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Patterns of Interaction in ESL Pair Work
Abstract
This study investigated the nature of dyadic interaction in an adult ESL classroom. The study was longitudinal, classroom based, and examined the nature of interaction between 10 pairs of adult ESL students over a range of language tasks and over time (a semester). Four distinct patterns of dyadic interaction were found. These patterns are distinguishable in terms of equality and mutuality (Damon & Phelps, 1989). More importantly, the findings suggest that certain patterns of dyadic interaction are more conducive than others to language learning. These findings are explained by reference to Vygotsky’s theory of cognitive development.
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“Storch's (2002) model of patterns of interaction, based on Damon and Phelps (1989), has been particularly influential here because it draws attention to mutuality in particular as impacting on success of task-based interaction between peers.”
From Exploring Engagement in Tasks in the Language Classroom (2016) · cites this paper as Storch (2002)
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Li, M. (2021) · Springer eBooks · doi:10.1007/978-3-030-87710-1_6
Ellis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C. (2019) · Cambridge University Press eBooks · doi:10.1017/9781108643689.022
Ellis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C. (2019) · Task-based language teaching · doi:10.1017/9781108643689.021
Ellis, R. (2012) · Wiley eBooks · doi:10.1002/9781118271643.refs
Ellis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C. (2019) · Cambridge University Press eBooks · doi:10.1017/9781108643689.016
Ellis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C. (2019) · Task-based language teaching · doi:10.1017/9781108643689.002 · Cited by 1
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Ellis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C. (2019) · Cambridge University Press eBooks · doi:10.1017/9781108643689.023
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“…interaction which might not be clear from the tape recordings and transcripts alone, to detect characteristics representing a novice, expert, collaborative, dominant, and passive partner which Storch (2002) categorized, and to find out the participants’ personal feelings about their interactions.”
BackgroundExploring same- and different grade peer interactions among EFL young learners
Kos, T. (2022) · Journal of Second Language Studies · doi:10.1075/jsls.21040.kos
السید, ن. م. م. (2022) · تکنولوجيا التعليم سلسلة دراسات وبحوث · doi:10.21608/tesr.2022.260318
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“…prone to invest in a deeper level of critical thinking and seek to provide feedback in different ways at both the micro level (grammar, vocabulary, and mechanics) and the macro level (content and organization) (cf. Storch, 2002; Storch & Aldosari, 2013; Dobao & Blum, 2013; Swain & Lapkin, 2013).”
BackgroundBédard, V., Fortier, V., & Beaulieu, S. (2022) · La Revue de l'AQEFLS/Revue de l'AQEFLS · doi:10.7202/1095062ar
“Cette tendance peut s’expliquer par un autre facteur venant influencer les interactions entre pairs : le style collaboratif des élèves (voir Storch 2001; 2002).”
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Self-citationReview on Languaging in Language Learning and Teaching: A Collection of Empirical Studies
Niu, R. (2023) · Chinese Journal of Applied Linguistics · doi:10.1515/cjal-2023-0109
“Studies have reported pair differences in interaction patterns (Storch, 2002) and studies in this volume also noted individual and pair/group variations (Chapters 1, 3, and 9) Further studies should not only reveal differences but also explore reasons behind the differences so as to provide…”
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“…have used three qualitative research methods based on this theory, eg. case study, ethnography, and conversation analysis to discuss, such as Storch (2002)[10], Lee & Burch (2017)[11], Jakonen et al. (2015)[12]. assessment have focused on the field of second language teaching and learning,…”
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Tosun, S., & Alagözlü, N. (2023) · Fırat Üniversitesi Sosyal Bilimler Dergisi · doi:10.18069/firatsbed.1271309
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“…basic comprehension to code-switching and proficiency implies the creation of a communicative context and an improvement of interaction strategies (Storch, 2002: 124) through opening cultural and ludic perspectives on learning and teaching and maintaining play illusions (Huizinga, 1980: 10–11) by…”
BackgroundBogamuwa, I. N. J. (2023) · Queensland University of Technology · doi:10.5204/thesis.eprints.241958
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“Furthermore, a line of research emphasizes peer feedback as a source of knowledge (Foster & Ohta, 2005; Ohta, 2001; Storch, 2002).”
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“In the first one, one person takes the floor and dominates the conversation and the other interlocutor adopts “a more passive subservient role” (Storch, 2002, p. 129).”
BackgroundMethodInfluentialThe Immediate Effects of Collaborative Writing on Omani University Students
Al-Makhmari, A. (2024) · International Journal of Education and Literacy Studies · doi:10.7575/aiac.ijels.v.12n.3p.17
“…also been proven to have a similar effect in a second language situation using group and pair work where students had the competency to guide each other in learning akin to proficient scaffolding (Alegrı´a de la Colina, & Garcı´a Mayo, 2007; Donato, 1994; Storch, 2002; Swain, 1998; Swain, 2000).”
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“While lexical content measured the quantity of conversational output, mean length of turn—as implied by our post hoc analysis—captured a broader collaborative–dominant continuum of interaction (Storch, 2002).”
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“Studies such as those of Storch (2005, 2002), van Lier (1996) and Wigglesworth and Storch (2012) show that students benefit from CW because they have opportunities to learn from each other.”
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“Similarly, Storch (2002) found that collaborative writing tasks promoted syntactic complexity and lexical diversity in learners’ writing.”
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We need to write about children
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Metadata
- Authors
- Storch, N.
- Affiliations
- The University of Melbourne (AU)
- Corresponding author
- Storch, Neomy
- ORCID
- Storch, Neomy
- Venue
- Language Learning
- Publisher
- Wiley
- Published
- 2002-03
- Volume
- 52
- Issue
- 1
- Pages
- 119-158
- ISSN
- 0023-8333 (ISSN-L)
- 1467-9922
- OpenAlex
- W2092002315
- Cited by
- 1,080
- References
- 0
- Citations by year
- 2026: 68 · 2025: 48 · 2024: 59 · 2023: 76 · 2022: 79 · 2021: 120 · 2020: 84 · 2019: 87 · 2018: 44 · 2017: 49 · 2016: 56 · 2015: 52 · 2014: 43 · 2013: 40 · 2012: 35
- FWCI
- 82.24
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Language Learning (publishedVersion)
- Minerva Access (University of Melbourne) (submittedVersion)
- Topics
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational and Psychological Assessments
- Keywords
- dyadic interaction, pair work, ESL learners, adult language learners, interaction patterns, Vygotsky, cognitive development, classroom interaction
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