Peer Interaction and Second Language Learning

Pedagogical potential and research agenda

ORCID logoMasatoshi Sato | Universidad Andres Bello
ORCID logoSusan Ballinger | McGill University
ISBN 9789027213327 | EUR 99.00 | USD 149.00
ISBN 9789027213334 | EUR 36.00 | USD 54.00
ISBN 9789027267177 | EUR 99.00/36.00*
| USD 149.00/54.00*
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This volume represents the first collection of empirical studies focusing on peer interaction for L2 learning. These studies aim to unveil the impact of mediating variables such as task type, mode of interaction, and social relationships on learners’ interactional behaviors and language development in this unique and pedagogically powerful learning context. To examine these issues, contributors employed quantitative, qualitative, and mixed-methods designs as well as cognitive, social, and sociocognitive theoretical frameworks. The majority of the studies are classroom based and were conducted in a rich array of settings covering five continents and encompassing a wide range of learner L1s and target languages. These settings include second and foreign language classrooms from primary to university level, content-based programs, online contexts, and after-school programs. To span the divide between research and practice, each study includes a section suggesting pedagogical implications.
[Language Learning & Language Teaching, 45] 2016.  vii, 399 pp.
Publishing status: Available
Table of Contents
“This edited book by Sato and Ballinger makes an important contribution to our understanding of the role of interaction between second language learners during second language learning. The research reported in the chapters is cutting-edge. The collection includes studies of young, adolescent and adult learners of varying proficiency levels and language backgrounds, in a variety of instructional settings, engaging in diverse tasks. Overall, this book points to the critical need to take into account emotional, social and cognitive dimensions in order to explain second language learning resulting from learner interaction. I recommend this book highly for both researchers and practitioners.”
“This book is one of the first, if not the first, volumes dedicated to peer interaction (i.e., interaction between language learners), a specific and distinctive field within the broader field of interaction research. It succeeds rather well in achieving its aim to provide an up-to-date overview. Thoughts are given to organising the chapters into the three sections, each of which addresses a prong in this research. The methodology adopted by the papers, often being the mixed-method approach, is exemplary: quantitative data are capable of providing a global picture of trends and microanalysis
offers the details of happenings during the interactions. The volume is written in clear and succinct language, and is easy to follow for readers with varying levels of experience and knowledge in the field. It certainly deserves strong recommendations, especially to students of Applied Linguistics and Second Language Studies, as well as language teaching professionals interested in peer interaction research, all of whom should find it insightful, informative and useful.”
Cited by

