Hazleena BaharunHaliza HarunHazlina AbdullahZulkarnin ZakariaZarina Ashikin ZakariaNoor Saazai Mat Saad2024-05-302024-05-302023Baharun, H., Harun, H., Abdullah, H., Zakaria, Z., Zakaria, Z. A., & Mat Saad, N. S. (2023). Task-Based Language Teaching (TBLT): Exploring EFL Learners Peer Interaction Engagement : Pengajaran Bahasa Berasaskan Tugasan (TBLT): Meneroka penglibatan interaksi rakan sebaya pelajar EFL. Sains Insani, 8(1), 124-133. Retrieved from https://sainsinsani.usim.edu.my/index.php/sainsinsani/article/view/4670127-787110.33102/jsihttps://sainsinsani.usim.edu.my/index.php/sainsinsani/article/view/467/292https://oarep.usim.edu.my/handle/123456789/15256VOL. 8 NO. 1 Page (124-133)This study aimed to explore peer group interaction of learners when engaged in collaborative tasks. Eighteen gifted EFL learners aged 14 from an intact class were the participants of the study. The learners were grouped in groups of three and their oral interactions when they engaged in given collaborative tasks taken from their textbook were audio-recorded and transcribed verbatim. Focusing on the dynamics of peer group interaction and learning, this study used a descriptive system of analysis of peer group interaction to analyse the kinds of peer group interactions generated by the participants as they approached and processed the collaborative tasks given to them. Two main dimensions - cognitive processing and social processing - were explored. The qualitative analysis of the recorded interaction revealed that the learner interactions of the participants were very exploratory in nature when they approached and processed the tasks. This exploratory nature of the learner interactions was very much characterised by intensive negotiation. They were also highly argumentative yet collaborative. The article concludes with a discussion on pedagogical implications generated from these findings.en-USpeer interaction, TBLT, collaborative tasks, negotiationArticle12413381