Learners’ self-transcriptions for improving classroom interaction
Learners’ self-transcriptions for improving classroom interaction

Summary/Abstract: The joint nature of language learning has been increasingly recognized in recent years and it is now a truism to say that foreign language acquisition is notably dependent on learners’ participation in peer interaction. Classroom interaction creates opportunities not only for language practice but also for language learning. Therefore, peer interaction occupies one of the central positions in the process of language acquisition. The study reported in this paper describes how learners’ self-transcriptions of speaking activities engaged them in the negotiation of form and meaning and, consequently, improved the quality of their interactions. The results point to high educational value of using self-transcriptions, which, among others, allowed learners to use their second language (L2) resources for self-correction, encouraged them to improve their production and created many learning opportunities. Based on these findings, some classroom implications are offered.

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