Analysing l2 learners' interactions in group discussions

Abstract

Determining membership in group discussions has not gained much attention than it deserves. This study sets out to examine L2 learners’ oral interactions in group discussions in answer to two research questions, namely: (1) Are there differences in the performance of the High, Intermediate and Mixed Ability groups when engaged in group discussions; and (2) What are the revealing differences in the oral interactions of the High, Intermediate and Mixed Ability groups? Three groups of four, of varying levels of language ability were chosen by purposeful sampling for the study. The sample were first semester First Year students undergoing diploma courses in a private polytechnic off the east coast of West Malaysia, in which English is taken as a compulsory subject. The instruments used were a common Group Discussion Test and a Group Discussion Scoring Guide. The sample was given five minutes preparatory time and ten minutes to engage in a discussion. The group discussions were recorded and then transcribed. Results show that participants of same language ability performed better than those who were placed in a mixed ability group. Additionally, the Mixed Ability group did not exhibit more turn taking and longer stretches of utterance nor show better ability to ask for opinion or express agreement and disagreement to opinions. Implications for setting strategies for teaching-learning and testing for better learner interactions in group discussions may be drawn from the study.