Abstract
This paper focuses on peer written corrective feedback (PWCF), a pedagogic device whose potential appears still underexploited in second language teaching in Italian schools and universities. Specifically, we aim to contribute to the body of research on the benefits of PWCF as a learning activity for the development of metalinguistic reflection in peer-to-peer native/non-native online communication. Using a sample of tandem interactions between US learners of Italian and Italian learners of English, we conducted a qualitative analysis of the explanations of linguistic phenomena provided by native speakers when commenting on errors after giving corrective feedback on their non-native partners’ pieces of L2 writing. The data analysis confirmed that the feedback-discussing tasks pushed native/non-native peers to actively reflect on both source and target language, engaging in metalinguistic discussions and utilizing cross-linguistic knowledge.
Highlights
In line with the purpose of this Special Issue, our small-scale study stems from the idea that good teaching practices implemented during the pandemic emergency could help us rethink and revise the way we do second language teaching on
The focus of the present paper is on the metatalk that occurs in virtual exchanges when implementing peer written corrective feedback (PWCF) followed by oral discussion between native (NS) and nonnative speakers (NNS)
In the present paper we aim to observe whether and how metalinguistic reflection occurs in peer-topeer native/non-native (i.e., L1 and L2 English) online interaction stimulated by a particular type of corrective feedback (CF), namely indirect written feedback followed by oral discussion
Summary
In line with the purpose of this Special Issue, our small-scale study stems from the idea that good (and bad) teaching practices implemented during the pandemic emergency could help us rethink and revise the way we do second language teaching on We take this opportunity to reflect on a well-known pedagogic device—peer written corrective feedback—from a particular angle. Referred to as “peer response,” “peer review,” and “peer editing,” peer written corrective feedback (PWCF) is the reciprocal activity during which learners provide corrective feedback (CF), i.e., an indication that the partner’s use of the target language is incorrect (Lightbown & Spada, 1999), on each other's drafts in pairs or small groups (Storch, 2019; Yu & Lee, 2016) It sometimes includes oral discussion in addition to the written comments on the draft.
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