Do Second Language Learners of Lower Linguistic Proficiency Levels Benefit From Collaborative In-Class Dialogical Activities? A Small-Scale Exploratory Study
DOI:
https://doi.org/10.17507/jltr.1602.24Keywords:
second language learning, second language learners, sociocultural theory, collaborative dialogues, low linguistic proficiency levelAbstract
Previous studies that have investigated whether or not peer-to-peer collaborative dialogue is beneficial for second language learners of lower linguistic proficiency levels have produced inconclusive, differing, and even conflicting results. Whereas some researchers like Colina and Mayo (2007) and Bao (2020) argue that lower proficiency learners can benefit from collaborative dialogue, others such as Kim and McDonough (2008), Kuiken and Vedder (2002), Leeser (2004), and Shehadeh (2011) argue that these learners do not benefit from collaborative dialogue. A translation task was used as a technique to elicit data to examine the research questions. Detailed analyses of the peer interaction reveal that both learners benefited from engaging in the collaborative dialogue; they achieved together, as a group, what was beyond their individual linguistic ability. By sharing their points of view (assumptions, opinions, etc.), elaborating on each other’s arguments, responding to each other’s needs (providing scaffolded help), and using several regulatory tools (first language, repetition, private speech, etc.), the two learners together tackled the linguistic problems presented within the task and co-constructed knowledge about language.
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