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2021. Interactionist Approach to Corrective Feedback in Second Language Acquisition. In The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching,  pp. 44 ff. DOI logo
Abbuhl, Rebekha
2021. Interactionist Approach to Corrective Feedback. In Research Questions in Language Education and Applied Linguistics [Springer Texts in Education, ],  pp. 103 ff. DOI logo
Aksoy-Pekacar, Kadriye
2023. Task-related collaborative behaviours in task-based oral peer interactions. The Language Learning Journal  pp. 1 ff. DOI logo
Ballinger, Susan
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Ballinger, Susan
2021. Oral Corrective Feedback in Content-Based Contexts. In The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching,  pp. 539 ff. DOI logo
Barabas, Cris Delatado
2023. Implementing peer podcasting in an EFL literature course. TESOL Journal 14:2 DOI logo
Boers, Frank, Lara Bryfonski, Farahnaz Faez & Todd McKay
2021. A CALL FOR CAUTIOUS INTERPRETATION OF META-ANALYTIC REVIEWS. Studies in Second Language Acquisition 43:1  pp. 2 ff. DOI logo
Borreguero Zuloaga, Margarita & Anna De Marco
2021. The Role of Immersion and Non-immersion Contexts in L2 Acquisition: A Study Based on the Analysis of Interactional Discourse Markers. Corpus Pragmatics 5:1  pp. 121 ff. DOI logo
BOZCA, Melike & Didem KOBAN KOÇ
2023. A comparative study on the effects of peer influence on willingness to communicate in speaking activities in online and face-to-face EFL lessons. Journal of Educational Technology and Online Learning 6:4  pp. 1044 ff. DOI logo
Bui, Trang Le Diem & Phung Dao
2023. Primary school children’s peer interaction: Exploring EFL teachers’ perceptions and practices. Language Teaching Research  pp. 136216882311607 ff. DOI logo
Cassell, Justine
2022. Socially Interactive Agents as Peers. In The Handbook on Socially Interactive Agents,  pp. 331 ff. DOI logo
Cerezo, Luis
2021. Corrective Feedback in Computer-Mediated versus Face-to-Face Environments. In The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching,  pp. 494 ff. DOI logo
Chadha, Anita
2023. Civic Deliberations in COVID-19 and Beyond. In Innovations in Digital Instruction Through Virtual Environments [Advances in Educational Technologies and Instructional Design, ],  pp. 14 ff. DOI logo
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2023. Civic Engagement. International Journal of Web-Based Learning and Teaching Technologies 17:1  pp. 1 ff. DOI logo
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2023. Dynamic fluctuations in foreign language enjoyment during cognitively simple and complex interactive speaking tasks. Studies in Second Language Learning and Teaching 13:3  pp. 627 ff. DOI logo
Cloutier, Robert, Nuria Yáñez-Bouza, Radosław Święciński, Gea Dreschler, Sune Gregersen, Beáta Gyuris, Kathryn Allan, Maggie Scott, Lieselotte Anderwald, Alexander Kautzsch, Sven Leuckert, Tihana Kraš, Alessia Cogo, Tian Gan, Ida Parise & Jessica Norledge
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Dao, Phung, Phuong-Thao Duong & Mai Xuan Nhat Chi Nguyen
2023. Effects of SCMC mode and learner familiarity on peer feedback in L2 interaction. Computer Assisted Language Learning 36:7  pp. 1206 ff. DOI logo
Dao, Phung, Suong Thi Thu Hoang & Mai Xuan Nhat Chi Nguyen
2024. Young learners’ synchronous online peer interaction: teachers’ beliefs of its benefits and implementation. Language Awareness 33:1  pp. 45 ff. DOI logo
Fathabadi, Jassem
2023. Philosophical ELT: Critical Study of the Conceptual Presuppositions Within the Field. Human Arenas DOI logo
Gallardo-del-Puerto, Francisco & María Martínez-Adrián
2022. Task Modality Effects on the Production and Elaboration of Language-Related Episodes: A Study on Schoolchildren’s Interactions in a Foreign Language. Languages 7:4  pp. 306 ff. DOI logo
Guerrettaz, Anne Marie, Corinne S. Mathieu, Siwon Lee & Adon Berwick
2022. Materials use in language classrooms: A research agenda. Language Teaching 55:4  pp. 547 ff. DOI logo
2021. Sociomateriality of Semiscripted Pair‐Work Prompts in Beginner‐Level Japanese‐as‐a‐Foreign‐Language Classrooms. The Modern Language Journal 105:S1  pp. 65 ff. DOI logo
Hetrovicz, Lauren
2021. The effect of NNS–NNS and NNS–NS videoconferencing on the development of second language confidence. Foreign Language Annals 54:4  pp. 1257 ff. DOI logo
Hiromori, Tomohito
2024. Group work dynamics and the role of leadership in face‐to‐face and online second language classes. International Journal of Applied Linguistics 34:1  pp. 316 ff. DOI logo
Hsu, Hsiu-Chen
Huang, Yuhui, Andrew H. Lee & Susan Ballinger
2023. The characteristics and effects of peer feedback on second language pronunciation. Journal of Second Language Pronunciation 9:1  pp. 47 ff. DOI logo
Iwashita, Noriko & Phung Dao
2021. Peer Feedback in Second Language Oral Interaction. In The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching,  pp. 275 ff. DOI logo
Kim, Minkyung, Hakyoon Lee & YouJin Kim
2018. Chapter 2. Learning of Korean honorifics through collaborative tasks. In Task-Based Approaches to Teaching and Assessing Pragmatics [Task-Based Language Teaching, 10],  pp. 28 ff. DOI logo
Kim, YouJin & Lena Emeliyanova
2021. The effects of written corrective feedback on the accuracy of L2 writing: Comparing collaborative and individual revision behavior. Language Teaching Research 25:2  pp. 234 ff. DOI logo
King, Kendall A., Martha Bigelow & Abdiasis Hirsi
2017. New to School and New to Print: Everyday Peer Interaction Among Adolescent High School Newcomers. International Multilingual Research Journal 11:3  pp. 137 ff. DOI logo
Kirchhoff, Natalie
2022. interacción entre pares y el input escrito. HUMAN REVIEW. International Humanities Review / Revista Internacional de Humanidades 11:Monográfico  pp. 1 ff. DOI logo
