How transactivity in learner group talk affects collective knowledge construction

McNair, Janine (2026) How transactivity in learner group talk affects collective knowledge construction. PhD thesis, University of Glasgow.

Abstract

This linguistic-based study aims to contribute to scholarship in the field of the learning sciences by investigating how collective knowledge construction (CKC) is affected by transactivity in spoken interaction among learners working in small groups. Data was collected for the study by audio recording spoken interaction among learners in an English for Academic Purposes (EAP) setting.

Following the work of Berkowitz and Gibbs (1983), Teasley (1997), Stahl (2006), and Van Heijst et al. (2019), transactivity is defined in the present study as the notion of relating to others by making one’s reasoning explicit and showing openness whilst engaged in epistemic interaction; i.e. speaking which aims to develop knowledge. This concept has been linked to collective knowledge construction in learning settings (Schwarz & Baker, 2017). In the present study, a conversation analysis-informed approach was applied with the objective of providing an understanding of how learners understand each other (Koschmann, 2011, p. 435) when engaged in spoken activity. The research framework is designed to examine the extent and nature of transactivity in the dataset of recorded group talk, and aims to find links between this and indicators of CKC in the data. CKC is measured in this qualitative study by focusing on the process of how participants develop ideas collectively during the discussion, rather than by conducting pre and post testing of learners’ knowledge.

The research questions in the present study address transactivity by breaking the construct down into three integral aspects: explicit reasoning, relationality among group speakers, and cognitive openness; which are explored individually and holistically. Following the parameters of conversation analysis, an examination of the sequencing of speakers’ turns allows the recorded group interaction to be considered from a deductive perspective to reveal how participants relate to each other by responding, questioning, challenging, or adding to each other’s points. Within that wider prism of turn construction, a micro level lens is placed on the data by identifying lexico-grammatical and prosodic linguistic features linked to transactivity. The findings from the data analysis show that although transactivity provides the linguistic mechanism for speakers to collectively construct knowledge, CKC is not guaranteed. Rather collective knowledge construction emerges when there are heightened levels of intersubjectivity. Such intersubjectivity is dependent on learner agency; whereby speakers engage with and develop each other’s ideas.

The present study crosses the disciplines of linguistics and education to address the question of what effective collaborative dialogue may look like (Weinberger & Fischer 2006), and to consider how it may be practiced in learning settings.

• Item Type: Thesis (PhD)
• Qualification Level: Doctoral
• Subjects: P Language and Literature > P Philology. Linguistics
• Colleges/Schools: College of Arts & Humanities > School of Critical Studies > English Language and Linguistics
• Supervisor's Name: Gayton, Dr. Angela and Bartlett, Professor Tom
• Date of Award: 2026
• Depositing User: Theses Team
• Unique ID: glathesis:2026-85855
• Copyright: Copyright of this thesis is held by the author.
• Date Deposited: 02 Apr 2026 12:37
• Last Modified: 02 Apr 2026 12:37
• Thesis DOI: 10.5525/gla.thesis.85855
• URI: https://theses.gla.ac.uk/id/eprint/85855