Vanttinen2024a

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Vanttinen2024a
BibType ARTICLE
Key Vanttinen2024a
Author(s) Minttu Vänttinen
Title Resolving asymmetry of access in peer interactions during digital tasks in EFL classrooms
Editor(s)
Tag(s) EMCA, Asymmetry of access, Peer interactions, Digital devices, L2 classroom interaction, Multimodal conversation analysis
Publisher
Year 2024
Language English
City
Month
Journal Linguistics and Education
Volume 80
Number April 2024
Pages 101287
URL Link
DOI 10.1016/j.linged.2024.101287
ISBN
Organization
Institution
School
Type
Edition
Series
Howpublished
Book title
Chapter

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Abstract

In face-to-face classrooms, when mutual visual and/or aural access to a digital device is needed but lacking during digital tasks, participants display an orientation to asymmetric access and resolve the issue through multimodal resources. This study examines the trajectory of negotiating access to digital devices held or handled by a coparticipant in peer classroom interactions. The data are audio-video recordings from English as a Foreign Language (EFL) classrooms, where individual and collaborative learning tasks are performed on or with digital devices. The findings show that pupils seek access to devices mainly through embodiment, such as body shifts, and rearranging material resources, and display a preference for not touching a device held by another pupil. Overall, the negotiation process reflects different types of situated roles and authority. The study contributes to an understanding of peer interaction around digital devices and offers important pedagogical implications for the implementation of technology in classrooms.

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