Exploring Contents of Peer Feedback Dynamics Using Patterns of Pair Interaction: Iranian EFL Learners' Written Discourse in Focus

الموضوعات : Research in English Language Pedagogy

Ahmadreza Jamshidipour ¹ , Hamidreza Khalaji ² , Faramarz Azizmalayeri ³

1 - Department of English Language, Malayer Branch, Islamic Azad University, Malayer, Iran
2 - Department of English Language, Malayer Branch, Islamic Azad University, Malayer, Iran
3 - Department of English Language, Malayer Branch, Islamic Azad University, Malayer, Iran

تاريخ الإرسال : 08 الإثنين , ربيع الثاني, 1442 تاريخ التأكيد : 18 السبت , جمادى الأولى, 1442 تاريخ الإصدار : 17 الجمعة , جمادى الأولى, 1442

الکلمات المفتاحية: Peer Feedback Dynamics, Patterns of Pair Interaction, writing skill, Content of Peer Feedback, Iranian EFL learners,

ملخص المقالة :

This study investigated the content of peer feedback dynamics using patterns of pair interaction among Iranian EFL learners in English writing class, making use of Audio Stimulated Recall (ASR) interview and the compositions. This qualitative case study was conducted comprising twelve EFL learners at Poldokhtar University. Three kinds of data, including semi-structured interviews, writing assignments, and the artifacts of peer feedback dynamic using patterns of pair interaction, were analyzed by software NVivo 8.0. The findings revealed that the quality of writing was improved by peer feedback dynamics using patterns of pair interaction; the content of peer feedback dynamics became more detailed and various, and the content of peer feedback dynamics focuses on the six aspects including mechanics, syntax, error correction, pragmatic functions, word choice, and style.Specifically, students perceived the contents of the writing, reinforced their critical thinking ability, and enhanced their social interaction skills. Hence, peer feedback should be implemented in L2 writing. Some implications of the study were discussed.

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