10.17192/ziaf.2024.4.1.8686 Czyzak, Olga Olga Czyzak Feike, Julia Julia Feike Lee, Mi-Young Mi-Young Lee Ohta, Tatsuya Tatsuya Ohta Raindl, Marco Marco Raindl Breakout-Sessions als interaktionale (Frei-)Räume für Lernende im DaF-Unterricht Zeitschrift für Interaktionsforschung in DaFZ : Vol 4 No 1 (2024) Philipps-Universität Marburg 2024 collaboration aufgabenbasierter Unterricht breakout session Online-Interaktion Breakout-Session Usage-based Learning Usage-based Learning Kollaboration online interaction Task-based Language Teaching and Learning 2024-09-25 2024-09-24 de JournalArticle https://journals.uni-marburg.de/0009/2024/315/8686 urn:nbn:de:hebis:04-0009-2024-315-86865 https://doi.org/10.17192/ziaf.2024.4.1 https://journals.uni-marburg.de/0009/2024/315/8686/8686.png 2750-249X application/pdf This paper presents initial results from an international study on peer interaction in breakout sessions in a virtual classroom setting. Students in a German as a foreign or second language program at a university in Germany design a digital learning environment as part of an A2-level German course for university students from Japan, Korea, and Taiwan, in which task-based stimuli are used to initiate interactions between learners with as little teacher-control as possible. This creates opportunities for the learners to engage with complex content and to focus on meaningful, near-real-life negotiations. The study centers on the comparison of two parallel group work sessions and analyzes how the group members negotiate, establish, and organize their joint approach. 2750-249X Zeitschrift für Interaktionsforschung in DaFZ Vol 4 No 1 (2024)