The role of the language of interaction and translanguaging on attention to interactional feedback in virtual exchanges

This study sets out to examine learner-learner oral interaction during a task-based virtual exchange carried online using video-based SCMC among 32 English and Spanish foreign language learners from two different universities. The video-recordings of three tasks in which took part pairs were analyzed identify, transcribe, code related episodes. These divided into episodes entirely Spanish, or by combining the use languages resulting originally started but exhibited translanguaging. aim was identify language-combination mode that more effective eliciting interactional feedback modified output thus aiding L2 development. results indicated slightly explicit corrective contained significantly output. presence translanguaging had statistically significant effect on amount Spanish. findings suggest may act as default when focus attention an task switches point exchanges has implications for