NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1090288
Record Type: Journal
Publication Date: 2016
Pages: 21
Abstractor: As Provided
Reference Count: 36
ISBN: N/A
ISSN: ISSN-1554-480X
Developmentally Sensitive Assistance and Development: Collaboration between Japanese EFL Learners
Nicholas, Allan
Pedagogies: An International Journal, v11 n1 p22-42 2016
This study investigates the extent to which Japanese learners of English as a Foreign Language (EFL) are able to offer mediation to their peers while engaging in pair work, and whether that mediation is sensitive to the needs of their partner. Grounded in sociocultural theory, the study assesses the extent to which the study participants identify and respond to a partner's developmental level, offering appropriate help. Further, evidence in the data of learner development is examined. Six first-year university learners of EFL participated in the study, and were placed into three pairs. Each pair was given a set of pictures in random order, and was asked to construct a story from the pictures, first orally, then in writing, working together closely with their co-participant. The audio-recorded sessions were transcribed and analysed for instances of developmentally sensitive peer-peer assistance. Numerous examples were found throughout the data showing all study participants being capable and willing to offer such assistance to their peers. Further, evidence was found of the assistance leading to microgenetic development in task performance.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Japan