This study examines collaborative social interaction in online synchronous group discussions among Iraqi undergraduate learners. The study has been conducted to address a critical gap in previous research, which often relies on quantitative metrics such as word count and overlooks the complexity and function of discourse as a learning medium that shapes collaboration. Using a qualitative explanatory instrumental case study research design, the study investigates how learners construct knowledge through their interactions, employing speech acts as the unit of analysis to glean insights into their learning processes. Data collected from synchronous group discussions on Google Meet were analysed using Atlas.ti software and discourse analysis as the approach. The study uncovers primary speech acts employed by learners that either facilitate or hinder active collaborative social interaction. Notably, the prevalence of inquiry as a significant speech act fosters exploration of diverse viewpoints and deepens understanding, challenging assumptions of limited information exchange in online learning environments. Participants demonstrate flexibility in shaping discussions to achieve mutual understanding. These findings hold significant pedagogical implications in the Iraqi context for learners and researchers. The study emphasizes the importance of some discourse practice in online synchronous group discussions to promote collaborative learning. The study contributes to scholarly understanding of online learning and advocates future research exploring collaboration and technology-enhanced learning environments.
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