A1 Journal article (refereed)
Guiding and assessing development of L2 writing process : the role of peer collaboration (2022)


Leontjev, D., & Pollari, P. (2022). Guiding and assessing development of L2 writing process : the role of peer collaboration. Innovation in Language Learning and Teaching, Early online. 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: 2022

Publication date: 30/03/2022

Volume: Early online

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: No, publication in press

Preliminary JUFO rating: 1


Last updated on 2022-20-09 at 15:53