Peer Interaction and Second Language Learning

Pedagogical potential and research agenda

Editors

Masatoshi Sato | Universidad Andres Bello

Susan Ballinger | McGill University

Hardbound – Available

ISBN 9789027213327 | EUR 99.00 | USD 149.00

Paperback – Available

ISBN 9789027213334 | EUR 36.00 | USD 54.00

e-Book –

ISBN 9789027267177 | EUR 99.00/36.00*
| USD 149.00/54.00*

This volume represents the first collection of empirical studies focusing on peer interaction for L2 learning. These studies aim to unveil the impact of mediating variables such as task type, mode of interaction, and social relationships on learners’ interactional behaviors and language development in this unique and pedagogically powerful learning context. To examine these issues, contributors employed quantitative, qualitative, and mixed-methods designs as well as cognitive, social, and sociocognitive theoretical frameworks. The majority of the studies are classroom based and were conducted in a rich array of settings covering five continents and encompassing a wide range of learner L1s and target languages. These settings include second and foreign language classrooms from primary to university level, content-based programs, online contexts, and after-school programs. To span the divide between research and practice, each study includes a section suggesting pedagogical implications.

[Language Learning & Language Teaching, 45] 2016. vii, 399 pp.

Publishing status: Available

https://doi.org/10.1075/lllt.45

Table of Contents

Introduction

Understanding peer interaction: Research synthesis and directions

Masatoshi Sato and Susan Ballinger | pp. 1–30

Section I: Interactional patterns and learner characteristics

1. Peer interaction and learning: A focus on the silent learner

Ana Fernández-Dobao | pp. 33–61

2. Peer interaction and metacognitive instruction in the EFL classroom

Akiko Fujii, Nicole Ziegler and Alison Mackey | pp. 63–89

3. Interaction or collaboration? Group dynamics in the foreign language classroom

Masatoshi Sato and Paula Viveros | pp. 91–112

4. Interactional behaviours of low-proficiency learners in small group work

Hyunsik Choi and Noriko Iwashita | pp. 113–134

5. Collaborative dialogue in a two-way Spanish/English immersion classroom: Does heterogeneous grouping promote peer linguistic scaffolding?

Amy I. Young and Diane J. Tedick | pp. 135–160

Section II: Tasks and interactional modalities

6. Peer interaction in F2F and CMC contexts

Shawn Loewen and Dominik Wolff | pp. 163–184

7. Thai EFL learners’ interaction during collaborative writing tasks and its relationship to text quality

Kim McDonough, William J. Crawford and Jindarat De Vleeschauwer | pp. 185–208

8. Engagement with the language: How examining learners’ affective and social engagement explains successful learner-generated attention to form

Melissa Baralt, Laura Gurzynski-Weiss and YouJin Kim | pp. 209–239

9. EFL task-based interaction: Does task modality impact on language-related episodes?

María del Pilar García Mayo and Agurtzane Azkarai | pp. 241–266

10. A focus on mode: Patterns of interaction in face-to-face and computer-mediated contexts

Amir Rouhshad and Neomy Storch | pp. 267–289

11. Small-group meta-analytic talk and Spanish L2 development

Kara Moranski and Paul D. Toth | pp. 291–316

Section III: Learning settings

12. How adolescents use social discourse to open space for language learning during peer interactions

Melinda Martin-Beltrán, Pei-Jie Chen, Natalia Guzman and Kayra Alvarado Merrills | pp. 319–348

13. Peer interaction while learning to read in a new language

Martha Bigelow and Kendall A. King | pp. 349–375

Epilogue

New pathways in researching interaction

Jenefer Philp | pp. 377–395

Index | pp. 397–399

“This edited book by Sato and Ballinger makes an important contribution to our understanding of the role of interaction between second language learners during second language learning. The research reported in the chapters is cutting-edge. The collection includes studies of young, adolescent and adult learners of varying proficiency levels and language backgrounds, in a variety of instructional settings, engaging in diverse tasks. Overall, this book points to the critical need to take into account emotional, social and cognitive dimensions in order to explain second language learning resulting from learner interaction. I recommend this book highly for both researchers and practitioners.”

