Activating the ZPD: Mutual Scaffolding in L2 Peer Revision

By M. C. M. Guerrero, Olga S. Villamil. 2000

526 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/87ead38e03ad50b2e08f70c2d0d83a4b8338486d

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. K. Davin
2. Shulin Yu
3. Icy Lee
4. F. Hyland
5. J. Smit
6. Richard Donato
7. Masatoshi Sato
8. Arthur Bakker

In Language and Linguistics

1. Shulin Yu
2. Icy Lee
3. Ken Hyland
4. F. Hyland
5. Masatoshi Sato
6. Richard Donato
7. K. Davin
8. Adela Ganem Gutierrez

Citations in the corpus

• The effect of collaborative writing in an EFL secondary setting (2019, methodology): “Additionally, L2 research has demonstrated that peers can provide carefully attuned support and push learning (Donato, 1994; Guerrero & Villamil, 2000; Ohta, 2000).”
• Microgenesis, method and object: a study of collaborative activity in a Spanish as a foreign language classroom (2007, background): “Use of L1 can prove to be a very effective mediational mechanism if investigated within its situated context (see Antón and DiCamilla, 1998; de Guerrero and Villamil, 2000; Swain and Lapkin, 1982, 2000).”
• Student Collaboration and Teacher-Directed Classroom Dynamic Assessment: A Complementary Pairing (2013, background): “…varying levels—middle school (Swain & Lapkin, 1998), high school (Alley, 2005; Brooks & Donato, 1994), university (Brooks, Donato, & Mcglone, 1997; De Guerrero & Villamil, 2000; Donato, 1994; Ohta, 2000, 2005), and adult classrooms (Antón & DiCamilla, 1998; DiCamilla & Antón, 1997) has shown…”
• Conceptualizing Perseverance in Problem Solving as Collective Enterprise (2017, background): “…p. 279; 1978, pp. 89–90, emphasis added) The idea that students can be awakened to possibilities unlike what happens when working alone, reverberates through numerous studies of collaborative learning (e.g., De Guerrero & Villamil, 2000; Doolittle, 1997; Nyikos & Hashimoto, 1997; Slavin, 2011).”
• Raising language awareness in peer interaction: a cross-context, cross-methodology examination (2012, background): “…/ ISSN 1747-7565 online C© 2012 Taylor & Francis http://dx.doi.org/10.1080/09658416.2011.639884 http://www.tandfonline.com to learner–learner interaction is still under-investigated (but see, for written peer CF, De Guerrero & Villamil, 2000; Liu & Hansen, 2002; Sheen, 2010; Tseng & Tsai, 2007).”
• “What Do You Want to Say?” How Adolescents Use Translanguaging to Expand Learning Opportunities (2014, methodology): “We draw from studies in second-language learning using microgenetic analysis, which have used qualitative, interpretive, case-study perspectives (Aljaafreh & Lantolf, 1994; Antón & Dicamilla, 1999; De Guerrero & Villamil, 2000; Donato, 1994; Swain, 2006).”
• Feedback on second language students' writing (2006, background): “…on aspects such as the functions and focuses of the interactions, the stances taken by the reader and the group dynamics (Mangelsdorf & Schlumberger 1992; Nelson & Murphy 1992; Guerrero & Villamil 1994; Mendoca & Johnson 1994; Lockhart & Ng 1995; Villamil & Guerrero 1996; Guerrero & Villamil 2000).”
• Second language learning as a mediated process (2000, methodology): “Drawing on the schemata for adult mediation presented in Lidz (1991), de Guerrero and Villamil (2000) carried out a detailed, microgenetic, analysis of the specific ways in which peers scaffolded each other.”
• A conceptualisation of whole‐class scaffolding (2013, background): “In analogy, De Guerrero and Villamil (2000) argue that scaffolding in the second language would ‘consist of those supportive behaviours, adopted by the more expert partner in collaboration with the L2 learner that might facilitate the learner’s progress to a higher level of language development’ (p.”