Developing EFL Learners’ Interactional Competence through Discursive Practice: A Longitudinal Classroom Study Using Mixed Methods

Although studies on L2 IC through discursive practice have gained prominence, little is known about pedagogical steps to develop (Hall, et al., 2011; van Compernolle, 2015; Young, 2009, 2011, 2019), especially in the language classroom. More recently, Salaberry and Kunitz (2019) claim that “only a few attempts been made bridge gap between research with regard teaching of classroom” (p. 1). Moreover, very longitudinal were conducted investigate how learners adapt interactional resources they developed participants new context classroom (Pekarek Doehler, Wagner, & Gonzalez-Martinez, 2018, 2009). Through mixed methods analyses, including recordings, interviews, self-evaluation, performance evaluation speaking data, this study delineates Japanese university students an EFL setting went three stages (peripheral participation, active full participation) their IC. Consequently, identified four implement curriculum