Authors:

Jagdish Joshi, Winnie Mwaipaja

Abstract:

In question-answer adjacency pairs, a question is expected to be followed by an answer. But how the pairs are structured as a means of enhancing comprehension during group discussions remains unexplored. This research examines the influence of question-answer adjacency pairs on enhancing knowledge and comprehension among university students in Tanzania during group discussions. The research uses observation tools to collect data from four groups, totaling 43 participants (n=43), and analyzes the data using conversation analysis methods. The results are twofold: the preferred and dispreferred responses can be influenced by knowledge of the topic under discussion, and strategies such as engagement, confirmation, and requests have been used by both lecturers and students to assist in the co-construction of knowledge, to enhance understanding abilities, and to promote communication skills such as speaking and listening. Regarding these results, the study suggests that a question-answer adjacency pair is mostly operated through interaction. It is important to promote speaking and listening communication skills in face-to-face interactions, particularly group discussions, alongside writing and reading skills. Speaking abilities are also crucial in the co-construction of knowledge; therefore, they should be encouraged.

Keywords:

Adjacency pairs, Conversation analysis, Group discussion, Tanzanian universities 

Vol & Issue:

VOL.17, ISSUE No.1, March 2025