Cited by 1,080EFL/ESL Teaching and LearningSecond Language Acquisition and LearningEducational and Psychological Assessments

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Patterns of Interaction in ESL Pair Work

Storch, Neomy·2002·Language Learning

DOI 10.1111/1467-9922.00179

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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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BackgroundResultInfluential
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Background
12. How adolescents use social discourse to open space for language learning during peer interactions
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“Storch (2002) found that pairs classified as being collaborative integrated more peer scaffolding; in the present study, only one pair could be given this designation.”
Background
Collaborative peer feedback in L2 writing: Affective, behavioral, cognitive, and social engagement
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“Storch (2002) pointed out four patterns: collaborative, expert/novice, dominant/dominant, and dominant/passive.”
Background
Developing and evaluating a set of process and product-oriented classroom assessment rubrics for assessing digital multimodal collaborative writing in L2 classes
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Result
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BackgroundMethodResultInfluential
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“…form even in peer interaction, and moreover, of modifying their erroneous utterances in the context of conversational interaction by pointing out and solving linguistic problems together (e.g., Foster & Ohta, 2005; McDonough & Mackey, 2000; Storch, 2001, 2002, but see Van den Branden, 1997).”
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INTRODUCTION
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Collaborative Writing
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BackgroundResultInfluential
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“Examining pair interaction patterns of ESL tertiary students by setting up equality and mutuality along two axes, as shown in Figure 1 below, Storch (2002) classified four patterns of interactions: 1) collaborative (high level of equality and mutuality); 2) dominant/dominant (cooperative) (high…”
Background
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BackgroundResult
The effect of dyad type on collaboration: Interactions among heritage and second language learners
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Background
The effects of meaning-focused pre-tasks on beginning-level L2 writing in German: An exploratory study
Abrams, Z. I., & Byrd, D. R. (2016) · Language Teaching Research · doi:10.1177/1362168815627383 · Cited by 23
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BackgroundMethodResultInfluential
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“Storch (2002) showed that the patterns that are more conducive to language learning are collaborative and expert/novice, since it was attested that the pairs that exhibited these two types of pair dynamics transferred the knowledge gained in the LREs more frequently to subsequent individual tasks.”
BackgroundMethodInfluential
Peer interaction and attention to form in web-based synchronous and asynchronous L2 collaborative writing
Hsu, H.-C. (2022) · Computer Assisted Language Learning · doi:10.1080/09588221.2022.2095405 · Cited by 18
“Previous studies have suggested that collaborative pair dynamics create more learning opportunities (Li & Zhu, 2013; Storch, 2002), and that the more learners devote their attention to form (i.e. the higher their LRE engagement), the more opportunities they would have to develop their L2 (Storch,…”
Influential
A preliminary study on flipping an English as a foreign language collaborative writing course with video clips: Its impact on writing skills and writing motivation
Fathi, J., Rahimi, M., & Liu, G. (2022) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12772 · Cited by 26
Peer-mediated vs. individual writing: measuring fluency, complexity, and accuracy in writing
Soleimani, M., Modirkhamene, S., & Sadeghi, K. (2017) · Innovation in Language Learning and Teaching · doi:10.1080/17501229.2015.1043915 · Cited by 22
“Collaborative and peer feedback in second language (L2) writing have proven to be effective means of improving L2 learners’ writing skills (Storch 2002).”
BackgroundMethodResultInfluential
What factors shape the collaborative pattern of group interaction during peer feedback in the L2 writing classroom?
Yu, S. (2015) · Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics · doi:10.1075/resla.28.2.10yu · Cited by 21
Whether to Teach and How to Teach Complex Linguistic Structures in a Second Language
Slabakova, R., & Mayo, M. D. P. G. (2013) · Educational linguistics · doi:10.1007/978-94-007-6362-3_10 · Cited by 20
A Pedagogical Rationale for Task-Based Language Teaching for the Acquisition of Real-World Language Use
Bygate, M., Samuda, V., & den Branden, K. V. (2021) · Cambridge University Press eBooks · doi:10.1017/9781108868327.003 · Cited by 27
Engagement in collaborative writing: Exploring learners’ control of task content and text quality
Phan, H. L. T., & Dao, P. (2023) · International Journal of Applied Linguistics · doi:10.1111/ijal.12462 · Cited by 28
The influence of small groups on leader stability and task engagement in the language classroom
Leeming, P. (2021) · Language Teaching Research · doi:10.1177/1362168821989866 · Cited by 21
“Storch (Storch, 2002; Storch & Aldosari, 2013) studied how the proficiency of students interacted with a dominant/passive approach to interaction.”
Background

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
DOI: 10.1111/1467-9922.00179
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
Licence: onlinelibrary.wiley.com/termsAndConditions#vor (vor, 291 d)
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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Patterns of Interaction in ESL Pair Work

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