Peer Interaction and Second Language Learning

Pedagogical potential and research agenda

ORCID logoMasatoshi Sato | Universidad Andres Bello
ORCID logoSusan Ballinger | McGill University
ISBN 9789027213327 | EUR 99.00 | USD 149.00
ISBN 9789027213334 | EUR 36.00 | USD 54.00
ISBN 9789027267177 | EUR 99.00/36.00*
| USD 149.00/54.00*
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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
Table of Contents
“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.”
“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.”
Cited by

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Dao, Phung, Phuong-Thao Duong & Mai Xuan Nhat Chi Nguyen
2021. Effects of SCMC mode and learner familiarity on peer feedback in L2 interaction. Computer Assisted Language Learning  pp. 1 ff. Crossref logo
Gallardo-del-Puerto, Francisco & María Martínez-Adrián
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2022. Materials use in language classrooms: A research agenda. Language Teaching 55:4  pp. 547 ff. Crossref logo
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. Crossref logo
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2018.  In Task-Based Approaches to Teaching and Assessing Pragmatics [Task-Based Language Teaching, 10],  pp. 28 ff. Crossref logo
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. Crossref logo
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. Crossref logo
Kirchhoff, Natalie
2022. interacción entre pares y el input escrito. HUMAN REVIEW. International Humanities Review / Revista Internacional de Humanidades 11:Monográfico  pp. 1 ff. Crossref logo
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. Crossref logo
Leeming, Paul
2019. Emergent Leadership and Group Interaction in the Task‐Based Language Classroom. TESOL Quarterly 53:3  pp. 768 ff. Crossref logo
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2021. The influence of small groups on leader stability and task engagement in the language classroom. Language Teaching Research  pp. 136216882198986 ff. Crossref logo
Loewen, Shawn & Daniel R. Isbell
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. Crossref logo
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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. Crossref logo
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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. Crossref logo
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2019. The peer interaction process on Facebook: a social network analysis of learners’ online conversations. Education and Information Technologies 24:5  pp. 3177 ff. Crossref logo
Peeters, Ward & Marilize Pretorius
2020. Facebook or fail-book: Exploring “community” in a virtual community of practice. ReCALL 32:3  pp. 291 ff. Crossref logo
Sato, Masatoshi
2017. Interaction Mindsets, Interactional Behaviors, and L2 Development: An Affective-Social-Cognitive Model. Language Learning 67:2  pp. 249 ff. Crossref logo
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. Crossref logo
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2023. Heritage language learners’ written texts across pair types and interaction mode. Language Teaching Research 27:1  pp. 5 ff. Crossref logo
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2022. Exploring “Intersubjectivity Negotiation Episodes” and “Language Related Episodes” in Second‐Language Peer Interaction. Language Learning 72:S1  pp. 275 ff. Crossref logo
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. Crossref logo
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2022.  In Transferring Language Learning and Teaching From Face-to-Face to Online Settings [Advances in Mobile and Distance Learning, ],  pp. 227 ff. Crossref logo
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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. Crossref logo

This list is based on CrossRef data as of 05 january 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.

Subjects & Metadata
BIC Subject: CJ – Language teaching & learning (other than ELT)
BISAC Subject: LAN020000 – LANGUAGE ARTS & DISCIPLINES / Study & Teaching
ONIX Metadata
ONIX 2.1
ONIX 3.0
U.S. Library of Congress Control Number:  2016001357 | Marc record