Can Higher-Proficiency L2 Learners Benefit from Working with Lower-Proficiency Partners in Peer Feedback?

Autor/inn/en	Yu, Shulin; Hu, Guangwei
Titel	Can Higher-Proficiency L2 Learners Benefit from Working with Lower-Proficiency Partners in Peer Feedback?
Quelle	In: Teaching in Higher Education, 22 (2017) 2, S.178-192 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hu, Guangwei)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2016.1221806
Schlagwörter	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; China + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Language skill; Language skills; Sprachkompetenz; Soziokulturelle Theorie; Abberufung; Interviewing; Interviewtechnik; Schülerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Case study; Fallstudie; Case Study; Kooperatives Lernen; Schreibübung; Schreibunterricht; Asian; Asiat; Asiatin; Asiaten; Asiate; Collegestudent; Gruppendiskussion; Ausland
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01