Teacher Intervention and Task Transformation in Video-Mediated L2 Role-Play
SAGE Open, cilt.16, sa.3, 2026 (SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 16 Sayı: 3
- Basım Tarihi: 2026
- Doi Numarası: 10.1177/21582440261488390
- Dergi Adı: SAGE Open
- Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, EBSCO Education Source, Education Abstracts, ERIC (Education Resources Information Center), Directory of Open Access Journals, Academic Search Ultimate (EBSCO), Social Science Premium Collection (ProQuest), Education Source Ultimate (EBSCO)
- Anahtar Kelimeler: conversation analysis, role-play, task transformation, task-as-workplan, teacher intervention, video-mediated classroom interaction
- Yıldız Teknik Üniversitesi Adresli: Evet
Özet
This single-case study examines how teacher intervention reshapes a scripted role-play in a video-mediated Turkish-as-a-foreign-language classroom. While role-play is commonly treated as a pedagogical technique for improving speaking practice and communicative competence, less attention has been paid to how the activity itself changes as participants and teachers interact in real time. Drawing on Conversation Analysis (CA) and the distinction between task-as-workplan and task-in-process, the study analyzes one focal eight-minute role-play that begins as a restaurant job interview simulation between an employer and a job applicant. Using screen-recorded classroom interaction from an online intermediate-level Turkish class, the analysis traces how the activity progressively transforms from a scripted hiring task into teacher-supported bargaining, from bargaining into family-obligation justification, from there into a labor-rights and legitimacy discussion, and finally into a negotiated contract settlement. The findings show that, in this focal episode, teacher intervention does not primarily function as repair of a linguistic trouble, but as interactional redesign: the teacher repeatedly redefines the next relevant action, resists premature sequence closure, and reprojects the trajectory of the task. At the same time, learners do not simply follow these projections; they reshape them through delay, reformulation, and account production. The study argues that instructional role-play should be understood not as the straightforward enactment of a predesigned task, but as an emergent institutional event collaboratively produced through interaction. The findings contribute to research on role-play, classroom interaction, and video-mediated L2 pedagogy by showing how pedagogical tasks may be interactionally re-authored in real time within a specific instructional ecology.