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Task Engagement and Comprehensibility Development in Video-Mediated Intercultural Exchanges: A Longitudinal Study

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Title: Task Engagement and Comprehensibility Development in Video-Mediated Intercultural Exchanges: A Longitudinal Study
Language: English
Authors: Yuka Akiyama (ORCID 0000-0002-2928-8533), Sachiko Nakamura, Takumi Uchihara, Kazuya Saito (ORCID 0000-0002-4718-2943)
Source: Foreign Language Annals. 2026 59(2):520-542.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 23
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, College Students, Second Language Learning, Japanese, International Educational Exchange, Video Technology, Videoconferencing, Sociolinguistics, Mutual Intelligibility, Discourse Analysis
Geographic Terms: United Kingdom, Japan
DOI: 10.1111/flan.70052
ISSN: 0015-718X
1944-9720
Abstract: Despite growing interest in task engagement, few studies have examined how it contributes to L2 development. This longitudinal study examined how task engagement related to gains in L2 Japanese comprehensibility among nine UK-based university students participating in a semester-long, video-mediated eTandem exchange with Japanese partners. Using 17 engagement indicators, we first provided a descriptive overview of associations between engagement and development. The strongest association was observed for Japanese partners' use of "cultural questions." Guided by these results, we then employed interactional sociolinguistics concepts to understand how cultural questions facilitated comprehensibility development. The discourse analysis revealed that cultural questions shifted interactional frames and footings (Goffman, 1974, 1981), prompting L2 learners to take extended turns and practice making their speech comprehensible. The findings highlight the value of qualitative perspectives in task engagement research, showing that L2 comprehensibility development emerges not only from learners' own engagement but also through their partners' interactive behaviors.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1508786
Database: ERIC
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  Data: Task Engagement and Comprehensibility Development in Video-Mediated Intercultural Exchanges: A Longitudinal Study
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  Data: <searchLink fieldCode="AR" term="%22Yuka+Akiyama%22">Yuka Akiyama</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2928-8533">0000-0002-2928-8533</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sachiko+Nakamura%22">Sachiko Nakamura</searchLink><br /><searchLink fieldCode="AR" term="%22Takumi+Uchihara%22">Takumi Uchihara</searchLink><br /><searchLink fieldCode="AR" term="%22Kazuya+Saito%22">Kazuya Saito</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4718-2943">0000-0002-4718-2943</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Foreign+Language+Annals%22"><i>Foreign Language Annals</i></searchLink>. 2026 59(2):520-542.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 23
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Japanese%22">Japanese</searchLink><br /><searchLink fieldCode="DE" term="%22International+Educational+Exchange%22">International Educational Exchange</searchLink><br /><searchLink fieldCode="DE" term="%22Video+Technology%22">Video Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Videoconferencing%22">Videoconferencing</searchLink><br /><searchLink fieldCode="DE" term="%22Sociolinguistics%22">Sociolinguistics</searchLink><br /><searchLink fieldCode="DE" term="%22Mutual+Intelligibility%22">Mutual Intelligibility</searchLink><br /><searchLink fieldCode="DE" term="%22Discourse+Analysis%22">Discourse Analysis</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22United+Kingdom%22">United Kingdom</searchLink><br /><searchLink fieldCode="DE" term="%22Japan%22">Japan</searchLink>
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  Data: 10.1111/flan.70052
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  Data: 0015-718X<br />1944-9720
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  Label: Abstract
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  Data: Despite growing interest in task engagement, few studies have examined how it contributes to L2 development. This longitudinal study examined how task engagement related to gains in L2 Japanese comprehensibility among nine UK-based university students participating in a semester-long, video-mediated eTandem exchange with Japanese partners. Using 17 engagement indicators, we first provided a descriptive overview of associations between engagement and development. The strongest association was observed for Japanese partners' use of "cultural questions." Guided by these results, we then employed interactional sociolinguistics concepts to understand how cultural questions facilitated comprehensibility development. The discourse analysis revealed that cultural questions shifted interactional frames and footings (Goffman, 1974, 1981), prompting L2 learners to take extended turns and practice making their speech comprehensible. The findings highlight the value of qualitative perspectives in task engagement research, showing that L2 comprehensibility development emerges not only from learners' own engagement but also through their partners' interactive behaviors.
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