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Achieving Joint Attention and Understanding of Task Responsibilities in Synchronous Hybrid L2 Classroom Group Work

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Title: Achieving Joint Attention and Understanding of Task Responsibilities in Synchronous Hybrid L2 Classroom Group Work
Language: English
Authors: Teppo Jakonen (ORCID 0000-0002-7250-0042), Heidi Jauni, Olcay Sert
Source: Applied Linguistics. 2025 46(2):211-229.
Availability: Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://applij.oxfordjournals.org/
Peer Reviewed: Y
Page Count: 19
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Second Language Learning, Second Language Instruction, English (Second Language), Instructional Materials, Blended Learning, Synchronous Communication, Barriers, Peer Relationship, Videoconferencing, Task Analysis, Discourse Analysis, Sensory Integration, Equal Education, Educational Opportunities, Teaching Methods, Small Group Instruction, Robotics, Technology Integration, Artificial Intelligence, Higher Education
DOI: 10.1093/applin/amae017
ISSN: 0142-6001
1477-450X
Abstract: This article addresses the need to better understand interactional asymmetries, challenges, and solutions in implementing synchronous hybrid language teaching. We investigate video-recorded peer interactions in a higher education language teaching context in which a student uses a telepresence robot, a remotely moveable videoconferencing tool, to participate in small-group task work in L2 English together with students who are physically located in the language classroom. Drawing on multimodal conversation analysis, we examine how the geographically dispersed peer group achieves, maintains, and repairs their joint attention on task-relevant learning materials as they are accomplishing a task, and how this kind of referential interactional work enables their co-operation as a group. Based on the analysis, we argue that in synchronous hybrid learning there is a need to reflexively adjust interactional practices to secure an intersubjective understanding of learning tasks and their progressivity. The findings also suggest that sensory and interactional asymmetries should be taken into account when developing and implementing synchronous hybrid learning environments that aim at equality of opportunities regardless of the participation mode.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1476552
Database: ERIC
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  Data: Achieving Joint Attention and Understanding of Task Responsibilities in Synchronous Hybrid L2 Classroom Group Work
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  Data: <searchLink fieldCode="AR" term="%22Teppo+Jakonen%22">Teppo Jakonen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7250-0042">0000-0002-7250-0042</externalLink>)<br /><searchLink fieldCode="AR" term="%22Heidi+Jauni%22">Heidi Jauni</searchLink><br /><searchLink fieldCode="AR" term="%22Olcay+Sert%22">Olcay Sert</searchLink>
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  Data: Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://applij.oxfordjournals.org/
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  Data: 10.1093/applin/amae017
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  Data: 0142-6001<br />1477-450X
– Name: Abstract
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  Data: This article addresses the need to better understand interactional asymmetries, challenges, and solutions in implementing synchronous hybrid language teaching. We investigate video-recorded peer interactions in a higher education language teaching context in which a student uses a telepresence robot, a remotely moveable videoconferencing tool, to participate in small-group task work in L2 English together with students who are physically located in the language classroom. Drawing on multimodal conversation analysis, we examine how the geographically dispersed peer group achieves, maintains, and repairs their joint attention on task-relevant learning materials as they are accomplishing a task, and how this kind of referential interactional work enables their co-operation as a group. Based on the analysis, we argue that in synchronous hybrid learning there is a need to reflexively adjust interactional practices to secure an intersubjective understanding of learning tasks and their progressivity. The findings also suggest that sensory and interactional asymmetries should be taken into account when developing and implementing synchronous hybrid learning environments that aim at equality of opportunities regardless of the participation mode.
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  Data: 2025
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  Data: EJ1476552
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        Value: 10.1093/applin/amae017
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      – Text: English
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        PageCount: 19
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      – SubjectFull: Second Language Learning
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      – SubjectFull: Second Language Instruction
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      – SubjectFull: English (Second Language)
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      – SubjectFull: Task Analysis
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      – TitleFull: Achieving Joint Attention and Understanding of Task Responsibilities in Synchronous Hybrid L2 Classroom Group Work
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              Y: 2025
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