Chapter published in:
Languaging in Language Learning and Teaching: A collection of empirical studies
Edited by Wataru Suzuki and Neomy Storch
[Language Learning & Language Teaching 55] 2020
► pp. 112–128

Languaging when providing and processing peer feedback

| The University of Melbourne, Australia
| 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
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