The DOI matches its Crossref record.
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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BackgroundInfluentialOnline Collaboration Tools and International Students’ Sense of Belonging in Group Work
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BackgroundFogal, G. G. (2024) · Journal of Second Language Writing · doi:10.1016/j.jslw.2024.101096 · Cited by 3
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BackgroundResultInfluentialAsari, Y. (2015) · Cited by 2
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“Explicit instruction in peer mediation strategies is essential, and ongoing monitoring of group interactions can help teachers understand how students are using the two languages in relation to the academic content and language they seek to develop (Martínez, 2010; Storch, 2002).”
BackgroundSOCIAL CONSTRUCTION OF MEANING BY ENGLISH LANGUAGE LEARNERS FROM DIFFERENT CULTURAL BACKGROUNDS
Turgut, Y. (2006) · Cited by 2
Guénette, D., Kennedy, S., Allard, S., & Murphy, J. (2015) · Language Interaction and Acquisition · doi:10.1075/lia.6.2.03gue · Cited by 2
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Collaborative Problem Solving: Innovating Standardized Assessment
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“Modified versions of Storch (2002) and Tan, Wigglesworth, & Storch (2010) models of dyadic interaction patterns were used to create a rubric for identifying the ways in which participants interacted with their partner.”
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“As is found, learners who interacted in a cooperative manner were more likely to use peer suggestions to revise their writing than those who interacted in a defensive manner[7].”
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“Furthermore, it is not enough merely to conduct group activities (Storch, 2002).”
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“, initiating, engaging with, and responding to each other’s ideas) following the models of dyadic interaction (Galaczi, 2008; Storch, 2002).”
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“…y gramática para tratar asuntos de los conceptos, ideas y el discurso y Print ISSN: Universidad de Las Palmas de Gran Canaria Facultad de Ciencias de la Educación 115 además puede favorecer el metaconocimiento de los implicados sobre el lenguaje (Keys, 1994; Storch, 2002; Storch, 2003).”
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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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