Group Regulation Strategies in Online Synchronous Classes: A Study of Mexican Beginner EFL Learners
DOI:
https://doi.org/10.26817/16925777.2141Keywords:
Group regulation, sociocultural theory, online interaction analysis, EFL beginner learners, peer scaffolding, affective regulationAbstract
This study examined the group mediation and regulation of online A2-level English learners during synchronous speaking tasks without teacher assistance. Based on Vygotsky’s Sociocultural Theory, this study examined technology-mediated interaction and student agency among 15 pre-intermediate adult students at a Mexican university. Using Rico’s (2016) framework, nine Zoom sessions were transcribed and coded for regulation strategies. Results show Participation Structure Regulation (n = 44) and Laughter and Empathy (n = 43) are common, emphasizing social bonding and emotional safety in language use. A peer regulator role emerged as a strategy in response to Zoom breakout room constraints. The study also found that peer scaffolding can lead to linguistic errors from stronger students. These results suggest that breakout rooms are autonomous spaces where affective regulation is vital but requires targeted teacher feedback to avoid fossilizing errors.
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