Breakout-Sessions als interaktionale (Frei-)Räume für Lernende im DaF-Unterricht Olga Czyzak Julia Feike Mi-Young Lee Tatsuya Ohta Marco Raindl collaboration aufgabenbasierter Unterricht breakout session Online-Interaktion Breakout-Session Usage-based Learning Usage-based Learning Kollaboration online interaction Task-based Language Teaching and Learning 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. Philipps-Universität Marburg Marburg Deutschhausstraße 9, 35037 Marburg 2024 2024-09-24 2024-09-25 Text article urn:nbn:de:hebis:04-0009-2024-315-86865 ger 3101186-X 4 1 (2024) 1 https://journals.uni-marburg.de/ziaf/article/download/8686/8435 10.17192/ziaf.2024.4.1.8686 https://journals.uni-marburg.de/0009/2024/315/8686