Abstract
This study aims to examine the extent to which peer collaboration affects EFL learners’ speech act production and cognitive processes. Eleven EFL students in the individual group and 22 students (11 pairs) in the collaborative groups were asked to report their cognitive processes when working on a written discourse completion task (WDCT). The WDCT performances were rated on a five-point Likert-type scale, and the verbalizations were analyzed in terms of pragmatic-related episodes (PREs). Results showed that the individual group scored higher on content, whereas the collaborative group outperformed their counterparts on forms. Regarding the cognitive processes, the individual group tended to plan the general direction of their writing before writing the WDCT and paid more attention to sociopragmatic content while writing. In contrast, the collaborative group planned specific details before the task and attended to pragmalinguistic forms more often while writing.
Funding source: Ministry of Science and Technology, Taiwan
Award Identifier / Grant number: MOST 107-2410-H-167-003
Acknowledgement
We would like to thank Dylan Lin, Angel Chen, Rosia Li, Sandy Hsu, and Iris Lee for their kind assistance in this study. We are also grateful for the anonymous reviewers’ comments on the earlier drafts of this paper.
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Data availability statement: Due to the nature of this research, participants of this study did not agree for their data to be shared publicly, so supporting data is not available.
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Research funding: This study was funded by the second/corresponding author’s research grants awarded by the Ministry of Science and Technology, Taiwan, R.O.C. (MOST 107-2410-H-167-003).
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Conflict of interest statement: No potential conflict of interest was reported by the authors.
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© 2021 Walter de Gruyter GmbH, Berlin/Boston
Articles in the same Issue
- Frontmatter
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- Communicating across educational boundaries: accommodation patterns in adolescents’ online interactions
- Tracking telecollaborative tasks through design, feedback, implementation, and reflection processes in pre-service language teacher education
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- Verbal and nonverbal disagreement in an ELF academic discussion task
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Articles in the same Issue
- Frontmatter
- Research Articles
- Communicating across educational boundaries: accommodation patterns in adolescents’ online interactions
- Tracking telecollaborative tasks through design, feedback, implementation, and reflection processes in pre-service language teacher education
- Individual versus pair work on L2 speech acts: production and cognitive processes
- Self-identity construction and pragmatic compensation in a Chinese DAT elder’s discourse
- Verbal and nonverbal disagreement in an ELF academic discussion task
- Relationships between struggling EFL writers’ motivation, self-regulated learning (SRL), and writing competence in Hong Kong primary schools
- Chinese university students’ self-regulated writing strategy use and EFL writing performance: influences of self-efficacy, gender, and major
- Does one size fit all? The scope and type of error in direct feedback effectiveness
- Immersing learners in English listening classroom: does self-regulated learning instruction make a difference?
- The pedagogical potential of speech-language therapy materials for the teaching of idiomatic expressions in a foreign language
- “This topic was inconsiderate of our culture”: Jordanian students’ perceptions of intercultural clashes in IELTS writing tests
- Positioning of female marriage immigrants in South Korea: a multimodal textbook analysis
- Hearing parents learning American Sign Language with their deaf children: a mixed-methods survey
- Teacher resilience and triple crises: Confucius Institute teachers’ lived experiences during the Covid-19 pandemic
- Translanguaging in self-praise on Chinese social media