JoLIE 9:2/2016

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THE EFFECT OF ANALYSING SELF-TRANSCRIPTIONS ON LEARNERS’ INTERACTIONAL SKILLS

Tomasz Róg

Stanisław Staszic University of Applied Sciences in Piła

Abstract

This article presents a study of using self-transcriptions for developing interactional skills among a group of 17 Polish EFL learners. Interviews regarding their reflections on the use of self-transcriptions in a foreign language classroom were analysed with recourse to learners’ development of interactional competence, i.e. the ability to take part in conversational exchanges with their peers. Results include a qualitative analysis of learners’ comments to five questions. The findings indicate that a clear majority of learners found analysing self-transcriptions a great tool for raising their language awareness, denoting primarily the ability to spot one’s own errors, therefore improving the form of their interactions. Yet, the respondents admitted facing considerable challenges with regards to topic selection, vocabulary retrieval in one-to-one conversations and the difficulties stemming from the time-pressure of sustaining on-line interactions.

Key words: Interaction; Self-transcriptions; Foreign language; Classroom research.

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How to cite this article: Róg, T. (2016). The effect of analyzing self-transcription on learners’ interactional skills. Journal of Linguistic and Intercultural Education – JoLIE, 9(2), 161-176. DOI: https://doi.org/10.29302/jolie.2016.9.2.13

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