Reasons to be transactive when working in small groups

Abstract

A conversation analysis of interaction among small groups of English for Academic Purposes (EAP) students, revealed that more transactive discussion leads to the prolonged discussion of themes and the subsequent contribution and development of ideas. Transactive interaction entails speakers being explicit when reasoning their points of view; demonstrating relationality by picking up on other speakers’ points and showing openness towards other views. The contribution of new idea and the development of others’ ideas have been linked to effective collective knowledge construction (CKC) in the field of the learning sciences. The analysis revealed a link between the use of language and transactivity. For example, reporting structures such as “as you said” increase relationality among speakers, whilst hedging structures facilitate cognitive openness. These conclusions imply that EAP instructors should aim to raise awareness of the three central aspects of transactivity and select task formats which allow students to use these when engaged in group tasks.