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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Collaborative writing: Product, process, and students’ reflections
Storch, N. (2005) · Journal of Second Language Writing · doi:10.1016/j.jslw.2005.05.002 · Cited by 1,052
Self-citationExploring Engagement in Tasks in the Language Classroom
Philp, J., & Duchesne, S. (2016) · Annual Review of Applied Linguistics · doi:10.1017/s0267190515000094 · Cited by 752
“Storch (2008) has identified a set appropriate to the language learning context, which we discuss in the section on “Engagement in Task-Based Interaction.”
BackgroundFormative Assessment: Assessment Is for Self-regulated Learning
Clark, I. (2012) · Educational Psychology Review · doi:10.1007/s10648-011-9191-6 · Cited by 854
“…monitoring, and critical reflection (Schraw and Moshman 1995; Stiggins 2002), requires creating and sustaining mutual learning relationships (Storch 2002; Goos et al. 2002; Putney and Broughton 2011), positive social interdependence (Johnson and Johnson 1975, 1998; Barron 2000;Mercer; 2004;…”
BackgroundMethodInfluentialWatanabe, Y., & Swain, M. (2007) · Language Teaching Research · doi:10.1177/136216880607074599 · Cited by 515
Collaborative writing tasks in the L2 classroom: Comparing group, pair, and individual work
Dobao, A. M. F. (2012) · Journal of Second Language Writing · doi:10.1016/j.jslw.2011.12.002 · Cited by 514
“Researchers applying sociocultural theory to the study of L2 learning maintain that learners can have a positive impact on each other’s development because they can act as both novices and experts (e.g., Antón & DiCamilla, 1998; Donato, 1994; Ohta, 2000, 2001; Storch, 2002; Swain & Lapkin, 1998).”
BackgroundResult
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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