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image of Appraisal resource alignment in the iterative audiovisual-based speaking continuation tasks
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Abstract

Iterative audiovisual-based speaking continuation (ABSC) tasks involve multiple rounds of video-watching and speaking on a consistent topic, providing learners with opportunities to encounter varied vocabulary and contextualized usage. The system (Martin & White, 2005) serves as an important language resource to express attitudes and mediate interpersonal relations. This study examined the alignment effects of ABSC tasks on resources by a Chinese EFL learner engaged in 33 rounds of ABSC tasks across 10 topics. Findings revealed that the EFL learner’s resources showed significant differences from the video inputs, mainly in the and systems, indicating difficulties in effectively aligning with these resources during the tasks. Throughout the longitudinal completion of multi-turn ABSC tasks, the EFL learner presented a fluctuating process of resource alignment, with limited alignment in early and middle phases and increased alignment in the later phase, reflecting the complex and developmental nature of resource alignment in continuation tasks. Notably, multiple methods were used in this process to facilitate such alignment, including video re-watching, self-motivation, and goal-setting. The pedagogical implications of integrating ABSC tasks to optimize resource utilization are also discussed.

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2026-05-19
2026-06-07

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/content/journals/10.1075/aral.25098.zho
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Appraisal resource alignment in the iterative audiovisual-based speaking continuation tasks
John Benjamins ; https://doi.org/10.1075/aral.25098.zho
/content/journals/10.1075/aral.25098.zho
/content/journals/10.1075/aral.25098.zho
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  • Article Type: Research Article
Keywords: iterative audiovisual-based speaking continuation tasks ; appraisal system ; alignment

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