THE EFFECT OF INTERACTIONAL STRATEGY TRAINING ON PEER COLLABORATION AND INTERACTION PATTERNS

Abstract

This study aims to examine the impact of interactional strategy training on dyadic interaction patterns during peer interaction. 28 undergraduate students between the ages of 18 and 22 participated in the study. The participants consisted of two groups: the experimental group, which received interactional strategy training, and the control group, which performed the same pair tasks as the experimental group but did not receive strategy training. The study employed a mixed-methods research design collecting quantitative and qualitative data through pre-, post- and delayed-post speaking tasks, self-evaluation forms, and semi-structured interviews. Transcripts of pre-, post-, and delayed-post tasks were analyzed to identify interaction patterns and enumerate the interaction strategies used by the dyads. Analysis of dyadic interaction reveals that training in interactional strategies improves the quality of peer interaction and leads to a shift from non-collaborative to collaborative interaction when performing pair tasks. Analysis of the self-evaluation forms and interviews shows that participants in the strategy group benefited greatly from the strategy training and gained a heightened awareness of their interactional behaviors. Participants also reported improvements in their fluency, interaction skills, strategy use, and affective states such as motivation, confidence, and self-esteem.

Keywords

• Interactional Strategies
• Patterns of interaction
• Peer interaction
• Collaborative interaction
• Strategy training

Etkileşimsel Strateji Eğitiminin Akran İşbirliği ve Etkileşim Kalıplarına Etkisi

Abstract

Bu çalışma, etkileşim stratejisi eğitiminin akran etkileşimi sırasında ikili etkileşim kalıpları üzerindeki etkisini incelemeyi amaçlamaktadır. Araştırmaya 18-22 yaş arası 28 lisans öğrencisi katılmıştır. Katılımcılar etkileşimsel strateji eğitimi alan deney grubu ve deney grubu ile aynı konuşma aktivitelerini yapan ancak strateji eğitimi almayan kontrol grubu olmak üzere iki gruptan oluşmuştur. Çalışmada, ön test, son test ve geciktirilmiş son test, öz değerlendirme formları ve yarı yapılandırılmış görüşmeler yoluyla nicel ve nitel verileri toplayan karma yöntemli bir araştırma tasarımı kullanmıştır. Etkileşim kalıplarını ve ikili gruplar tarafından kullanılan etkileşim stratejilerini belirlemek için ön, son ve geciktirilmiş konuşma aktivitelerinin transkriptleri analiz edildi. İkili etkileşimin analizi, etkileşim stratejileri eğitiminin akran etkileşiminin kalitesini iyileştirdiğini ve ikili aktivitelerde işbirlikçi olmayan etkileşimden, işbirlikçi etkileşime geçişi kolaylaştırdığını ortaya koymaktadır. Öz-değerlendirme formlarının ve görüşmelerin analizi, strateji grubundaki katılımcıların strateji eğitiminden büyük ölçüde yararlandığını ve etkileşimsel iletişim konusunda artan bir farkındalık kazandığını göstermektedir. Katılımcılar ayrıca akıcılıklarında, etkileşim becerilerinde, strateji kullanımlarında ve motivasyon, güven ve benlik saygısı gibi duygusal durumlarında da iyileşmeler bildirmektedirler.

Keywords

• Etkileşim Stratejileri
• Etkileşim Modelleri
• Akran etkileşimi
• İşbirlikçi etkileşim
• Strateji eğitimi

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