Impact of Peer Modelling Demonstration of Collaborative Writing Tasks on Language-Related Episodes and Pair Dynamics among Intermediate EFL Learners

Articles in Press

Document Type : Research Paper

Authors

Faculty of Foreign Languages, University of Isfahan, Isfahan, Iran

10.22099/tesl.2025.52521.3385

Abstract

Although pair work interaction gained substantial attention in recent decades, little is known about the best method to enhance its effectiveness. This study investigated the impact of peer modelling demonstration of collaborative writing tasks as a pedagogical intervention on Language-Related Episodes (LREs) and pair dynamics. Using one group pretest-posttest design with delayed posttest, twenty intermediate learners were randomly paired up to complete three tasks (information-gap, story reconstruction, and jigsaw) which also involved a paragraph-level writing over a three-week period. Each session, the participants were required to work on one task while recording their voices. In the second session of the study, the pairs were provided with peer modelling video to explore its contribution to their performances. The pairs’ audio-recorded performances (about 15 hours) were carefully transcribed and later analyzed for a) the frequency, types and resolution of LREs and b) pair dynamics. Results of Negative Binomial Regression revealed that peer modelling had a significant positive effect on pair performance, in a way that, after the provision of peer modelling, the pairs produced a significantly greater number of LREs and correctly resolved the majority of the conflicts. Additionally, analysis of McNemar’s test revealed that the pairs demonstrated significantly more collaborative pair dynamics subsequent to peer modelling. The finding is pedagogically important as it supports peer modelling as a valuable pedagogical technique to be integrated into the language learning classes to ensure L2 development and foster pair work qualities.

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Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills)

Articles in Press, Accepted Manuscript
Available Online from 21 July 2025

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History

  • Receive Date: 19 February 2025
  • Revise Date: 28 May 2025
  • Accept Date: 12 July 2025

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