TRUN- TAKING MECHANISMS IN ENGLISH LANGUAGE CLASSROOM GROUP WORK ACTIVITIES

Abstract

The research examines the types and organization of repair strategies used in student-student interactions during English speaking activities, focusing on how these strategies contribute to communicative competence in English as a Foreign Language (EFL) contexts. The study uses a qualitative approach grounded in Conversation Analysis (CA), analyzing naturally occurring dialogues among university-level EFL learners. Participants were selected through purposive sampling and engaged in structured speaking tasks designed to encourage spontaneous peer interactions. Data collection involved audio recordings of these interactions, which were transcribed verbatim to capture linguistic features such as pauses, repetitions, hesitations, and reformulations. The analysis revealed two main types of repair: self-initiated and other-initiated. Self-repair emerged as the dominant strategy, involving rephrasing, hesitation, and repetition, reflecting learners' cognitive engagement and active monitoring of language output. Other-initiated repair, although less frequent, highlighted the collaborative nature of peer discourse through clarification requests and content-related questions. This study’s novelty lies in its focus on peer-to-peer interactions, offering a learner-centered perspective often overlooked in teacher-led studies. The findings emphasize that repair strategies are not merely corrective actions but essential for co-constructing meaning, enhancing linguistic fluency, and fostering sociopragmatic awareness. The study has significant implications for global language education, suggesting that peer-based speaking activities can promote autonomous language use, encourage collaboration, and improve communicative competence. Future research should explore how variables such as cultural background, language proficiency, and digital platforms influence the development and use of repair strategies in diverse EFL settings.