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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Peer Interaction by English as a Foreign Language (EFL) Students in a Decision Making Task
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“…have been investigated varied from vocabulary (Ahmadian & Tajabadi, 2017), grammar (Ohta, 2000), reading, writing (Roberson, 2014; Storch, 2001a; Storch, 2002; Watanabe & Swain, 2007; Zheng, 2012) and speaking (Le, 2004; Le, 2007) which are classified into two types of oral and written…”
Background
Motivating repeated readers in an Extensive Reading class: A critical reflection on course design
Zacharias, N. T. (2017) · Indonesian JELT Indonesian Journal of English Language Teaching · doi:10.25170/ijelt.v12i2.1475 · Cited by 3
Sociocultural influence on engineering students’ collaborative design project: an Activity Theory perspective
Costa, P. I. D., Lee, J., & Li, W. (2022) · Applied Linguistics Review · doi:10.1515/applirev-2022-0009 · Cited by 3
Young learners’ synchronous online peer interaction: teachers’ beliefs of its benefits and implementation
Dao, P., Hoang, S. T. T., & Nguyen, M. X. N. C. (2023) · Language Awareness · doi:10.1080/09658416.2022.2152828 · Cited by 3
“These results were similar to previous research’s findings on PI among adult learners who demonstrated different negative dynamics such as dominant-passive or passive-passive patterns of interaction due to mixed proficiency level (Dao & McDonough, 2017; Storch, 2002; Watanabe & Swain, 2007, 2008).”
Result
Feedback on writing through the lens of activity theory: An exploration of changes to peer-to-peer interactions
Carr, N. (2023) · Assessing Writing · doi:10.1016/j.asw.2023.100720 · Cited by 5

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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