NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ803469
Record Type: Journal
Publication Date: 2007
Pages: 19
Abstractor: As Provided
Reference Count: 44
ISSN: ISSN-1362-1688
Some Benefits of Peer-Peer Interaction: 10-Year-Old Children Practising with a Communication Task
Pinter, Annamaria
Language Teaching Research, v11 n2 p189-207 2007
This paper explores peer-peer interactions of children using a spot-the-differences task in an EFL context in Hungary. The children were asked to practise with several sets of similar spot-the-differences tasks and the analysis focuses on the observable changes from the first to the last repetition. After the task performances were recorded, the children were invited to watch their first and last performances and comment on the changes they noticed in an interview. Both the analysis of their dialogues performing the tasks and their reflections clearly indicate that peer-peer interactions with this age group at a very low level of competence can bring various benefits and thus primary language teachers could consider introducing similar communication tasks with children with some confidence. (Contains 2 tables and 11 excerpts.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hungary