Chapter2016

2. Peer interaction and metacognitive instruction in the EFL classroom

Akiko Fujii · Nicole Ziegler · Alison Mackey

64 citations0/0 files storedLanguage learning and language teaching

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EFL/ESL Teaching and Learning Innovative Teaching and Learning Methods Second Language Acquisition and Learning

Abstract

This chapter examines the effects of metacognitive instruction on the provision and use of interactional opportunities in learner-learner interactions in the task-based EFL classroom. Learners (N = 39) drawn from three intact speaking classes in an intensive academic EFL program were divided into a treatment group and a control group. Learners in both groups completed a pretest and posttest. The treatment group participated in a metacognitive instruction session, which demonstrated to learners the benefits of interactional feedback and presented tips and practice on how to provide feedback to their peers. Overall, findings indicate that metacognitive instruction led to greater provision and use of interactional feedback in subsequent interactions, and that learners recognized the benefits for their second language learning.

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References

1996The Role of the Linguistic Environment in Second Language Acquisition 1985Communicative competence : Some roles of comprehensible input and comprehensible output in its development 1986Input in Second Language Acquisition 1995Three functions of output in second language learning 2000THE ROBUSTNESS OF CRITICAL PERIOD EFFECTS IN SECOND LANGUAGE ACQUISITION 2001Task complexity, task difficulty, and task production: exploring interactions in a componential framework 2005Handbook of Research in Second Language Teaching and Learning 2013The Routledge Handbook of Second Language Acquisition

Cited by

2018Effect of proficiency on Vietnamese EFL learners’ engagement in peer interaction 2017Learner beliefs and corrective feedback in telecollaboration: A longitudinal investigation 2020The impact of task complexity on patterns of interaction during web-based asynchronous collaborative writing tasks 2020A Case for Multisite Second Language Acquisition Research: Challenges, Risks, and Rewards 2019Teachers’ perceptions of learner engagement in L2 classroom task-based interaction

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