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 editorsLeontjev, Dmitri; Pollari, Pirjo

Journal or seriesInnovation in Language Learning and Teaching

ISSN1750-1229

eISSN1750-1237

Publication year2023

Publication date30/03/2022

Volume17

Issue number2

Pages range440-452

PublisherRoutledge

Publication countryUnited Kingdom

Publication languageEnglish

DOIhttps://doi.org/10.1080/17501229.2022.2058514

Publication open accessOpenly available

Publication channel open accessPartially 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.


Keywordslanguage learningsecond languageforeign languagesEnglish languagewritingprocess writingpeer learningeducational evaluation

Free keywordsmediation; process writing; sociocultural theory; classroom assessment; L2 English


Contributing organizations


Ministry reportingYes

Reporting Year2022

JUFO rating1


Last updated on 2024-02-07 at 23:45