Home Linguistics & Semiotics 2. Peer interaction and metacognitive instruction in the EFL classroom
Chapter
Licensed
Unlicensed Requires Authentication

2. Peer interaction and metacognitive instruction in the EFL classroom

  • Akiko Fujii , Nicole Ziegler and Alison Mackey
View more publications by John Benjamins Publishing Company
To Publisher Page
Peer Interaction and Second Language Learning
This chapter is in the book Peer Interaction and Second Language Learning

Abstract

This chapter examines the effects of metacognitive instruction on the provision and use of interactional opportunities in learner-learner interactions in the task-based EFL classroom. Learners (N = 39) drawn from three intact speaking classes in an intensive academic EFL program were divided into a treatment group and a control group. Learners in both groups completed a pretest and posttest. The treatment group participated in a metacognitive instruction session, which demonstrated to learners the benefits of interactional feedback and presented tips and practice on how to provide feedback to their peers. Overall, findings indicate that metacognitive instruction led to greater provision and use of interactional feedback in subsequent interactions, and that learners recognized the benefits for their second language learning.

Abstract

This chapter examines the effects of metacognitive instruction on the provision and use of interactional opportunities in learner-learner interactions in the task-based EFL classroom. Learners (N = 39) drawn from three intact speaking classes in an intensive academic EFL program were divided into a treatment group and a control group. Learners in both groups completed a pretest and posttest. The treatment group participated in a metacognitive instruction session, which demonstrated to learners the benefits of interactional feedback and presented tips and practice on how to provide feedback to their peers. Overall, findings indicate that metacognitive instruction led to greater provision and use of interactional feedback in subsequent interactions, and that learners recognized the benefits for their second language learning.

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Acknowledgement of reviewers vii
  4. Introduction
  5. Understanding peer interaction 1
  6. Section I: Interactional patterns and learner characteristics
  7. 1. Peer interaction and learning 33
  8. 2. Peer interaction and metacognitive instruction in the EFL classroom 63
  9. 3. Interaction or collaboration? Group dynamics in the foreign language classroom 91
  10. 4. Interactional behaviours of low-proficiency learners in small group work 113
  11. 5. Collaborative dialogue in a two-way Spanish/English immersion classroom 135
  12. Section II: Tasks and interactional modalities
  13. 6. Peer interaction in F2F and CMC contexts 163
  14. 7. Thai EFL learners’ interaction during collaborative writing tasks and its relationship to text quality 185
  15. 8. Engagement with the language 209
  16. 9. EFL task-based interaction 241
  17. 10. A focus on mode 267
  18. 11. Small-group meta-analytic talk and Spanish L2 development 291
  19. Section III: Learning settings
  20. 12. How adolescents use social discourse to open space for language learning during peer interactions 319
  21. 13. Peer interaction while learning to read in a new language 349
  22. Epilogue
  23. New pathways in researching interaction 377
  24. Index 397
https://doi.org/10.1075/lllt.45.03fuj

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Acknowledgement of reviewers vii
  4. Introduction
  5. Understanding peer interaction 1
  6. Section I: Interactional patterns and learner characteristics
  7. 1. Peer interaction and learning 33
  8. 2. Peer interaction and metacognitive instruction in the EFL classroom 63
  9. 3. Interaction or collaboration? Group dynamics in the foreign language classroom 91
  10. 4. Interactional behaviours of low-proficiency learners in small group work 113
  11. 5. Collaborative dialogue in a two-way Spanish/English immersion classroom 135
  12. Section II: Tasks and interactional modalities
  13. 6. Peer interaction in F2F and CMC contexts 163
  14. 7. Thai EFL learners’ interaction during collaborative writing tasks and its relationship to text quality 185
  15. 8. Engagement with the language 209
  16. 9. EFL task-based interaction 241
  17. 10. A focus on mode 267
  18. 11. Small-group meta-analytic talk and Spanish L2 development 291
  19. Section III: Learning settings
  20. 12. How adolescents use social discourse to open space for language learning during peer interactions 319
  21. 13. Peer interaction while learning to read in a new language 349
  22. Epilogue
  23. New pathways in researching interaction 377
  24. Index 397
Sign up now to receive a 20% welcome discount
Institutional Access
How does access work?
Have an idea on how to improve our website?
Please write us.
© 2025 De Gruyter Brill
Downloaded on 31.12.2025 from https://www.degruyterbrill.com/document/doi/10.1075/lllt.45.03fuj/html
Scroll to top button