The impact of task modality on language-related episodes in adult L2 learners' interaction

Abstract

Research on adult L2 interaction indicates that task modality affects language learning opportunities, with oral tasks prompting more focus on meaning and tasks involving a written component drawing more attention to form. However, no studies have compared these modalities using the same task. This preliminary study investigates the interaction of four dyads of pre-intermediate level Spanish EFL learners as they completed the same task in both oral and oral + written formats. The interactions were video recorded, transcribed, and analyzed for the nature and outcomes of language-related episodes (LREs). The findings revealed that adults were predominantly collaborative in both modalities, but the most prolific one was the task containing a written outcome.