Patterns of Interaction in ESL Pair Work

“…learning, (4) build up and enhance their long-term resiliency over the course of L2 learning (see MacIntyre & Gregersen, 2012; MacIntyre et al., 2016), and (5) enable learners to co-construct a positive social cohesion with their peers (Sato & Viveros, 2016; Storch, 2002; Watanabe & Swain, 2007).”

“, & Storch, N. (2009). Pairs versus individual writing: Effects on fluency, complexity and accuracy.”

“Social engagement was operationalized as learners’ responsiveness in interaction based on the concept of mutuality and reciprocity (Storch, 2002).”

“…of collaborative work have been widely shown through studies carried out in L2 settings, especially when L2 learners carry out collaborative writing tasks (DiCamilla & Antón, 1997; Donato, 1988; Fernández Dobao, 2012; García Mayo, 2002a, 2002b; Long, 1996; Storch, 2002; Swain & Lapkin, 1998).”

“Several researchers (e.g., De Guerrero & Villamil, 2000; Storch, 2002) have shown that scaffolding can occur in peer (e.g., novice–novice) interactions during v2a_lbp-S.indd 2 10/27/2017 2:40:52 PM pair or group activities.”

“For example, two social features found to influence successful L1 interaction are mutuality and equality (Damon & Phelps, 1989; see also Storch, 2002 for similar findings for adult L2 interaction).”

“Much evidence showed that the role of expert was quite fluid (Ohta, 1995; Storch, 2002; Swain & Lapkin, 1998) in this small group.”

“Such sentence completion, also acknowledged in Storch ’ s (2002) study as ‘ cohesion, ’ is an important pattern of engagement while doing a task.”

“The relationship formed could be labelled dominant/passive (Storch, 2002).”

“…to 0965-8416/08/02 115-16 $20.00/0 C© 2008 Y. Watanabe and M. Swain LANGUAGE AWARENESS Vol. 17, No. 2, 2008 115 L2 learning than others (e.g. Kowal & Swain, 1994, 1997; Leeser, 2004; Nelson & Murphy, 1993; Storch, 2001a, 2001b, 2002a, 2002b, 2004; Watanabe & Swain, 2007; Yule & Macdonald, 1990).”

“…that the relationships which developed between the students had a profound impact on generating learning opportunities for the students and each individual's use of L2 in oral interactions as has been found in earlier research on learner interactions in task-based pair work (Storch, 2002).”

“Such research is based on the seminal work of Storch (2002) who identified four categories of interaction patterns in group/pair writing: (1) collaborative (all members have an equal share of the workload and engage equally with each other’s ideas); (2) dominant/dominant (all members contribute to…”

“The learners’ proficiency level has also been found to play an important role in both the frequency and the outcome of LREs (Leeser, 2004; Williams, 1999), although some studies have revealed that pair dynamics can exert an even stronger influence that may sometimes override the effect of L2 proficiency (Kim & McDonou…”

“It may thus be assumed that the different dyad members had a good level of mutuality and equality (Storch, 2002).”

“Drawing on the principles of activity theory, a number of recent studies examined the role of peer collaboration for second language learning in classroom settings (e.g. Donato, 1994; Swain & Lapkin, 1998, 2000; Storch, 2002) and outside the classroom (e.”

“This line of research was expanded by Storch (2002), who examined the patterns of interaction, particularly the role of the interlocutors, in adult settings.”

“…on Damon and Phelps (1989) concepts of mutuality (i.e. engagement with partner ’ s contribution) and equality (i.e. control over direction of task), Storch (2002) examined dyadic interaction patterns in face-to-face ESL collaborative writing by analyzing word/turn count and language functions in…”

“A review of the literature (e.g. Storch, 2002; Storch & Wigglesworth, 2007; Wigglesworth & Storch, 2009) suggests that collaborative writing generates abundant LREs, including multiple negotiations for form, and more accurate learner output (Wigglesworth & Storch, 2012).”

“To determine how interaction style might tie in with L2 learning, Storch (2002) examined ten learner dyads in an Australian ESL class who were engaged in a language-focused writing task.”

“In other instances, pairs/groups within the same classroom have been shown to differentially engage in linguistic scaffolding (Storch, 2001, 2002; Swain & Lapkin, 1998).”

“Such research has thrown light on the potential of examining collaborative writing to better understand how students interact (Storch, 2001, 2002) and why some students may or may not learn (Shehadeh, 2011) from a collaborative writing process.”

“Nevertheless, it is important to note that Storch (2002) drew attention to the fact that peer and group work do not, in themselves, automatically lead to collaboration in foreign language learning.”

“Previous research has shown that the language learning afforded by collaborative writing is partially dependent on the nature of the interaction engaged in by the writing partners, the most useful pattern being “collaboration” (see Storch, 2002a, b, 2007).”

“Storch (1998) conducts a classroom-based study to provide descriptive accounts of students’ engagement in a collaborative text reconstruction task that pushes learners not only to produce meaningful text but also to pay attention to grammatical accuracy, with the purpose of investigating which type of grammatical item…”

“Equality Education 3–13 295 means ‘the degree of control or authority over the direction of the task’ (Storch 2002, 127) and mutuality refers to ‘the level of engagement with each other’s contribution’ (127).”

