Chapter published in:
Languaging in Language Learning and Teaching: A collection of empirical studiesEdited by Wataru Suzuki and Neomy Storch
[Language Learning & Language Teaching 55] 2020
► pp. 112–128
Languaging when providing and processing peer feedback
Neomy Storch | The University of Melbourne, Australia
Ali Alshuraidah | King Saud University, Saudi Arabia
Two commonly used activities in second language
(L2) writing classes are collaborative writing and peer response.
Our study compared the quantity and quality of languaging generated
by these two activities. In this study, conducted in Saudi Arabia,
34 college English language learners worked in the same
self-selected small groups (predominantly pairs) on three successive
activities. They completed a collaborative writing task, provided
written feedback on a text written by another group, and revised
their text in response to the peer feedback received. Analysis of
recorded talk during these three activities found that the
collaborative writing activity generated more languaging episodes
than the other activities. We discuss the implications of these
findings for L2 writing pedagogy and propose research
directions.
Keywords: collaborative writing, peer response activities, collaborative dialogue, quality of engagement, languaging episodes
Published online: 14 August 2020
https://doi.org/10.1075/lllt.55.05sto
https://doi.org/10.1075/lllt.55.05sto
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