Patterns of Interaction in ESL Pair Work

“Storch (2008) has identified a set appropriate to the language learning context, which we discuss in the section on “Engagement in Task-Based Interaction.”

“…monitoring, and critical reflection (Schraw and Moshman 1995; Stiggins 2002), requires creating and sustaining mutual learning relationships (Storch 2002; Goos et al. 2002; Putney and Broughton 2011), positive social interdependence (Johnson and Johnson 1975, 1998; Barron 2000;Mercer; 2004;…”

“Researchers applying sociocultural theory to the study of L2 learning maintain that learners can have a positive impact on each other’s development because they can act as both novices and experts (e.g., Antón & DiCamilla, 1998; Donato, 1994; Ohta, 2000, 2001; Storch, 2002; Swain & Lapkin, 1998).”

“Research into collaborative writing, both in the first language (L1) and second language (L2), has shown that this pedagogical approach has great potential; it demands reflective thinking, helps learners to focus on grammatical accuracy, lexis and discourse, and it encourages a pooling of knowledge about the language…”

“…ensues may allow learners to work at a higher level of activity than is the case where they are working alone, and several studies have demonstrated that this is indeed the case, particularly for second language (L2) learners (see, for example, Donato, 1994; Ohta, 2000; Storch, 2002; Swain, 2000).”

“…could also employ dyad specific pretests and post-tests (e.g., Swain and Lapkin, 1998) or analyse learners’ uptake of specific forms in subsequent tasks (e.g., Basturkmen et al., 2002; Donato, 1994; Storch, 2002) in order to determine the relative benefits of LREs for different types of learners.”

“Numerous studies, both experimental and descriptive, with L1 or L2 interlocutors, have employed LREs to identify learning opportunities during interaction (e.g. Swain & Lapkin 1998; Williams 2001b; Storch 2002; Loewen 2005; Kim & McDonough 2008; Yilmaz 2011; Garcı́a Mayo & Azkarai 2016).”

“• Writer interaction: We measured how much interaction writers had with GPT-3 in the writing process using the notions of equality and mutuality from Storch [52].”

“, Talyzina, 1981) and in the domain of L2 learning (see, e.g., Lapkin, Swain, & Knouzi, 2008; Storch, 2002; Swain & Lapkin, 1998, 2002).”

“There is a body of LA research on the forms of learner– learner interaction and its learning effects (Fortune & Thorp 2001; Storch 2002; Swain & Lapkin 2002) and also on teacher–learner interaction.”

“…learners form when completing collaborative tasks is important, as research has shown that not all pair work is necessarily collaborative, and it is collaboration that creates the conditions conducive to language learning rather than pair work per se (Aldosari, 2008; Storch, 2002, 2009).”

“In terms of the dynamics between learners, Storch (2001, 2002a, 2002b) has identified four types of pair dynamics that may influence the degree of collaboration that occurs during pair activities.”

“Using Storch’s (2002, 2009) model of dyadic interaction, the researchers found that pairs who collaborated produced more LREs and subsequently showed more evidence of learning than pairs where one participant dominated the interaction (see also Storch, 2002).”

“Storch (2002) revealed four patterns of dyadic interaction in L2 collaborative tasks: collaborative, expert/novice, dominant/passive, and dominant/dominant based on two indexes proposed by Damon & Phelps (1989): ‘equality (the degree of control or authority over the tasks) and mutuality (the level…”

“Swain & Lapkin, 2000; Storch & Wigglesworth, 2003), that these EFL learners used their L1 to a fairly limited extent. L1 words formed only 7% of the total number of words produced and L1 turns accounted for only 16% of the total number of turns. A number of reasons could explain this modest use of L1 found in the data…”

“…of literature also indicated that the paired/group test construct encompasses interaction management features, such as turn-taking management, topic initiation, negotiation and development, and interactive listening (Ducasse & Brown, 2009; Galaczi, 2014; May, 2009; Riggenbach, 1998; Storch, 2002).”

“Storch (2002) and Watanabe (2008) examined peer interaction in collaborative writing tasks in which students worked on a common written product.”

“Tasks that have been used include: joint composition (e.g. Storch, 2002); jigsaw (e.g. Swain & Lapkin, 2001), where students construct a story based on a given set of pictures; and dictogloss (Wajnryb, 1990), where learners listen to a dictated passage, take notes and then use their notes to…”

“Studies by Donato (1988; 1994) and Storch (2002; 2005) have shown evidence of ‘collective scaffolding’, a process whereby learners pool their linguistic resources in order to reach resolutions to language-related problems they encounter.”

“As Storch (2002a) has acknowledged, the categorization of pair dynamics can be imprecise because multiple patterns may emerge during a single conversation.”

“In any case, a high level of mutual interaction (Dale, 1997) and negotiation (Fung, 2010) are crucial for successful collaborative writing, while the role of conflict between group members can be viewed as either positive or having a negative effect on the process (Storch, 2002).”

“These aspects of performance have been associated with a pattern of interactions that is more conducive to L2 learning (Storch, 2002).”

“The patterns of interaction were distinguishable based on the dimensions of “mutuality” and “equality” ( Damon & Phelps, 1989 ; Storch, 2002 ).”

“For a few years now, some researchers have felt free to combine elements from cognitive-interactionist and Vygotskian SLA approaches (e.g., studies of reformulation by Swain, Lapkin, & Smith, 2002, and of negotiation by Storch, 2002 ).”

