TY - JOUR
T1 - Beliefs about peer interaction and peer corrective feedback
T2 - Efficacy of classroom intervention
AU - Sato, Masatoshi
PY - 2013/9
Y1 - 2013/9
N2 - This study investigates the beliefs of second language learners regarding peer interaction and peer corrective feedback (CF) as well as the feasibility of a second language intervention, aimed at changing those beliefs. The classroom intervention was designed to promote collaborative learning and to train learners to provide CF to each other. Participants were university-level learners in 4 required English classes in Japan (N=167), each assigned to 1 of 4 treatment conditions. While all experimental classes were given peer interaction instruction, 2 classes were given CF training (prompts or recasts). Another class served as the control group. Questionnaires were administered before and after the intervention and selected learners (n=36) were interviewed. The quantitative (factor-analysis and matched-samples t-tests) and qualitative (grounded theory methodology) analyses revealed that, while learners held positive beliefs about peer interaction and peer CF from the onset, the intervention facilitated trust in their classmates as learning resources, and those who were given CF training displayed an increased willingness to and confidence in providing CF. Also, 2 classroom-specific variables emerged for the intervention to be effective on language development: a collaborative classroom environment and positive social relationships between learners.
AB - This study investigates the beliefs of second language learners regarding peer interaction and peer corrective feedback (CF) as well as the feasibility of a second language intervention, aimed at changing those beliefs. The classroom intervention was designed to promote collaborative learning and to train learners to provide CF to each other. Participants were university-level learners in 4 required English classes in Japan (N=167), each assigned to 1 of 4 treatment conditions. While all experimental classes were given peer interaction instruction, 2 classes were given CF training (prompts or recasts). Another class served as the control group. Questionnaires were administered before and after the intervention and selected learners (n=36) were interviewed. The quantitative (factor-analysis and matched-samples t-tests) and qualitative (grounded theory methodology) analyses revealed that, while learners held positive beliefs about peer interaction and peer CF from the onset, the intervention facilitated trust in their classmates as learning resources, and those who were given CF training displayed an increased willingness to and confidence in providing CF. Also, 2 classroom-specific variables emerged for the intervention to be effective on language development: a collaborative classroom environment and positive social relationships between learners.
KW - Classroom intervention
KW - Factor analysis
KW - Learner beliefs
KW - Mixed methods
KW - Peer corrective feedback
KW - Peer interaction
UR - http://www.scopus.com/inward/record.url?scp=84882660310&partnerID=8YFLogxK
U2 - 10.1111/j.1540-4781.2013.12035.x
DO - 10.1111/j.1540-4781.2013.12035.x
M3 - Article
AN - SCOPUS:84882660310
SN - 0026-7902
VL - 97
SP - 611
EP - 633
JO - Modern Language Journal
JF - Modern Language Journal
IS - 3
ER -