Merrill Swain, The Ontario Institute for Studies in Education of the University of Toronto

“This book is one of the first, if not the first, volumes dedicated to peer interaction (i.e., interaction between language learners), a specific and distinctive field within the broader field of interaction research. It succeeds rather well in achieving its aim to provide an up-to-date overview. Thoughts are given to organising the chapters into the three sections, each of which addresses a prong in this research. The methodology adopted by the papers, often being the mixed-method approach, is exemplary: quantitative data are capable of providing a global picture of trends and microanalysis
offers the details of happenings during the interactions. The volume is written in clear and succinct language, and is easy to follow for readers with varying levels of experience and knowledge in the field. It certainly deserves strong recommendations, especially to students of Applied Linguistics and Second Language Studies, as well as language teaching professionals interested in peer interaction research, all of whom should find it insightful, informative and useful.”

Bronson Hui, on Linguist List 28.978, 2017

Cited by

Cited by 61 other publications

Order by:

Abbuhl, Rebekha

2021. Interactionist Approach to Corrective Feedback in Second Language Acquisition. In The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching, ► pp. 44 ff.

Abbuhl, Rebekha

2021. Interactionist Approach to Corrective Feedback. In Research Questions in Language Education and Applied Linguistics [Springer Texts in Education, ], ► pp. 103 ff.

Aksoy-Pekacar, Kadriye

2023. Task-related collaborative behaviours in task-based oral peer interactions. The Language Learning Journal ► pp. 1 ff.

Ballinger, Susan

2017. Examining Peer Language Use and Investment in a Distinct North American Immersion Context. International Multilingual Research Journal 11:3 ► pp. 184 ff.

Ballinger, Susan

2021. Oral Corrective Feedback in Content-Based Contexts. In The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching, ► pp. 539 ff.

Barabas, Cris Delatado

2023. Implementing peer podcasting in an EFL literature course. TESOL Journal 14:2

Boers, Frank, Lara Bryfonski, Farahnaz Faez & Todd McKay

2021. A CALL FOR CAUTIOUS INTERPRETATION OF META-ANALYTIC REVIEWS. Studies in Second Language Acquisition 43:1 ► pp. 2 ff.

Borreguero Zuloaga, Margarita & Anna De Marco

2021. The Role of Immersion and Non-immersion Contexts in L2 Acquisition: A Study Based on the Analysis of Interactional Discourse Markers. Corpus Pragmatics 5:1 ► pp. 121 ff.

Bui, Trang Le Diem & Phung Dao

2023. Primary school children’s peer interaction: Exploring EFL teachers’ perceptions and practices. Language Teaching Research ► pp. 136216882311607 ff.

Cassell, Justine

2022. Socially Interactive Agents as Peers. In The Handbook on Socially Interactive Agents, ► pp. 331 ff.

Cerezo, Luis

2021. Corrective Feedback in Computer-Mediated versus Face-to-Face Environments. In The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching, ► pp. 494 ff.

Chadha, Anita

2023. Civic Deliberations in COVID-19 and Beyond. In Innovations in Digital Instruction Through Virtual Environments [Advances in Educational Technologies and Instructional Design, ], ► pp. 14 ff.

Chadha, Anita

2023. Civic Engagement. International Journal of Web-Based Learning and Teaching Technologies 17:1 ► pp. 1 ff.

Chen, Tzu-Hua

2023. Dynamic fluctuations in foreign language enjoyment during cognitively simple and complex interactive speaking tasks. Studies in Second Language Learning and Teaching 13:3 ► pp. 627 ff.

Cloutier, Robert, Nuria Yáñez-Bouza, Radosław Święciński, Gea Dreschler, Sune Gregersen, Beáta Gyuris, Kathryn Allan, Maggie Scott, Lieselotte Anderwald, Alexander Kautzsch, Sven Leuckert, Tihana Kraš, Alessia Cogo, Tian Gan, Ida Parise & Jessica Norledge

2018. IEnglish Language. The Year's Work in English Studies 97:1 ► pp. 1 ff.

Dao, Phung, Phuong-Thao Duong & Mai Xuan Nhat Chi Nguyen

2023. Effects of SCMC mode and learner familiarity on peer feedback in L2 interaction. Computer Assisted Language Learning 36:7 ► pp. 1206 ff.

Dao, Phung, Suong Thi Thu Hoang & Mai Xuan Nhat Chi Nguyen

2023. Young learners’ synchronous online peer interaction: teachers’ beliefs of its benefits and implementation. Language Awareness ► pp. 1 ff.

Fathabadi, Jassem

2023. Philosophical ELT: Critical Study of the Conceptual Presuppositions Within the Field. Human Arenas

Gallardo-del-Puerto, Francisco & María Martínez-Adrián

2022. Task Modality Effects on the Production and Elaboration of Language-Related Episodes: A Study on Schoolchildren’s Interactions in a Foreign Language. Languages 7:4 ► pp. 306 ff.