Le Bouthillier, Josée, Renée Bourgoin & Joseph Dicks
2022. L’acquisition de la langue orale par l’entremise de tâches de centres d’apprentissage de littératie dans des classes d’immersion française. The Canadian Modern Language Review 78:2  pp. 91 ff. DOI logo
Leeming, Paul
2019. Emergent Leadership and Group Interaction in the Task‐Based Language Classroom. TESOL Quarterly 53:3  pp. 768 ff. DOI logo
Leeming, Paul
2024. The influence of small groups on leader stability and task engagement in the language classroom. Language Teaching Research 28:1  pp. 52 ff. DOI logo
Leeming, Paul & Justin Harris
2022. Self-Determination theory and tasks. TASK. Journal on Task-Based Language Teaching and Learning 2:2  pp. 164 ff. DOI logo
Loewen, Shawn & Daniel R. Isbell
Martin-Beltrán, Melinda
2017. Exploring Peer Interaction Among Multilingual Youth: New Possibilities and Challenges for Language and Literacy Learning. International Multilingual Research Journal 11:3  pp. 131 ff. DOI logo
Martin‐Beltrán, Melinda, Andrés A. García & Angélica Montoya‐Ávila
2020. “I Know There's Something Like That in Spanish”: Heritage Language Learners' Multifaceted Interactions with Linguistically Diverse Peers. International Journal of Applied Linguistics 30:3  pp. 530 ff. DOI logo
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2020. Creating Effective Blended Language Learning Courses, DOI logo
Niu, Ruiying, Lin Jiang & Yuan Deng
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Pastushenkov, Dmitrii, Cameron Camp, Iryna Zhuchenko & Olesia Pavlenko
2021. Shared and different L1 background, L1 use, and peer familiarity as factors in ESL pair interaction. TESOL Journal 12:2 DOI logo
Paul, Jing Z. & Eric Friginal
2019. The effects of symmetric and asymmetric social networks on second language communication. Computer Assisted Language Learning 32:5-6  pp. 587 ff. DOI logo
Peeters, Ward
2018. Applying the networking power of Web 2.0 to the foreign language classroom: a taxonomy of the online peer interaction process. Computer Assisted Language Learning 31:8  pp. 905 ff. DOI logo
Peeters, Ward
2019. The peer interaction process on Facebook: a social network analysis of learners’ online conversations. Education and Information Technologies 24:5  pp. 3177 ff. DOI logo
Peeters, Ward & Marilize Pretorius
2020. Facebook or fail-book: Exploring “community” in a virtual community of practice. ReCALL 32:3  pp. 291 ff. DOI logo
Phan, Huong Le Thu & Phung Dao
2023. Engagement in collaborative writing: Exploring learners’ control of task content and text quality. International Journal of Applied Linguistics 33:2  pp. 242 ff. DOI logo
Puntambekar, Sadhana, Dana Gnesdilow & Sinan Yavuz
2023. Understanding the effect of differences in prior knowledge on middle school students’ collaborative interactions and learning. International Journal of Computer-Supported Collaborative Learning 18:4  pp. 531 ff. DOI logo
Sato, Masatoshi
2017. Interaction Mindsets, Interactional Behaviors, and L2 Development: An Affective‐Social‐Cognitive Model. Language Learning 67:2  pp. 249 ff. DOI logo
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2022. Learner attitudes and attention to form in peer interaction: A proposal to replicate Adams et al. (2011) and Philp et al. (2010). Language Teaching 55:3  pp. 407 ff. DOI logo
Spinelli, Franciele
2024. Examining learning opportunities and perceptions of Latin American ESL learners in varying proficiency‐level groups. International Journal of Applied Linguistics DOI logo
2019. Optimizing Second Language Practice in the Classroom: Perspectives from Cognitive Psychology. The Modern Language Journal 103:3  pp. 551 ff. DOI logo
Swain, Merrill & Yuko Watanabe
2019. Languaging: Collaborative Dialogue as a Source of Second Language Learning. In The Encyclopedia of Applied Linguistics,  pp. 1 ff. DOI logo
Torres, Julio
2023. Heritage language learners’ written texts across pair types and interaction mode. Language Teaching Research 27:1  pp. 5 ff. DOI logo
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Toth, Paul D. & Yohana Gil‐Berrio
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2023. „irgendwie müssen wir herausfinden, was passiert ist“ – Rezeption von Bilderbüchern als Ausgangspunkt für interaktionale Aushandlungsprozesse. Informationen Deutsch als Fremdsprache 50:4  pp. 333 ff. DOI logo
Xu, Jinfen, Yumei Fan & Qingting Xu
2019. EFL learners’ corrective feedback decision-making in task-based peer interaction. Language Awareness 28:4  pp. 329 ff. DOI logo
Xu, Jinfen & Jinnan Kou
2018. Group Interaction Strategies and Students’ Oral Performance in Chinese EFL Classrooms. TESOL Quarterly 52:1  pp. 198 ff. DOI logo
Yarwood, Amelia & Phillip A. Bennett
2022. Engendering WTC in Online Learning Spaces. In Transferring Language Learning and Teaching From Face-to-Face to Online Settings [Advances in Mobile and Distance Learning, ],  pp. 227 ff. DOI logo
Zabihi, Reza, Danial Erfanitabar & Mehdi Mehranirad
2023. Task Type and Discussion of Language Form in L2 Pair Interaction. English Teaching & Learning 47:4  pp. 493 ff. DOI logo
Zhang, Yining, Binbin Zheng & Yuan Tian
2022. An exploratory study of English-language learners’ text chat interaction in synchronous computer-mediated communication: functions and change over time. Computer Assisted Language Learning  pp. 1 ff. DOI logo
[no author supplied]
2021. Production and Monitoring of the L2. In SLA Applied,  pp. 246 ff. DOI logo

This list is based on CrossRef data as of 20 february 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.


Main BIC Subject

CJ: Language teaching & learning (other than ELT)

Main BISAC Subject

LAN020000: LANGUAGE ARTS & DISCIPLINES / Study & Teaching
ONIX Metadata
ONIX 2.1
ONIX 3.0
U.S. Library of Congress Control Number:  2016001357 | Marc record