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Interactional space is operationalized through behavioural engagement, with turn counts and word totals used to model learner talk, alongside quantification of collaborative behaviour categories for each task type. Data include eleven hours of audio-recorded learner interaction from a speaking club completing eight tasks, analyzing impacts on L2 production and collaborative distribution.",{"@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/the-distribution-of-interactional-space-and-collaboration-in-efl-task-based-peer-interactions/603085/",{"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/the-distribution-of-interactional-space-and-collaboration-in-efl-task-based-peer-interactions/603085.png","ImageObject",300,407,{"name":92,"@type":93},"MrHarris58","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the study’s main focus?","Question",{"text":112,"@type":113},"The study investigates how convergent and divergent task types influence interactional space and the amount of collaboration in adult EFL peer interactions.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is interactional space measured?",{"text":117,"@type":113},"Interactional space is measured via behavioural engagement, using turn counts and word totals to quantify the distribution of learner talk in each task.",{"name":119,"@type":110,"acceptedAnswer":120},"What differences do the results show between task types?",{"text":121,"@type":113},"Convergent tasks lead to more L2 turns and more L2 words than divergent tasks, even though utterances are longer on average in divergent tasks; collaboration-related behaviour is also higher in convergent tasks.","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},603085,1792144205,{"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":34,"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},687212988360,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","The Distribution of Interactional Space and Collaboration in EFL Task-Based Peer Interactions*  \nKadriye AKSOY-PEKACAR 1  \nCanakkale Onsekiz Mart University  \nAbstract  \nThis paper focuses on the influence of task types, namely divergent and convergent tasks, on the interactional space of learners and the amount of collaboration in EFL adult learners’ interactions naturally emerging from performing each type of task. To define interactional space, behavioural engagement measurement was adopted, and the total number of turns and words were quantified to define the distribution of learner talk in each task. Additionally, the categories of collaborative behaviours were quantified for both task types to illustrate their distribution in the tasks. The data of this study involve eleven hours of learner interactions collected from an EFL context where the learners voluntarily participated in a speaking club and completed eight tasks. The interactions were audio-recorded and used for the analysis of the influence of task types on learners’ L2 production and the distribution of collaboration in each task. The results yield a difference in the amount of L2 production between tasks; for example, convergent tasks facilitate more L2 turns and more L2 words than divergent tasks although the mean length of utterance is higher in divergent tasks. Similarly, the distribution of collaborative behaviours is mostly higher in convergent tasks. The results are discussed in relation to both interactionist and sociocultural theories of L2 learning and some implications are also provided based on the results.  \nKeywords: convergent and divergent tasks, peer interaction, collaboration, task engagement  \nDOI: 10.29329/epasr.2023.525.1  \nSubmitted:06 March 2021 Accepted: 18 October 2022 Published: 08 March 2023  \n* This study is part of the author’s PhD thesis which was submitted to Hacettepe University, Turkey in 2018.  \n1Dr., Faculty of Education, Canakkale Onsekiz Mart University, Canakkale, Türkiye, ORCID: 0000-0001-7332-7387  \n[Correspondence](Correspondence: kadriyeaksy@gmail.com)[: kadriyeaksy@gmail.com](Correspondence: kadriyeaksy@gmail.com); [kadriyeaksoy@comu.edu.tr](kadriyeaksoy@comu.edu.tr)  \nIntroduction  \nThe theories of foreign/second language (L2) learning have different perspectives for a successful L2 learning. The interaction hypothesis, for example, emphasizes the importance of meaningful interaction for a successful L2 acquisition (Brown, 2014; Ellis, 2008; Mitchell et al., 2019) . In L2 contexts, learners can only find opportunities to practise L2 in language classrooms. In these settings, though, it is the teacher who talks most and decides who can talk, when and about what (Walsh, 2006) . To maximize the interaction between learners in L2 classrooms, Sato and Ballinger (2016) suggest using peer interaction activities as an ecological and effective tool since they create opportunities for everyone to speak and participate, and talking time for any student is dramatically expanded in peer interactions.  \nPeer interaction is different from teacher-learner interactions, and it is described as \"any communicative activity carried out between learners, where there is minimal or no participation from the teacher\" (Philp et al., 2014, p.3) . Language tasks have been widely used for both triggering meaningful interaction among learners and also investigation of the types of tasks which can lead to more interaction. Ellis (2003; 2018) defines tasks as meaning-based language activities including a gap, and learners need to communicate with appropriate linguistic resources to achieve an outcome. Nunan (2004) states that there are many types of tasks as the number of people who have written on task-based language teaching (Duff, 1986; Long, 1990; Pica et al., 1993; Prabhu, 1987) . For this study, Duff’s (1986) proposal of convergent and divergent tasks has been favoured. Convergent tasks are coined from problem-solving tasks; and they are defin","cbCaioSIT5n1uojS","https://ap.wps.com/l/cbCaioSIT5n1uojS","pdf",469852,23,"English","# Abstract\n# Introduction\n## Interaction hypothesis and learner practice opportunities\n## Peer interaction vs. teacher-learner interaction\n## Definitions and typology of language tasks\n## Convergent vs. divergent tasks","[{\"question\":\"What is the study’s main focus?\",\"answer\":\"The study investigates how convergent and divergent task types influence interactional space and the amount of collaboration in adult EFL peer interactions.\"},{\"question\":\"How is interactional space measured?\",\"answer\":\"Interactional space is measured via behavioural engagement, using turn counts and word totals to quantify the distribution of learner talk in each task.\"},{\"question\":\"What differences do the results show between task types?\",\"answer\":\"Convergent tasks lead to more L2 turns and more L2 words than divergent tasks, even though utterances are longer on average in divergent tasks; collaboration-related behaviour is also higher in convergent tasks.\"}]","The Distribution of Interactional Space and Collaboration in EFL Task-Based Peer Interactions | PDF",1792095687,58]