the task performance, the NS was the (cultural) learner and the NNS the expert. Our aim was to observe the influence of these reversed participant categories on participant behavior and task performance, i.e., to see if NNS behavior as described in earlier studies also applies to the NSs in a similar apprentice position during a cross-cultural exchange, and vice versa. We found that, in both video calls and written chats, the NSs and NNSs behave in a similar manner when cast in both apprentice and learner roles. We conclude that, in task design and telecollaboration practice, the situated identities of the participants should be taken into account.  \nKeywords: synchronous computer-mediated communication, second language acquisition, task-based language learning, telecollaboration  \n1. Introduction  \nFirth and Wagner (1997) were among the first to challenge the categories of“native speaker” (NS) and “non-native speaker” (NNS) in second-language acquisition (SLA) research. They argued that this binary distinction, based on the cognitive perspective on language learning, does not do justice to the sociocultural complexities involved in the display of communicative competence  \nAffiliations  \n1University of Amsterdam, The Netherlands.  \nemail: [r.vanderzwaard@uva.nl](r.vanderzwaard@uva.nl)  \n2University of Amsterdam, The Netherlands.  \nemail: [E.A.Bannink@uva.nl](E.A.Bannink@uva.nl)  \ncalico journal vol 35.2 2018 162–181 [https://doi.org/10.1558/cj.30810](https://doi.org/10.1558/cj.30810)  \n©2018, equinox publishing   \nRose van der Zwaard and Anne Bannink 163  \nas originally defined by Hymes (1961). NNSs are not by definition “defective communicators,” nor are NSs always the idealized language users that feature in much SLA research. Rather than approaching expert and apprentice language users as different species, defined solely by their (lack of) language competency, Firth and Wagner claimed that the situated social identities of both groups should be factored in (cf. Kasper, 2004). In NS–NNS interactions, the NS is often seen as more powerful because they “own” the language, which inevitably places the NNS in a subordinate position (Davies, 2013; Liddicoat & Tudini, 2013). For the NNS, therefore, there is more involved than simply producing L2 discourse (Dörnyei, 2009): communicating with native speakers in the L2 language also involves the shaping of a different L2 self, or an L2 voice. Indeed,“no message,” Vandergriff observes “is truly neutral”(2016, p. 105). As such, learners have sometimes been found to be more concerned with what their NS interlocutor thinks of them (e.g., fear of incompetent self, cf. Markus & Nurius, 1986, or fear of loss of face, cf. Van der Zwaard & Bannink, 2014) than with completing the institutional task of L2 learning. In other words, the meta message (VanderGriff, 2016; cf.“face-appropriate behaviour,” Van der Zwaard & Bannink, 2014) can overrule the message (cf.“task-appropriate behaviour,” Smith, 2003; Van der Zwaard & Bannink, 2014) as a result of an L2 self that is struggling with its subordinate position during interaction with an NS in the target language. As language learners, the NNSs, then, have been found to align themselves vis-à-vis their NS interlocutors during the interaction by presenting a part of themselves that moderates their apprentice position (cf.“social presence,” Kehrwald, 2008), which inevitably influences the ongoing communication (Vandergriff, 2013). The NSs, in their turn, have been reported to be pivot","cbCaibpmCzu7NhGL","https://ap.wps.com/l/cbCaibpmCzu7NhGL","pdf",793305,22,"English","# Abstract\n# Introduction\n## Background on NS–NNS categories in SLA\n## Digital synchronous communication and social constraints\n## Study aims and research questions","[{\"question\":\"What participant-role reversal does the study investigate?\",\"answer\":\"The study reverses typical expert–learner roles by casting the NS as a (cultural) learner and the NNS as an expert during task performance.\"},{\"question\":\"How does the article compare communication channels?\",\"answer\":\"It analyzes behavior in both video calls and written chats to see whether reversed participant categories affect interaction and task performance similarly across media.\"},{\"question\":\"What conclusion does the article draw about task design in telecollaboration?\",\"answer\":\"It concludes that situated identities should be considered in task design and telecollaboration practice because these identities influence participant behavior during interaction.\"}]","Reversal of Participation Roles in NS-NNS Synchronous Telecollaboration | PDF",1792081775,55]