Reflective learning practice for promoting adolescent EFL learners’ attention to form

Abstract

ABSTRACT To address learners’ low attention to form in peer interaction, the current study investigated the impact of reflective learning practice intervention that aims to promote learners’ attention to form. Sixty-eight adolescent EFL learners (M age = 15.6, SD = 7.05) formed reflective learning practice and control groups. The reflective practice group received a treatment that was designed following the reflective learning model with the goal of increasing learners’ attention to form. Pre/post-tests results showed that learners’ attention to form in the type of self-correction and metalinguistic talk increased over time. Self-reports revealed that learners perceived the reflective learning practice as beneficial, particularly encouraging them to attend to language form and establish collaborative mindset. However, factors such as learners’ approach to tasks, social relationship, perceptions of feedback provision, and proficiency appeared to mediate the effectiveness of the treatment. The results suggest reflective learning practice as a pedagogical tool to promote effective peer interaction.