“Focusing on written activities, Storch (Storch 2002, 2007; Storch and Aldossari 2013; Storch and Wigglesworth 2007) chose to explore the interactional styles of pairs of learners working together on a writing task, and how their styles related to the quality of their work.”

“…Language Learning Journal, 2016 Vol. 44, No. 4, 451–466, http://dx.doi.org/10.1080/09571736.2016.1185799 socio-cultural perspective has identified different patterns of pair dynamics between learners completing written tasks (Storch 2002, 2009; Storch and Aldosari 2013).”

“Activity theory, based largely on the work of Vygotsky (1981) and Leont’ev (1981) and further elaborated by sociocultural scholars such as Wertsch (1985, 1991) and Lantolf (2000), posits that human purposeful activity is driven by motives or needs.”

“Storch (2002) identified four main patterns of interaction among students based on their equality (i.e., the degree of control over the task) and mutuality (i.e., the level of engagement with each other ’ s contribution), including (1) collaborative with high equality and high mutuality, (2)…”

“This supports findings from other studies in which students focused not only on grammatical accuracy and lexis, but also on discourse (Donato, 1994; Storch, 2002; Swain & Lapkin, 1998).”

“I regarded this pattern as a non-collaborative orientation because it involves low equality and low mutuality (Storch, 2002a).”

“This study broadens this research by considering ways that two languages can go back and forth symbiotically as mediational tools and objects of analysis within the same interaction.”

“Li and Zhu (2013) investigated CMC interaction among college-level EFL students and found a dominant/withdrawn pattern similar to the dominant/passive pattern that Storch (2002) previously identified in face-to-face interaction.”

“Askew (2000), in particular, regards equality, sharing, collaboration and reciprocity as the key characteristics of high quality dialogues, and Storch (2002) categorizes such behavior as a collaborative relationship.”

“To understand which specific features of L2 interaction differentially affect SLA processes, future studies could reexamine this topic while controlling for a number of common characteristics of interaction found in previous research, such as different types of interactional feedback (Lyster & Saito, 2010), task struc…”

“In the present study, learning did not always occur in the ‘desired direction’ (Storch, 2002).”

“Galaczi ultimately described three primary interaction types: collaborative, parallel, and asymmetric, which were defined in terms of ‘equality’ and ‘mutuality’ (Damon & Phelps, 1989; Storch, 2002; Table 1).”

“In this pattern, participants can work together on a task while being “willing to offer and engage with each other’s ideas” (Storch, 2002, p. 128).”

“peripheral to a more central role (Storch, 2002; Zheng, 2012).”

“In such a highly collaborative state, they can co-construct new knowledge in the target language (Storch, 2002), which is closely associated with their language development (Moranski & Toth, 2016; Storch, 2002).”

“…content (Helme & Clarke, 2001; Storch, 2008; Toth, Wagner, & Moranski, 2013), social engagement is perceived as responsiveness in interaction (see Storch, 2002), and emotional engagement involves the learners’ emotions evoked during interaction, which includes positive (e.g. enjoyment,…”

“Research has focused on various issues of collaborative writing (Gutierrez 2008; Shehadeh, 2011; Storch, 2002, 2005) and peer review (de Guerrero & Villamil, 1994, 2000; Morra & Romano, 2008; Suzuki, 2008”

“Based on holistic assessment of equality and mutuality, Storch (2002) identified four distinctive patterns of dyadic interaction: collaborative (high equality and high mutuality), expert–novice (low equality and high mutuality), dominant–dominant (high equality and low mutuality), and…”

“Storch (2002) found that the students who engaged in collaborative writing could generate better ideas, enjoy collaborative writing activities, and enhance their vocabulary and accuracy than other learners who worked individually.”

“…has shown that students can pool resources and draw upon their collective knowledge to solve language problems (Brooks et al., 1997; Brooks & Donato, 1994; Donato, 1994; Storch, 2002), suggesting that peers need not necessarily be ‘more capable’ and that expertise is a collective phenomenon.”

“For example, learners can take on the role of novice or expert during pair and group work tasks depending on the situation and with whom they are interacting in the FL classroom (Ohta, 1995; Storch, 2002).”

“Donato ( 1994 ), for example, sought to answer the question as to whether learners are able to provide support or guidance to each other to the extent that teachers can, revealing that learners are indeed skillful at scaffolding and routinely scaffold during classroom activities (see also Galaczi, 2008 ; Storch, 2001…”

“Patterns of Pair Interaction Storch (2002), in her study of collaborative tasks in an adult ESL classroom, uncovered four different patterns of pair interaction that infl uenced the degree of collaboration and opportunities for learning.”

“…(1995, 2005), a growing body of research (Garcı´a Mayo, 2002; Kowal & Swain, 1994, 1997; Lapkin, Swain & Smith, 2002; Leeser, 2004; Malmqvist, 2005; Storch, 1998, 2001, 2002; Swain & Lapkin, 1998, 2001; Williams, 1999, 2001) has used LREs to capture the instances where learners draw each…”

“In fact, previous research has identified several individual differences that may affect learners’ participation in student-generated incidental focus on form, such as proficiency level (Leeser, 2004; Williams, 1999; Yule and Macdonald, 1990), task roles (Yule and Macdonald, 1990) and pair and group dynamics (Morris a…”