ERIC Number: EJ1123523
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Can Higher-Proficiency L2 Learners Benefit from Working with Lower-Proficiency Partners in Peer Feedback?
Yu, Shulin; Hu, Guangwei
Teaching in Higher Education, v22 n2 p178-192 2017
Informed by Vygotsky's conceptualization of the Zone of Proximal Development, this case study investigated the benefits of peer feedback on second language (L2) writing for students with high L2 proficiency and the factors that may influence their learning in peer feedback in the Chinese English-as-a-foreign-language context. Specifically, the study examined whether, what, and how higher-proficiency (HP) English learners can learn when they collaborate with their lower-proficiency counterparts. Analyses of multiple sources of data--video-recordings of peer feedback sessions, interviews, stimulated recalls, and drafts of student texts--revealed that while group peer feedback in the writing classroom can provide learning opportunities for HP students, their learning can be influenced by several factors, including their beliefs about peer feedback, motives and goals for peer feedback, and medium of group discussion. Implications are drawn from these findings for peer feedback practice and research in L2 writing.
Descriptors: Second Language Learning, Language Proficiency, Sociocultural Patterns, Recall (Psychology), Interviews, Peer Evaluation, Student Attitudes, English (Second Language), Case Studies, Cooperative Learning, Feedback (Response), Video Technology, Writing (Composition), Writing Instruction, Asians, College Students, Group Discussion, Foreign Countries
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
Authoring Institution: N/A
Identifiers - Location: China
Grant or Contract Numbers: N/A