Peer-peer collaborative dialogue in second language writing
International Journal of Bilingual & Multilingual Teachers of English
University of Bahrain
Reason for embargo
This is the author accepted manuscript. It is currently under an indefinite embargo pending publication by University of Bahrain. No embargo required on publication
This paper investigates the impact of peer-peer collaborative dialogue on Chinese EFL students’ writing quality. In this case study, two participants in an EFL composition class were both audio and video- taped for four consecutive weeks. Four subsets of collaborative dialogue between the dyad were recorded and transcribed for analysis. Furthermore, two interviews were individually conducted during the following stimulated recall sessions while the interviewer and the participant were watching the videotapes. Both interviews were audiotaped and transcribed. Results showed that the collaborative conversations between the dyad contained numerous instances of correctly resolved language-related episodes (LREs). The constructed LREs provided evidence of mutual scaffolding in participants’ ZPD. Furthermore, the results of the post-tests of both participants demonstrated noticeable improvement in terms of both lexis and form. The applications and implications of effectiveness of collaborative dialogue in improving writing quality in EFL classrooms are discussed.
This is the author accepted manuscript.
Awaiting citation and DOI