PEER INTERACTION AND CORRECTIVE FEEDBACK FOR ACCURACY AND FLUENCY DEVELOPMENT

Masatoshi Sato · Roy Lyster

260 citations0/0 files storedStudies in Second Language Acquisition

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EFL/ESL Teaching and Learning Second Language Acquisition and Learning Linguistics and Language Analysis

Abstract

This quasi-experimental study is aimed at (a) teaching learners how to provide corrective feedback (CF) during peer interaction and (b) assessing the effects of peer interaction and CF on second language (L2) development. Four university-level English classes in Japan participated (N= 167), each assigned to one of four treatment conditions. Of the two CF groups, one was taught to provide prompts and the other to provide recasts. A third group participated in only peer-interaction activities, and a fourth served as the control group. After one semester of intervention, the two CF groups improved in both overall accuracy and fluency, measured as unpruned and pruned speech rates, whereas the peer-interaction-only group outperformed the control group only on fluency measures. This study draws on monitoring in speech-production theory and the declarative-procedural model of skill-acquisition theory to interpret these results, thus contributing a new theoretical approach to CF research in the context of peer interaction in which learners can be providers of CF. It is concluded that whereas peer interaction offered opportunities for repeated production practice, facilitating proceduralization, CF sharpened learners’ ability to monitor both their own language production and that of their interlocutors.

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References

1977The Measurement of Observer Agreement for Categorical Data 1991Language Learning Strategies: What Every Teacher Should Know 1975Design and Analysis: A Researcher's Handbook 1983Architecture of Cognition 1990The Role of Consciousness in Second Language Learning1 1996The Role of the Linguistic Environment in Second Language Acquisition 1992The CHILDES project: tools for analyzing talk 1987Cognitive Psychology and Its Implications

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2016Anniversary article Interactional feedback in second language teaching and learning: A synthesis and analysis of current research 2018Metacognitive Instruction Enhances the Effectiveness of Corrective Feedback: Variable Effects of Feedback Types and Linguistic Targets 20168. Engagement with the language 2013Beliefs about peer interaction and peer corrective feedback: Efficacy of classroom intervention 2016Interaction Mindsets, Interactional Behaviors, and L2 Development: An Affective‐Social‐Cognitive Model

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