{"title":"Exploring patterns of interaction, LREs and writing performance of adolescent EFL learners","authors":"Nuhi Bllaca, Izaskun Villarreal","doi":"10.1017/s0261444825100888","DOIUrl":null,"url":null,"abstract":"Learners completing writing tasks in pairs or small groups engage in peer interaction, operationalized as language-related episodes (LREs), which seem to facilitate second or foreign language (L2) acquisition. Multiple studies have shown that the patterns of interaction learners form during collaborative language tasks affect the frequency, nature, and outcome of LREs, as well as the quality of the written texts. However, most findings come from studies involving young and adult learners of English as a foreign or a second language (EFL/ESL), whereas research with adolescent EFL learners (aged 13–15) remains scarce. Given the widespread presence of L2 instruction in compulsory education and adolescents’ unique developmental traits, further research is crucial. This study addresses this gap by examining the patterns of interaction, the number, type, and outcome of LREs, and the written texts produced by 60 adolescent EFL learners (aged 13–14) completing a writing task in pairs. Results showed that adolescent learners formed predominantly collaborative patterns of interaction, followed by expert/novice, dominant/dominant, and dominant/passive. Additionally, the pairs with collaborative orientation produced and correctly resolved more LREs and created higher quality texts, measured through global evaluation rubrics. These findings underscore the importance of fostering collaborative pair work in L2 classrooms to enhance peer interaction, LREs, and writing quality.","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":"17 1","pages":""},"PeriodicalIF":5.1000,"publicationDate":"2025-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Language Teaching","FirstCategoryId":"98","ListUrlMain":"https://doi.org/10.1017/s0261444825100888","RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Learners completing writing tasks in pairs or small groups engage in peer interaction, operationalized as language-related episodes (LREs), which seem to facilitate second or foreign language (L2) acquisition. Multiple studies have shown that the patterns of interaction learners form during collaborative language tasks affect the frequency, nature, and outcome of LREs, as well as the quality of the written texts. However, most findings come from studies involving young and adult learners of English as a foreign or a second language (EFL/ESL), whereas research with adolescent EFL learners (aged 13–15) remains scarce. Given the widespread presence of L2 instruction in compulsory education and adolescents’ unique developmental traits, further research is crucial. This study addresses this gap by examining the patterns of interaction, the number, type, and outcome of LREs, and the written texts produced by 60 adolescent EFL learners (aged 13–14) completing a writing task in pairs. Results showed that adolescent learners formed predominantly collaborative patterns of interaction, followed by expert/novice, dominant/dominant, and dominant/passive. Additionally, the pairs with collaborative orientation produced and correctly resolved more LREs and created higher quality texts, measured through global evaluation rubrics. These findings underscore the importance of fostering collaborative pair work in L2 classrooms to enhance peer interaction, LREs, and writing quality.
期刊介绍:
Language Teaching is the essential research resource for language professionals providing a rich and expert overview of research in the field of second-language teaching and learning. It offers critical survey articles of recent research on specific topics, second and foreign languages and countries, and invites original research articles reporting on replication studies and meta-analyses. The journal also includes regional surveys of outstanding doctoral dissertations, topic-based research timelines, theme-based research agendas, recent plenary conference speeches, and research-in-progress reports. A thorough peer-reviewing procedure applies to both the commissioned and the unsolicited articles.