**2. Overview of the study**

This study is divided into six chapters. Chapter one briefly considers learning in sociocultural theory, explores the aims and objectives of the study, and provides an overview of the study. Chapter two critically reviews the relevant literature on learners' interaction, synchronous online learning and learners' interaction in breakout rooms on the Zoom platform. Chapter three discuss the methodology taken for this research. Chapter four presents the findings of this research. Chapter five discusses the findings in more detail and in relation too previous research. Chapter 6 will give a conclusion of this research.

### **3. Motivation for the study**

This study has its roots in my personal experience, I have been studying and teaching during the global pandemic using the Zoom online conference to deliver and attend lessons; therefore, I understand what learners and teachers feel and the challenges that may face during SOL. Doing this research fulfils my desire to increase my understanding and awareness of why such challenges arise and how can teachers overcome these challenges to create space for learner's interaction. It should also serve to improve my teaching abilities during SOL, once I complete my university degree and take on the role of a lecturer of Applied linguistics and TESOL at a university.

#### **3.1 Interactional competence**

Interactional competence has gained attention by many authors [12–19]. Chomsky defines the idea of competence as the native speaker's knowledge of his language. His definition neglects the importance of studying language in its social context, which goes against the view of sociolinguists. Chomsky's idea has been criticised by many authors, Hymes [20], opposed that competence does not only refer to an individual knowledge but also how an individual uses the language in social contexts. Interactional competence has influenced the development of language learning and teaching, in terms of pedagogical and socio-political development. One of those influences is the language learning and teaching focus is going beyond the grammatical competence by integrating a conversational component in language testing. This influence has been caused by the placement of the direct method and the reform movement that was used alongside the grammar translation method in 1880s. The direct method had a focus on oral fluency whereas the reform movement had a focus on pronunciation.

In light of the influence and Hymes idea of interactional competence. Interactional competence can be defined as the speaker's ability of expressing their ideas and achieving understanding. Walsh [21] suggests that some learners both ether native or non-native speakers face difficulties in conveying the simplest meaning. This is caused due to the great emphasise on the accuracy, fluency and appropriate linguistics forms of learners produced speech by teachers.

#### **3.2 Classroom interactional competence**

Conceptualisation of classroom interactional competence (CIC) "is the ability for teachers and learners to use interaction as a tool for mediating and assisting learning" [9]. This means the CIC method places interaction at the centre of learning. The main aim of CIC is to help both teachers and learners to enhance CIC. Also, to produce classrooms which are more dialogic [9], Walsh [9, 21] believes that teachers have different levels of CIC and he emphasis that the different level of CIC is not determined by the language level of the speaker. CIC is measured by looking at how good teachers can manage interaction to maximise students' learners learning opportunity. In fact a research by Walsh and Li [10] show that teachers can create space for learning by shaping their language and using strategies such as scaffolding, clarifying and summarising.

Previous studies have shown an effect on learners' participation from teachers talk [22]. Walsh [22] analysed transcripts, which showed the ways teachers can construct and obstruct learners' participation by their use of language. For example, using strategies such as scaffolding and seeking for clarification are ways that can construct learning. Meanwhile, filling in the gaps for learners' participation without using the strategy of wait time, can obstruct learning. In fact, the use of wait time has shown a great advantage on learners' learning opportunities. Yaqubi and Rokni [23] have explored the effect of using wait time on learners' participation, the results showed that limited wait time affects negatively as the results show that teachers end up

filling in the gaps and from Walsh [22] it can be seen as a strategy that obstruct learning opportunities for learners.

Shaping learners' contribution influences learners' participation in different ways. Firstly, when teachers shape learners' participation to make it more meaningful and understandable has an effect on other learners. By making sure they understand what other learners are trying to say, which makes them exposed to meaningful input and they have the opportunity to interact and reply to other learners' participation. Secondly, teachers shaping learners' participation helps learners to use appropriate interactional strategies to say what they are trying to say [9, 21].

CIC is not only seen to be use by teachers but also learners in class and in small group discussion [24, 25]. Sert and Walsh [25] research explored learners' development of CIC in the language classroom. Their findings suggest that learners' use "I don't know" to express insufficient knowledge in the classroom. But the question is while teachers are monitoring small groups do they use CIC and what effect does it have on small group work. As this research is looking at small groups in SOL, it is worth looking at how CIC look like in breakout rooms, especially when teachers enter the breakout room to monitor.