Guerrettaz, Anne Marie, Corinne S. Mathieu, Siwon Lee & Adon Berwick

2022. Materials use in language classrooms: A research agenda. Language Teaching 55:4 ► pp. 547 ff.

HASEGAWA, ATSUSHI

2021. Sociomateriality of Semiscripted Pair‐Work Prompts in Beginner‐Level Japanese‐as‐a‐Foreign‐Language Classrooms. The Modern Language Journal 105:S1 ► pp. 65 ff.

Hetrovicz, Lauren

2021. The effect of NNS–NNS and NNS–NS videoconferencing on the development of second language confidence. Foreign Language Annals 54:4 ► pp. 1257 ff.

Hiromori, Tomohito

2023. Group work dynamics and the role of leadership in face‐to‐face and online second language classes. International Journal of Applied Linguistics

Hsu, Hsiu-Chen

2023. Chapter 7. Peer interaction in collaborative L2 writing across synchronous and asynchronous CMC modes. In L2 Collaborative Writing in Diverse Learning Contexts [Language Learning & Language Teaching, 59], ► pp. 155 ff.

Huang, Yuhui, Andrew H. Lee & Susan Ballinger

2023. The characteristics and effects of peer feedback on second language pronunciation. Journal of Second Language Pronunciation 9:1 ► pp. 47 ff.

Iwashita, Noriko & Phung Dao

2021. Peer Feedback in Second Language Oral Interaction. In The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching, ► pp. 275 ff.

Kim, Minkyung, Hakyoon Lee & YouJin Kim

2018. Chapter 2. Learning of Korean honorifics through collaborative tasks. In Task-Based Approaches to Teaching and Assessing Pragmatics [Task-Based Language Teaching, 10], ► pp. 28 ff.

Kim, YouJin & Lena Emeliyanova

2021. The effects of written corrective feedback on the accuracy of L2 writing: Comparing collaborative and individual revision behavior. Language Teaching Research 25:2 ► pp. 234 ff.

King, Kendall A., Martha Bigelow & Abdiasis Hirsi

2017. New to School and New to Print: Everyday Peer Interaction Among Adolescent High School Newcomers. International Multilingual Research Journal 11:3 ► pp. 137 ff.

Kirchhoff, Natalie

2022. interacción entre pares y el input escrito. HUMAN REVIEW. International Humanities Review / Revista Internacional de Humanidades 11:Monográfico ► pp. 1 ff.

Le Bouthillier, Josée, Renée Bourgoin & Joseph Dicks

2022. L’acquisition de la langue orale par l’entremise de tâches de centres d’apprentissage de littératie dans des classes d’immersion française. The Canadian Modern Language Review 78:2 ► pp. 91 ff.

Leeming, Paul

2019. Emergent Leadership and Group Interaction in the Task‐Based Language Classroom. TESOL Quarterly 53:3 ► pp. 768 ff.

Leeming, Paul

2021. The influence of small groups on leader stability and task engagement in the language classroom. Language Teaching Research ► pp. 136216882198986 ff.

Leeming, Paul & Justin Harris

2022. Self-Determination theory and tasks. TASK. Journal on Task-Based Language Teaching and Learning 2:2 ► pp. 164 ff.

Loewen, Shawn & Daniel R. Isbell

2017. PRONUNCIATION IN FACE-TO-FACE AND AUDIO-ONLY SYNCHRONOUS COMPUTER-MEDIATED LEARNER INTERACTIONS. Studies in Second Language Acquisition 39:2 ► pp. 225 ff.

Martin-Beltrán, Melinda

2017. Exploring Peer Interaction Among Multilingual Youth: New Possibilities and Challenges for Language and Literacy Learning. International Multilingual Research Journal 11:3 ► pp. 131 ff.

Martin‐Beltrán, Melinda, Andrés A. García & Angélica Montoya‐Ávila

2020. “I Know There's Something Like That in Spanish”: Heritage Language Learners' Multifaceted Interactions with Linguistically Diverse Peers. International Journal of Applied Linguistics 30:3 ► pp. 530 ff.

Mizza, Daria & Fernando Rubio

2020. Creating Effective Blended Language Learning Courses,

Mohammadi, Kourosh, Aliakbar Jafarpour, Javad Alipour & Mahmood Hashemian

2023. The Impact of Different Kinds of Collaborative Prewriting on EFL Learners’ Degree of Engagement in Writing and Writing Self-Efficacy. Reading & Writing Quarterly ► pp. 1 ff.

