Patterns of Interaction on Peer Feedback: Pair Dynamics in Developing Students’ Writing Skills

Sirikarn Kuyyogsuy

International Journal of Higher Education, 2019, vol. 8, issue 3, 191

Abstract: The study investigated students’ patterns of interaction and their viewpoints toward incorporating peer feedback in L2 writing class, making use of a video stimulated recall (VSR) interview and the compositions. Data were analyzed qualitatively; two groups of six students with mixed English proficiency were analyzed in terms of the language-related episodes (LREs). The participants of the study were 21 undergraduate students, majoring in English in a university in the three southernmost border provinces of Thailand. For data analysis, peer dialogues were recoded, transcribed and coded to identify students’ patterns of interactions in terms of collaborative, expert/novice, dominant/dominant and dominant/passive patterns, based on Storch’s (2002) scheme. Moreover, the findings revealed that the students’ English proficiency level did not influence the LREs and their writing ability. Additionally, students’ writing performance was improved in the identified patterns of the collaborative and expert/novice instances. Specifically, students perceived the writing process, developed affective strategies, reinforced their critical thinking ability and enhanced their social interaction skills.  Besides, it encouraged them to become more effectively autonomous learners. Hence, peer feedback should be implemented in L2 writing. Â

Date: 2019
References: View references in EconPapers View complete reference list from CitEc
Citations:

Downloads: (external link)
https://www.sciedupress.com/journal/index.php/ijhe/article/download/15607/9681 (application/pdf)
https://www.sciedupress.com/journal/index.php/ijhe/article/view/15607 (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:jfr:ijhe11:v:8:y:2019:i:3:p:191

Access Statistics for this article

More articles in International Journal of Higher Education from Sciedu Press Contact information at EDIRC.
Bibliographic data for series maintained by Sciedu Press ().