Collaborative English Writing Based on Peer Mediation: How Two Young EFL Learners Transform the Writing Experience

Abstract

Previous research has demonstrated how peer interaction has positive effects in second language learning. Collaboration as instinctive human nature has been a center of scholastic inquiries through strands of L2 studies. There is yet a strong need to explore the influence of interactional discourse on learners writing outcomes. Children, who are known to possess strong sensitivity to input (Long, 2003), can become suitable target learners who are expected to vitalize it by creating written output. The present study observes two young learners during EFL writing class engaging in collaborative writing tasks and how each of their linguistic and behavioral development affects reciprocal progress. Fifteen weeks of investigation aims at answering three research questions: 1) How do EFL learners express themselves in collaborative L2 writing? 2) How do EFL learners focus on form in collaborative L2 writing? 3) How do EFL learners react to collaborative L2 writing? To deeply look into multilayered personality, detailed learner profiles were gathered, which helped build up on-going writing curriculum corresponding with individual needs. Transcribed data, along with written outcomes and questionnaires were collected and analyzed in qualitative manners. The first round of coding identified discourse into four types of evidence which can reveal the main features of collaboration: LREs (Language-Related Episodes)

CREs (Content-Related Episodes)

teacher elicitations

and learner initiations. The second coding stage organized the meaningful discourse samples with written pieces into three themes equivalent with each research question. The major findings respond to the overarching concerns of the current study. After examining the expression of personality by writing partners, first of all, they turned out to possess distinctive learning styles and strategies which required negotiation. Next, considering form-focusing aspects in writing context, both learners constantly mediated each others interlanguage rules and construction of form-meaning relationships. What comes to count as recreating collaborative L2 writing experience is that the dyad sought to become responsible, coordinating, and autonomous over time. The interpretation suggests that collaborative communication between learner dyads can generate synergy in learning how to write in L2. The application to classroom settings to enhance efficiency is palpable with duration of practice and consideration of dyad specificity.