Turn-Usurping in Dialogic Collaborative Problem Solving

Abstract

Dialogic collaborative problem solving (D-CPS) emphasizes the equal rights of group members. Turn-usurping is one approach of turn-taking where a student usurps the floor which has been offered to another person by the last speaker. It reflects speaker’s strong agency in seeking for participation opportunities and hasn’t been fully explored in literature. The present explorative study adopted a mixed-method approach to examine major features and functions of turn-usurping in D-CPS. Participants were 168 primary school students who were assigned into 42 four-person groups to solve three open-process mathematical problems. Results showed that turn usurpers tended to have low intellectual status, low confidence in mathematics and high social anxiety. Turn-usurping had positive impact on maintaining participation equity and moving forward and complexifying group discussions. The findings suggested that it is practically meaningful to promote an equitable interaction environment where each member is encouraged to freely jump in.