Peer interaction and metacognitive instruction in the EFL classroom

Fujii, Akiko and Ziegler, Nicole and Mackey, Alison Jayne (2016) Peer interaction and metacognitive instruction in the EFL classroom. In: Peer Interaction and Second Language Learning : Pedagogical potential and research agenda. Language Learning and Language Teaching . John Benjamins, pp. 63-89. ISBN 9789027213327

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This chapter examines the effects of metacognitive instruction on the provision and use of interactional opportunities in learner-learner interactions in the task-based EFL classroom. Learners (N = 39) drawn from three intact speaking classes in an intensive academic EFL program were divided into a treatment group and a control group. Learners in both groups completed a pretest and posttest. The treatment group participated in a metacognitive instruction session, which demonstrated to learners the benefits of interactional feedback and presented tips and practice on how to provide feedback to their peers. Overall, findings indicate that metacognitive instruction led to greater provision and use of interactional feedback in subsequent interactions, and that learners recognized the benefits for their second language learning.

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15 May 2018 10:50
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16 Jul 2024 04:18