Exploring speech acts in peer feedback groups: Interactional dynamics among Chinese EFL learners

Abstract

Drawing upon a finite, minimalist speech act typology, this study explores the use of speech acts in peer feedback group interactions among Chinese EFL (English as a Foreign Language) learners. Specifically, interactive production data were collected from 14 peer feedback triads in a translation course instructed for English majors in the third grade. As a result, it is found that Chinese EFL learners predominantly employed meaningful speech acts rather than ritual ones, with a preference for informative speech acts over attitudinal ones. Notably, Chinese EFL learners demonstrated significant versatility and dynamism in their use of speech acts when performing 12 peer feedback interaction moves, flexibly employing the same speech acts across different moves according to communicative needs. The implications of this study are discussed in relation to understanding speech acts within specific contexts and lingua-cultures, as well as examining the universality of the renewed speech act system from an interactive perspective.