A1 Journal article (refereed)
Multimodal blame attributions in technology-supported peer interaction (2024)

Vänttinen, M., & Kääntä, L. (2024). Multimodal blame attributions in technology-supported peer interaction. Classroom Discourse, Early online. https://doi.org/10.1080/19463014.2023.2292361

JYU authors or editors

Publication details

All authors or editors: Vänttinen, Minttu; Kääntä, Leila

Journal or series: Classroom Discourse

ISSN: 1946-3014

eISSN: 1946-3022

Publication year: 2024

Publication date: 12/01/2024

Volume: Early online

Publisher: Taylor & Francis

Publication country: United Kingdom

Publication language: English

DOI: https://doi.org/10.1080/19463014.2023.2292361

Publication open access: Openly available

Publication channel open access: Partially open access channel

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/92936

Abstract

This study investigates the multimodal construction of blame attributions in peer interaction during digital tasks in English as a Foreign Language classrooms. Drawing on multimodal conversation analysis (CA), we examine how the force of blamings is manifested in and through the variety of resources used, and the role of digital devices in the emergence and resolution of blaming sequences. The analysis shows that children’s blame attributions can be bold and involve a lamination of several multimodal resources, often without an explicit verbal formulation. Additionally, participants may build on the actions of the digital application to allocate blame, using the affordances of the technology to avoid direct verbal attributions. The study thus elaborates on the sequential structure of blamings and highlights their context-bound and multimodal nature. It contributes to research on multimodality in technology-supported classroom interactions, shedding light on the merging of the embodied and the digital in action formation.

Keywords: classroom work; conversation analysis; linguistic interaction; multimodality

Free keywords: blame attributions; multimodal conversation analysis; classroom interaction; peer interaction; technology-supported tasks

Contributing organizations

Ministry reporting: Yes

VIRTA submission year: 2024

Preliminary JUFO rating: 2