Niu, Ruiying, Lin Jiang & Yuan Deng

2018. Effect of Proficiency Pairing on L2 Learners’ Language Learning and Scaffolding in Collaborative Writing. The Asia-Pacific Education Researcher 27:3 ► pp. 187 ff.

Pastushenkov, Dmitrii, Cameron Camp, Iryna Zhuchenko & Olesia Pavlenko

2021. Shared and different L1 background, L1 use, and peer familiarity as factors in ESL pair interaction. TESOL Journal 12:2

Paul, Jing Z. & Eric Friginal

2019. The effects of symmetric and asymmetric social networks on second language communication. Computer Assisted Language Learning 32:5-6 ► pp. 587 ff.

Peeters, Ward

2018. Applying the networking power of Web 2.0 to the foreign language classroom: a taxonomy of the online peer interaction process. Computer Assisted Language Learning 31:8 ► pp. 905 ff.

Peeters, Ward

2019. The peer interaction process on Facebook: a social network analysis of learners’ online conversations. Education and Information Technologies 24:5 ► pp. 3177 ff.

Peeters, Ward & Marilize Pretorius

2020. Facebook or fail-book: Exploring “community” in a virtual community of practice. ReCALL 32:3 ► pp. 291 ff.

Phan, Huong Le Thu & Phung Dao

2023. Engagement in collaborative writing: Exploring learners’ control of task content and text quality. International Journal of Applied Linguistics 33:2 ► pp. 242 ff.

Sato, Masatoshi

2017. Interaction Mindsets, Interactional Behaviors, and L2 Development: An Affective‐Social‐Cognitive Model. Language Learning 67:2 ► pp. 249 ff.

Sato, Masatoshi

2022. Learner attitudes and attention to form in peer interaction: A proposal to replicate Adams et al. (2011) and Philp et al. (2010). Language Teaching 55:3 ► pp. 407 ff.

SUZUKI, YUICHI, TATSUYA NAKATA & ROBERT DEKEYSER

2019. Optimizing Second Language Practice in the Classroom: Perspectives from Cognitive Psychology. The Modern Language Journal 103:3 ► pp. 551 ff.

Swain, Merrill & Yuko Watanabe

2019. Languaging: Collaborative Dialogue as a Source of Second Language Learning. In The Encyclopedia of Applied Linguistics, ► pp. 1 ff.

Torres, Julio

2023. Heritage language learners’ written texts across pair types and interaction mode. Language Teaching Research 27:1 ► pp. 5 ff.

TORRES, JULIO & BIANCA CUNG

2019. A Comparison of Advanced Heritage Language Learners’ Peer Interaction Across Modes and Pair Types. The Modern Language Journal 103:4 ► pp. 815 ff.

Toth, Paul D. & Yohana Gil‐Berrio

2022. Exploring “Intersubjectivity Negotiation Episodes” and “Language Related Episodes” in Second‐Language Peer Interaction. Language Learning 72:S1 ► pp. 275 ff.

Winter, Evelina

2023. „irgendwie müssen wir herausfinden, was passiert ist“ – Rezeption von Bilderbüchern als Ausgangspunkt für interaktionale Aushandlungsprozesse. Informationen Deutsch als Fremdsprache 50:4 ► pp. 333 ff.

Xu, Jinfen, Yumei Fan & Qingting Xu

2019. EFL learners’ corrective feedback decision-making in task-based peer interaction. Language Awareness 28:4 ► pp. 329 ff.

Xu, Jinfen & Jinnan Kou

2018. Group Interaction Strategies and Students’ Oral Performance in Chinese EFL Classrooms. TESOL Quarterly 52:1 ► pp. 198 ff.

Yarwood, Amelia & Phillip A. Bennett

2022. Engendering WTC in Online Learning Spaces. In Transferring Language Learning and Teaching From Face-to-Face to Online Settings [Advances in Mobile and Distance Learning, ], ► pp. 227 ff.

Zabihi, Reza, Danial Erfanitabar & Mehdi Mehranirad

2022. Task Type and Discussion of Language Form in L2 Pair Interaction. English Teaching & Learning

Zhang, Yining, Binbin Zheng & Yuan Tian

2022. An exploratory study of English-language learners’ text chat interaction in synchronous computer-mediated communication: functions and change over time. Computer Assisted Language Learning ► pp. 1 ff.

[no author supplied]

2018. Conversation Analysis and Language Alternation [Pragmatics & Beyond New Series, 295],

[no author supplied]

2021. Production and Monitoring of the L2. In SLA Applied, ► pp. 246 ff.

This list is based on CrossRef data as of 18 november 2023. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

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