#### **3.3 Interaction and collaboration between learners**

The role of learners' interaction Collaboration has been greatly researched in language learning. Most research has demonstrated the benefits of cooperating learners' interaction and collaboration in the classroom. The findings of this research also suggest that such collaboration between learners achieves in deeper learning, better grades, longer retention of information, greater communication and teamwork skills, and a better understanding of the professional environment in which students will work [26]. However, Others have observed that students in online classroom context, often have difficulties coordinating their interactions and achieving the benefits of peer collaborative learning [27, 28]. Hence, to achieve the benefits of peer collaborative learning, instructors must create an effective classroom structure for teamwork. This challenge, of how to design synchronous video-based breakout room student interaction, is especially acute since, in this type of breakout room environment, the instructor may not be able to actively monitor all the breakout rooms at the same time. In the face-to-face classroom, an instructor can more easily observe, at least at a high level, all the team interactions at once.

Moreover, the proficiency of learners' language can influence student's interaction. As this study is focusing on international university students and their interaction during small groups, international non-native students will be interacting with native students. This could be an overwhelming experience for international students, which could also cause language anxiety. Pervious research has looked at non-native speakers (NNS) and native speakers (NS) interaction during small groups. One key finding suggests that due to NNS language proficiency, NNS do not feel comfortable contributing to group work discussion. As one student mentioned in Martine [29] research.

"Language ability is important for overseas students. Sometimes I cannot talk all of my ideas because of limited vocabulary or something. Even though we want to join the group, but cannot talk all opinions, just some of them. Understand yes but the language is the big problem." (Cited from [29], p. 14).

There are other factors that have an influence on NNS low contribution, such as how other culture's view silence in discussions. According to Martine [29] silence in some NNS students' cultures is valued. In addition, for some Asian students' disagreement

#### *Students' Interaction in Breakout Rooms DOI: http://dx.doi.org/10.5772/intechopen.108184*

in discussion is not acceptable [29–31]. However according to Martine [29] findings NS regard disagreements is regarded as part of discussions in the western classroom.

Subject knowledge is also an aspect that has an influence on NNS contribution. As Martine [29] claims NNS think that they are less knowledgeable about teaching English than NS do. However, the findings suggest that NS that have participated in the research only know one language, which is their native language therefore they have not been through the second language learning process. This had had an influence on NS participation in the discussion, as some of the questions were about second language learning context [29].

But the results of this research may not be entirely reliable as the questions used in the individual interview included guided questions such as "At CELS did you ever feel uncomfortable working in groups that were a combination of non-native English speaking teacher/learners and native English speaking teacher/learners?" here in this question the participant will feel the need agreeing to the question but if the question was reformatted into "how did you feel at CELS when working In a group of NS and NNS? " the participants will not only share their true feelings but also respond with a longer response giving the researcher quality data to work with, which could also generate new findings.

#### **3.4 Synchronous online learning**

This section reviews the literature related to synchronous online learning. As due to COVID-19 learning has been shifted to full Synchronous online learning. This had many advantages, such as the ability for learners to study at universities abroad at Face-to-face courses, without the need to travel to the country. This has helped not only international students but also home students to save on travel expenses. Another advantage for teachers, it offered more teaching job roles at different countries. On the other hand, there is also literature that reported challenges of synchronous online learning, which will be reviewed later in this chapter.

#### *3.4.1 The ZOOM video conference system*

Before looking at the challenges of SOL, a background information on the Zoom video conference system will be discussed here. Zoom includes many features, which makes it more appealing to education organisations and teachers. It in fact has been widely used by teachers and many education organisations during the emergency global pandemic. These features will be looked at in more detail below.

Screen share and annotation tools are one of the features that zoom provide. This feature makes it easy for teachers to share websites, videos or documents such as PowerPoint slides and be able to highlight or write on the slides using the annotation tools. It also includes a whiteboard. Other features such as polling system that can be created before the lesson or during the lesson is also included. Teachers can use this feature to test students understanding or to use it as a voting system. Zoom also includes a chat box feature, where participants can send text, files or pictures to each other either privately or to the whole group. In terms of location privacy, Zoom includes a feature to hide participants background by using a virtual background. In addition, Zoom includes features to record lessons for teachers to upload or send to students for future reference [32].

