TBLT and peer interaction beyond the traditional classroom: Exploring task engagement and its relationships with learners’ socioeconomic status

Previous research has offered valuable insights into second language (L2) learners’ engagement in task-based peer interaction but has mostly focused on traditional classrooms, limiting the generalizability of findings. Guided by Svalberg’s engagement model, this study expands task-based language teaching (TBLT) research by examining how Russian-speaking adults learning English outside academia engage in communicative tasks. Recognizing that L2 learning is influenced by broader sociodemographic factors, the study also examines how socioeconomic status (SES), an under-researched individual difference (ID), shapes this engagement. Thirty-two learners representing five SES categories completed three online tasks (picture differences, consensus, and conversation). Engagement was analyzed through the number, type, and resolution of language-related episodes (LREs) at the dyad level and through cognitive, affective, and social dimensions at the individual level. Most LREs focused on vocabulary (62% resolved correctly), with learners frequently showing enjoyment and responsiveness. Fewer LREs occurred during the scholarship task, likely due to limited authenticity. Lower-SES individuals showed reduced engagement when dyads had fewer shared experiences related to travel and similar topics. Although qualitative patterns suggested a relationship between SES and engagement, no significant correlations emerged. The findings demonstrate the potential of TBLT beyond traditional classrooms and highlight the importance of designing authentic, inclusive tasks.