Probing into the Patterns of Pair Interaction in EFL Learners’ Peer Feedback Dynamics: Written Discourse in Focus

Subject Areas : All areas of language and translation

Ahmadreza Jamshidipour ¹ , حمید رضا خلجی ² , فرامرز عزیزملایری ³

1 - PhD Candidate in TEFL, Malayer Branch, Islamic Azad University, Malayer, Iran
2 - گروه زبان انگلیسی، دانشگاه آزاد ملایر، ملایر، ایران
3 - گروه زبان انگلیسی، واحد ملایر، دانشگاه آزاد اسلامی، ملایر، ایران

Received: 2021-08-13 Accepted : 2021-08-13 Published : 2021-10-01

Keywords: writing skill, Peer Feedback, Patterns of Pair Interaction,

Abstract :

The present study attempted to explore the patterns of pair interaction in peer feedback dynamics to facilitate the quality of peer feedback and the quality of English writing among EFL learners while communicating ideas through written discourse. This qualitative case study was conducted with 12 (six pairs) EFL learners. To this aim, 12 out of 18 EFL learners from a writing course over 16 weeks, a session per week, during the first semester of 2019-2020 at Poldokhtar University were selected. The revised Bloom’s taxonomy model was transferred to the learners in the workshop. Three kinds of data, including semi-structured interview transcripts, 12 writing assignments, and artifacts of peer feedback dynamics, were analyzed by the QSR NVivo 8 software. The findings revealed that the Revised Bloom’s Taxonomy Model is more acceptable for peer feedback dynamics using patterns of pair interaction which provides a six-step model of critical thinking. The process of peer feedback dynamics was summarized as three steps: intake, critical thinking, and output. Each of the three steps had several mental processes in peer feedback dynamics. Accordingly, the amount of learners’ awareness resulted in their critical thinking. The more the learners were cognizant of their pair interaction and the feedback they received, the more they could criticize the tasks and class activities. Furthermore, the results showed that the pair interaction led to more motivation, cooperation, and confidence. When the learners were confident, they felt comfortable. In conclusion, during peer feedback dynamics, there was a cyclic relationship among the affective variables, including the learners’ awareness, critical thinking, motivation, cooperation, and confidence.

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