“In addition, patterns of member relationships have been examined in relation to language learning opportunities (Storch, 2002).”

“Concerning writing in particular, several authors (Castelló, Iñesta, Pardo, Liesa, & Martínez-Fernández, 2010; Dysthe, Samar, & Westrheim, 2006; Storch, 2002) indicate that proofreading in pairs assists reflection on the writing process and improves the quality of texts, whether in first or foreign…”

“In this regard, more research is needed which traces uptake or transfer of knowledge (Storch, 2002) from LREs in interactive planning/ rehearsal to interactive PP of the same task by young learners.”

“However, this literature has largely focused on ESL contexts (see Barnard, 2002; Barnard & Campbell, 2005; De Guerrero & Villamil, 2000; Riazi & Rezaii, 2011; Storch, 2002, 2005, 2007) rather than EFL settings.”

“Furthermore, Storch (2002) had a comparison between the results of the pair work and subsequent individual work on each task.”

“, prewriting discussion, composition, and revision) and the pattern of collaboration (Storch, 2002) should be incorporated in order to address the tasks involving collaborative writing in CMC.”

“According to some researchers (Storch, 2002; Swain & Lapkin, 1998) when the impact of applying sociocultural theory on L2 learning was investigated, the results always showed the effectiveness of this theory on the L2 learning.”

“Storch (2002) conceptualised the interaction patterns and power relationships during collaboration, drawing on Damon and Phelps’s (1989) two dimensions of dyadic interaction patterns.”

“By experiencing these proper behaviors (see also Cheng & Dorneyi, 2007), students gained more confidence and collaborative mode of interaction became dominant (see also Storch, 2002).”

“It is the interaction between learners that drives L2 learning (Storch 2002, 2007).”

“Schilbach et al. (2013) note that when individuals are not emotionally engaged they cannot be expected to gain intersubjectivity—a necessary condition for rewarding peer-learning to occur.”

“Previous research has shown that in the process of co-writing, learners consider not only grammar accuracy and lexis but also discourse (DiCamilla & Anton, 1997; Storch, 2002; Swain & Lapkin, 1998).”

“Storch (2001, 2002) and Watanabe and Swain (2007) suggested that both collaborative and expert-novice interactions, despite difference in equality, benefit L2 learning due to their higher degree of mutuality as compared to parallel and dominant-passive patterns.”

“Similarly, Ju indicated an interest in specific types of collaborative activities that match Storch’s expert/novice interaction pattern (Storch 2002).”

“According to Storch (2002), learners assist each other and both contribute to the learning task in the collaborative pattern.”

“The collaborations in the UC network resembled the collaborative patterns of collaborations between “dominant” learners in Storch, 2002, 2004), which also showed reciprocity between collaborators and a high equality in the process of collaborating.”

“…L2 writing skills in terms of when it occurs (during, or after writing) and what type of authorship it entails (collaborative or individual) (Storch, 2002, 2018; Storch and Wigglesworth, 2007; Watanabe and Swain, 2007; Shehadeh, 2011; Fernández Dobao, 2012, 2014; Storch and Aldosari, 2013;…”

“An important gap in the current literature on pair work in SLA and testing is that paired performance is examined mostly in oral task contexts alone (Csépes, 2002; Davis, 2009; Iwashita, 1998; Shin, 2007).”

“…meet people and the minority of this people are real friends, only less than 10 […] The relationship that this dyad exhibits is clearly dominant/passive (Storch, 2002), where only one member of the dyad appropriates the task, while the other member does not make any decision, and hardly interacts.”

“The collaboration between Participants K and L provides counter evidence to Kowal and Swain's ( 1994 ) suggestion that large differences between learners' proficiency level may reduce the extent of collaboration degree and tends to support Storch's ( 2002 ) assumption that collaboration may be influenced by other fact…”

“In addition, the scope of the current study could be further expanded by examining the modality effects on collaborative dialogue in terms of patterns of interaction (e.g. collaborative vs. non-collaborative; see Storch, 2002) and group size (e.g. group vs. pair; see Dobao, 2012b).”

“Similar studies have also found that collaborative pattern is dominant when participants in an experimental group are required to work with a peer on a task (Roberson 2014, Storch 2002, Watanabe & Swain 2007).”

“Storch (2002) includes such behaviour under the dominant/dominant category, although the label seems inappropriate in this case given the perfunctory manner in which the task was performed.”

“Among the four patterns, collaborative and expert/novice patterns were identified as “ collaborative-oriented ” and considered conducive to language learning and knowledge transfer (Storch, 2001, 2002a, 2002b; Watanabe & Swain, 2007).”

“…language learning processes are realized and, ultimately, posttesting of the type conducted by Swain (1998), or post-task activities such as those used by Donato (1994) and Storch (2002) contribute directly to our ability to evaluate precisely what aspects of language learners may be noticing.”

“According to Storch’s research, pupils who worked in pairs could share their cognitive resources and so “scaffold each other’s performance.””

“Storch (2002) has operationalized these concepts by analyzing students’ discussions during joint writing tasks.”