Collaborative Dialogues and L2 Learning: Korean Junior High School Students’ Pair-work in English Composition

Abstract

This classroom-based study investigates the relationship between collaborative dialogues and L2 development working in pairs on a collaborative writing task. Specifically, this study focuses on how the students’ pair talk exerted a positive influence on their L2 development. Over a six-week period, three pairs with differing levels of L2 proficiency engaged in a two-stage task: pair writing and individual writing. After the task completion, the six participants were interviewed individually. In order to identify the patterns of prominent pair interaction, the participants’ pair talks were transcribed and analyzed qualitatively in language-related episodes (LREs). The findings suggested that the patterns of pair interaction significantly influenced the frequency of LREs. Even less proficient peers are able to provide assistance in L2 (English) as well as L1 (Korean) to more proficient peers during the pair interaction. Most students showed positive attitudes toward the collaborative writing. Based on the above findings, it is argued that peer interaction, even in L1, promotes L2 learning by making meaning through creating intersubjectivity between the participating peers. The findings are discussed in terms of the pedagogical implications for the use of collaborative tasks in L2 classrooms.