A main feature of Zoom that this research will specifically explore in depth is breakout rooms. This feature allows teachers to divide students into small groups, which is similar to the traditional PiP Small group work. Teachers give students a

task to complete or a discussion to discuss in their small groups in their breakout rooms. The teacher can their set a time earlier for the breakout room or ends it when she wants with a 60 second notice to students that they will be send back after the 60 seconds. During the breakout room students can call their teacher into their breakout room if they need help. All of these features make Zoom a popular choice for educational organisation and teachers. However, recent research on Zoom and education during Covid-19 mainly focus on English language learning. But not much research looked at university level international student. However, the findings of previous research can apply to this research context, as both contexts include nonnative speakers of English that have or is experienced language learning.

#### *3.4.2 The challenges of synchronous online learning*

Multiple recent studies have explored the online environment of the emergency remote learning due to the global pandemic. In Nambiar [33] study reports that more than 60% of the student beliefs that there is lack of interaction in Online classes. Their overall perception of online perception is negative. 87.1% of the students prefer traditional classroom over the online classroom. Previous research also supports this claim of lack of interaction in SOL [34–37], which they believe results in lack of community. To develop and enhance interaction in SOL, it is important to first study the relationship between SOL and learners experience. Exploring students' and teachers' perspectives, the challenges and learners' achievement and engagements during SOL. Previous studies explored this relationship and have concluded with both positive and negative effects [38–41].

The challenges that were reported were issues related to technical problems, internet connection, time, monitoring, task type and facilitating learners' interaction in SOL [40, 42]. Moorhouse et al. [40] looked at teachers challenges during SOL, one of the teachers in the research raised the issue of connectivity for Chinese students as not all Chinese students have access to VPN (virtual private networks) and that causes the issue of suddenly signing them off Zoom, which could interrupt the lesson [40]. This problem could also affect the learners' interaction in breakout rooms, because usually in breakout rooms usually it is a small group consists of 2 or 3 students and if only one student has good connectivity, then this could prevent effective interaction among learners. This is supported by one of the responses from McBrien et al. [42] research, describing the interaction in breakout rooms as constrained because of the issue of getting "kicked off" as well as microphone troubles.

Kohnke and Moorhouse [43] findings suggests that learners' interaction during Zoom progress slower and tend to be difficult for teachers to monitor as they can only monitor one group at once. Teachers cannot solve this issue by extending class time, because teachers need to be aware of screen time for learners, as extensive period in front of the screen can be tiring for learners [40]. In fact, previous researchers have introduced the term "Zoom fatigue" to describe the experience of tiredness or anxiety that extended SOL results in ([44], p. 437). To overcome this issue teachers should give breaks in between for learners. Because findings from Zhang [45] research suggests that learners face challenges to focus on lessons, Zhang [45] suggests that there is many possible justifications for this; firstly the extensive hours spent in front of the screen, secondly the technical problems learners face that may distract them as well as the awkward new experience there are encountering by speaking to students through a screens [45]. In addition, sometimes students are forced to speak to blank screens as some learners have their cameras off. Learners

may have also never met their classmates, which makes it more difficult for them to visualise their classmate and interact with them.

#### **3.5 Facilitating learners' interaction in SOL**

Synchronous online lessons are mostly concerned with the relationship between the learner and the material to be learned. However well-designed effective learners' interactions should be focused on. As an early research that was conducted by Soo and Bonk [46] on distance education suggests that learner-learner interaction is the more prominent type of interaction in distance education. The research asked three questions to eight experts in distance education. The questions were focused on the types of interaction, the first question asked which type of interaction is necessary for learning online. The second question asked the experts to order the type of interaction from important to least and the last question was asking for their justification behind their ranking. The findings suggest that learner-learner interaction is important, however the experts believed that asynchronous learner-learner interaction is more important than synchronous. Their reason is that learners chose distance learning because of their busy schedule therefore interacting asynchronously is more continent for distance education learners. However, this may not apply to learners who originally applied for present in person (PIP) courses, but due to the global pandemic they were forced to move online. But for students in different countries who experience issues of inconvenient class times due to the different time zones, than asynchronous interaction could be more convenient.

