A1 Journal article (refereed)
Guiding and assessing development of L2 writing process : the role of peer collaboration (2023)
Leontjev, D., & Pollari, P. (2023). Guiding and assessing development of L2 writing process : the role of peer collaboration. Innovation in Language Learning and Teaching, 17(2), 440-452. https://doi.org/10.1080/17501229.2022.2058514
JYU authors or editors
Publication details
All authors or editors: Leontjev, Dmitri; Pollari, Pirjo
Journal or series: Innovation in Language Learning and Teaching
ISSN: 1750-1229
eISSN: 1750-1237
Publication year: 2023
Publication date: 30/03/2022
Volume: 17
Issue number: 2
Pages range: 440-452
Publisher: Routledge
Publication country: United Kingdom
Publication language: English
DOI: https://doi.org/10.1080/17501229.2022.2058514
Publication open access: Openly available
Publication channel open access: Partially open access channel
Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/80474
Abstract
This study, informed by Vygotskian notion of mediation and reporting on a partnership between a researcher (the first author) and a teacher (the second author), aims at exploring how peers’ comments can inform teacher assessment and guidance of learners’ L2 (second/foreign language) writing. The participants were 19 L2 English learners in an upper secondary school in Finland. We largely focus on the notes that one pair of learners made on each other’s essays and how they responded to peer assistance. Triangulating these data with classroom observation and a questionnaire, we traced how learners co-constructed their understanding of how their texts can be developed. The foci and how the identified issues were addressed were similar within the groups but varied across them. The innovativeness of the activity lies in (1) the dialectical teacher-researcher partnership in which it was designed and which informed the analysis, simultaneously serving as teachers’ assessment of learners’ writing; (2) the learner notes serving as a source of information for the teacher and as a persistent mediational means for the learners. We discuss the findings with reference mediation and the dialectics of teaching, learning, and assessment, focusing on how teachers can use the information obtained from such notes.
Keywords: language learning; second language; foreign languages; English language; writing; process writing; peer learning; educational evaluation
Free keywords: mediation; process writing; sociocultural theory; classroom assessment; L2 English
Contributing organizations
Ministry reporting: Yes
Reporting Year: 2022
JUFO rating: 1