Effects of proficiency differences and patterns of pair interaction on second language learning: collaborative dialogue between adult ESL learners

By Yuko Watanabe, M. Swain. 2007

509 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/d0a940046223988995ff1034064daa13e313dad7

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Citations in the corpus

Collaborative Writing in L2 Contexts: Processes, Outcomes, and Future Directions (2011, methodology): “Kim and McDonough (2008), using a research design similar to that of Watanabe and Swain (2007), paired eight intermediate Korean L2 learners with fellow intermediate interlocutors and then with advanced interlocutors.”
Pairing learners in pair work activity (2013, background): “Watanabe and Swain (2007) found that the ‘experts’ scored higher on post tests than novices, benefiting perhaps from the teaching role they undertook.”
The effect of interlocutor proficiency on the collaborative dialogue between Korean as a second language learners (2008, background): “…dialogue studies have examined the relationship between LREs and learning outcomes (Adams, 2007; McDonough & Sunitham, 2007; Swain, 1998; Swain & Lapkin, 1998, 2001; Watanabe & Swain, 2007), additional research is needed to identify the long-term impact of collaborative dialogue on L2 learning.”
The effect of collaborative writing in an EFL secondary setting (2019, background): “…promote negotiation of meaning and form (Long, 2000) as peers have been shown to carefully scaffold each other and to help to bridge their ZPD even without any identifiable expert (Donato, 1994; Guerrero & Villamil, 2000; Ohta, 2000) in the process of making meaning (e.g. Watanabe & Swain, 2007).”
Vocabulary learning in collaborative tasks: A comparison of pair and small group work (2014, background): “…affecting the frequency of both lexical and grammatical LREs, as well as their resolution, are pair dynamics (Kim & McDonough, 2008; Storch, 2002; Watanabe & Swain, 2007), learners’ proficiency level (Leeser, 2004; Williams, 1999), and the mode of communication, faceto-face or online (Shekary &…”
Using pretask modelling to encourage collaborative learning opportunities (2011, background): “…occurrence of interactional feedback and LREs during collaborative tasks is mediated by a variety of factors, including proficiency (Leeser, 2004; Watanabe & Swain, 2007, 2008; Kim & McDonough, 2008), pair dynamics between learners (Storch, 2002a, 2002b; Watanabe & Swain, 2007), level of…”
Interaction and instructed second language acquisition (2018, result): “The researchers explained that the difference was caused by the degree of collaboration rather than the interlocutors’ proficiency levels, supporting the claims made by Watanabe & Swain (2007) and Storch & Aldosari (2013) regarding collaborative interaction and L2 learning.”