Peer support in small group EFL writing tasks
Uma introdução
Bibliographic Data
| ID | 2683623 |
|---|---|
| Authors | Jesús David Guerra-Lyons (0000-0003-1384-8265, corresponding author), Jesús David Guerra Lyons |
| Year | 2016 |
| Issue | 28 |
| Pages | 149-166 |
| Publication date | 2016-07-26 |
| Open Access | Yes |
| Type | BOOK |
| Venue | Cuadernos de lingüística hispánica (JOURNAL) |
| Journal identifiers | ISSN: 0121-053X • E-ISSN: 2346-1829 |
| Publisher | Universidad Pedagógica y Tecnológica de Colombia (PUBLISHER • CO) |
| DOI | 10.19053/0121053x.4913 |
| OpenAlex | W2513456386 |
| Language | EN |
| Citations received | 2 |
| References cited | 16 |
This paper reports on a classroom-based research study focused on the issue of support in the context of small group writing tasks in an EFL course. The main interest was in analyzing how learners structure different forms of assistance depending on their intersubjective awareness of each other's goals and needs in the task. This structuring of learner support was compared to that of teacher-provided support in order to identify similarities and contrasts. Learners were found to provide at least three types of support: cognitive, strategic, and feedback support. In each of these support types, specific intersubjective dynamics are reported to unfold as learners construed peers' ongoing needs and goals. Teacher support was found to be mostly strategic, that is, mostly oriented towards task performance. Besides, it is suggested that teacher support often mismatches learners' needs due to a lack of spaces for establishing intersubjective ground. Pedagogical and research implications are finally discussed
Cognition · Context (archaeology) · Mathematics education · Pedagogy · Structuring · Support group · Task (project management) · Computer Science · Educational and Psychological Assessments · EFL/ESL Teaching and Learning · Psychology · Second Language Learning and Teaching
The Language of Evaluation
Qualitative Inquiry in Tesol
Cultural learning
Collaborative writing
Peer interaction and learning in small groups
Negative Feedback as Regulation and Second Language Learning in the Zone of Proximal Development
(Inter)subjectivity and (inter)subjectification
The art of case study research
From Social Interaction to Higher Psychological Processes
From Social Interaction to Higher Psychological Processes. A Clarification and Application of Vygotsky’s Theory
Functions of L1 in the collaborative interaction of beginning and advanced second language learners
Intersubjectivity as a way of informing teaching design for a community of learners classroom
Student Collaboration and Teacher‐Directed Classroom Dynamic Assessment
Developing second language sociopragmatic knowledge through concept-based instruction
| Citations per year | 0.25 |
|---|---|
| Citation span | 2018 - 2018 (1) |
| Highly cited | No |