Pretask modelling: Encouraging learning opportunities in collaborative tasks

Abstract

This study examined the effect of pretask modelling on the collaborative learning opportunities that arise when 30 Basque-Spanish bilingual learners of English as a foreign language (EFL) were engaged in two collaborative tasks: dictogloss and picture differences. The experimental group (n=16) watched videotaped models of collaborative pair interactions prior to the tasks, whereas the control group (n=14) did not receive pretask modelling. This study replicated the methodological approach in Kim and McDonough (2011), using the same pretest instrument, but instead of three, only two collaborative activities were carried out. The interaction between learners was analysed in terms of type and resolution of language-related episodes (LREs) and learners’ pair dynamics. Besides, task-modality differences in terms of LRE occurrence were also examined. Results indicated that learners who received pretask modelling produced and correctly solved more LREs than those who did not receive any model, although significant differences could not always be reported. They also featured more collaborative pair dynamics than learners not receiving any model and confirmed the existence of a task-type effect on the type of LRE production—dictogloss generated more form-focused LREs than the picture differences task—and on the outcome of LREs—more correctly resolved form-focused LREs in the dictogloss task.