However, some studies argued that synchronous online lessons discussions have more benefits [47] as they provide a sense of immediacy, where learners can share their opinions and get feedback from each other in real time. Rinekso and Muslim [48] findings suggest that one of the reasons that learners preferred synchronous live discussions, is because they felt more as part of a community, and they were able to share emotional expressions and support to each other. In addition, learners agreed that synchronous discussions made them more active and motivated to follow the discussions. But they did have issues regarding internet connections and misunderstanding of instructions and tasks.

Furthermore Sutherland-Smith [49] suggested that online interactions elevate students' cognitive skills, and it encourages higher order critical thinking skills. This is an important skill for university level students, which could be difficult for second language learners to be critical thinkers in another language.

#### **3.6 Breakout rooms**

Teachers has used breakout rooms as a way for creating space for learners' interaction. As opportunities for learners 'interaction seems to be missing from most SOL. As well as this sense of community, which is often taken for granted in face-to-face classes.

The use of online breakout rooms is a new and recent feature teacher were forced into using due to the online shift. Therefore, research specifically focusing on this is still limited. However, a student who have experienced the use of breakout rooms during COVID-19 has shared her perception of breakout rooms in a blog. Whear [50] mentioned that the task given to them to complete in breakout rooms were a set of question that they had to complete in groups, which for her and her classmates seemed a "boring" task that did not help enhance their interaction in the breakout rooms. This suggests that the type of task has an influence on learners' interaction.

The question here is what type of task helps in enhancing their interaction in breakout rooms. Also is interaction only affected by the task type or are there other aspects affects this. An issue that has been mentioned by Whear [50] that could also have influenced learners' interaction, is that most students that are studying during the global pandemic did not have the chance to meet their classmates face to face. Therefore, it was difficult for them to speak to each other.

Previous research has reported positive effect of the use of breakout rooms in encouraging learners' interaction and cooperation. Mohamed [51] conducted a research in Emirates on the context of English language learning. Mohamed's researchers highlight the extensive responsibilities that teacher have in online classroom. They need to be aware of the difficulties they will face by monitoring group work, as they will need to move around all breakout rooms. They also need to think of ways to provide feedback to learners. Students review in Mohamed [51] research were in favour of the use breakout rooms. They believed that it improves small group work activities gives opportunity for peer interaction.

However, Mohamed [51] highlights that it is important for teachers to be aware of the challenges they may face during SOL. He advices teachers to familiarise themselves with zoom affordances and be prepared for any technical issues that may arise. He suggests to teachers some tips to improve their practice of breakout rooms during SOL (see **Figure 1**).

There have also been other studies in different contexts other than English language teaching, that have looked at the use of breakout rooms.

For example, Greyling and Ahmad [52] highlight the importance of providing sufficient structure and monitoring of breakout room activities. Cavinato et al. [53] indicate that although breakout rooms have many advantages, it can be difficult for students to share answers to questions together, and conversations may progress more slowly in comparison to traditional classroom activities. Another limitation noted is that the instructor can only assist one group at a time, which can be problematic for struggling students or those who are not staying on task. Instructors must ensure that students are adequately prepared for activities once they go into the breakout room since the instructor is limited to posting short Zoom announcements to further clarify or explain assignments.

During the global pandemic universities have shared an online guide on how to use Zoom for SOL for both teachers and students that included the use of breakout rooms. Newcastle University [54] the guide emphasised for teachers to give and present to learner's clear instructions. As well as presenting them with what they expect from


**Figure 1.** *Tips for breakout rooms.* *Students' Interaction in Breakout Rooms DOI: http://dx.doi.org/10.5772/intechopen.108184*

students. They advised teachers to assign roles for learners for breakout rooms. They have highlighted the importance of adopting an active learning type of lessons to ensure learners participate in classroom and gain similar results as in PIP lessons.

Learners' participation in small group discussion is important, especially in an online environment, where learners are put in breakout rooms and teacher monitors only one breakout room at a time. Whereas in a PIP classroom teacher can monitor all the groups from far at the same time. Lee [55] explored learners' perceptions on their experience of using breakout rooms during COVID-19. Students recommended the need of a software update, which enables teachers to view all breakout rooms at the same time. Another recommendation from students is the need of teachers to assign roles and to encourage students to participate. As some students reported that sometimes students do not engage in the task and participate in the interaction [55].
